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CATEGORY |
4 = exemplary |
3 = accomplished |
2 = developing |
1 = beginning |
Comments |
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Time Limit |
Student's part of the presentation is
within the allotted time limit. Whole group presentation is within 1
minute +/-of allotted time. |
Student's part of the presentation is
within 1 minute +/- of the allotted time limit. Whole group
presentation is within 2 minutes +/- of allotted time. |
Student's part of the presentation is
within 2 minutes +/- of the allotted time limit. Whole group
presentation is within 3-4 minutes +/- of allotted time. |
Student's part of the presentation is too long or too short.
Whole group presentation is 5 or more
minutes above or below the allotted time. |
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|
Collaboration |
Presenters worked as part of a team,
providing effective transitions to next/previous speaker or making
references to previous/next topics |
Evidence of team work; transitions
made to next/previous speaker or topics |
Some evidence of team work; some
transitions made to next/previous speaker or topics |
No evidence of team work; no
transitions made to next/previous speaker or topics |
|
|
Organization |
Strong and engaging introduction
provides overview of presentation; presentation supports
introduction;
effective transitions to the
next topic/point; conclusion reinforces main points in memorable
fashion. |
Introduction
provides overview of presentation; presentation supports
introduction and ends with appropriate conclusion;
some transitions to the next
topic/point. |
Some overview is given; connection
between introduction and presentation is sometimes unclear;
conclusion is limited;
transitions to next
topic/point mostly missing. |
Introduction does not give overview;
no transitions to the next
topic/point; organization is unclear, or presentation ends without conclusion. |
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|
Content / Preparedness |
Content throughout the
presentation is well-researched and presented succinctly; presentation
is
well-prepared and has obviously been rehearsed. |
Content is presented
succinctly for the most part. Research and preparation are
evident. |
Content shows problems
with research and succinct presentation; more preparation of the
material is necessary. |
Presentation of
content is disjointed and incoherent; little evidence of
preparation. |
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|
Evidence / Sources |
Main ideas are presented with depth
and effectively supported with facts, vivid details, and engaging
examples. All key elements are included. Several sources (3 +)
are used, mentioned, and cited. |
Main ideas are supported with
appropriate facts, examples, and details. One or two key elements
may be missing; 2-3 sources are used, mentioned, and cited. |
Some main ideas are supported with
facts, examples, or details. More than two key elements are missing;
only 1-2 sources are used OR mentioned/cited inappropriately. |
Main ideas are unclear; facts,
examples, and details are lacking or fail to support ideas;
presentation lacks several key elements or contains inaccuracies; no
sources are used/mentioned/cited. |
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|
Speaking Skills /
Voice |
Poised, clear
articulation/pronunciation; proper volume, speaking rate, and pauses. Presenter
shows enthusiasm through emphasis. |
Clear articulation/pronunciation but
not as polished; volume, rate, and pauses mostly appropriate.
Presenter's show of enthusiasm through emphasis is adequate. |
Some mumbling; uneven rate and
volume; little enthusiasm and emphasis |
Volume too high or too low; rate too
fast / slow; speaker seemed uninterested and used monotone;
articulation/pronunciation often not clear |
|
|
Verbal Expression (grammar, vocabulary,
summarizing/ paraphrasing) |
Presenter effectively
explains content-specific terms and concepts. Presenter always
speaks in complete sentences that are easy to understand and follow.
Presenter summarizes or paraphrases source material. |
Presenter uses
content-specific terms and concepts, speaks mostly in complete
sentences and is easy to understand and follow. Most source
material is summarized or paraphrased. |
Presenter uses mostly
general terms and has difficulty speaking in complete sentences OR
has difficulty pronouncing key words or phrases; some source
material may not be summarized or paraphrased. |
Presenter does not use
content-specific terms and rarely speaks in complete
sentences OR uses sentences that are difficult to understand and
follow OR does not summarize or paraphrase source material. |
|
|
Physical Expression |
Presenter communicates interest in topic with energy and poise, maintains eye contact with audience, uses facial expressions
and gestures effectively; posture and appearance convey
confidence and credibility. |
Presenter communicates
interest in topic, maintains eye contact for the most part, uses
appropriate facial expressions, gestures, and posture.
Appearance is appropriate. |
Presenter has
difficulty communicating interest in topic and maintaining eye
contact. Some facial expressions, gestures, posture, or
appearance may not be appropriate. |
Presenter does not communicate interest in topic; maintains
little eye contact; does not use facial expressions
and gestures effectively; inappropriate posture and/or appearance. |
|
|
Visuals |
Visuals are attractive and
effectively enhance the presentation; show considerable originality
illustrate important points. |
A few visuals are not attractive but
all support the theme/content of the presentation. |
All visuals are attractive but a few
do not seem to support the theme/content of the presentation. |
Visuals are unattractive AND detract
from the content of the presentation. |
|
|
Mechanics / Formatting |
Background, font formats (colors,
size, type), and graphics significantly enhance the presentation; no
misspellings or grammatical errors. |
Background, font formats, and
graphics generally support the readability and content of the
presentation; only 1-2 misspellings or
grammatical errors |
Some interference of background, font
formats, or graphics with readability and content of the
presentation; several misspellings or
grammatical errors. |
Background, font formats, or graphics
make reading and understanding the material difficult OR detract
from the presentation; many misspellings or grammatical errors. |
|
|
Question/Answer Techniques |
Presenter answers questions confidently and completely.
|
Presenter is able to
respond to questions. |
Presenter has
difficulty responding to questions. |
Presenter's answers to questions
are incorrect or incomplete. |
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| SCORES
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| TOTAL
SCORE/GRADE |
/ 44 = |