|
CATEGORY |
4 |
3 (3.9-3.0) |
2 (2.9-2.0) |
1 (1.9-1.0) |
Comments |
|
Time Limit |
Whole group
presentation is exactly within the allotted time frame. |
Whole group
presentation is within 1 minute +/- of allotted time. |
Whole group
presentation is within 2 minutes +/- of allotted time. |
Whole group
presentation is 3 or more minutes above or below the allotted time. |
|
|
Collaboration |
Presenters worked as part of a team,
providing effective transitions to next/previous speaker . |
Evidence of team work; transitions
to next/previous speaker made for the most part |
Some evidence of team work; some
transitions made to next/previous speaker |
No evidence of team work; no
transitions made to next/previous speaker |
|
|
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. |
Mostly effective
introduction or overview of presentation; conclusion appropriate;
some transitions to the next
topic/point. |
Some overview is given; connection
between introduction and presentation is sometimes unclear;
conclusion is limited OR no introduction/overview or no conclusion;
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. |
|
Evidence /
Explanations/
Sources |
Main ideas are presented with depth
and effectively supported with facts, vivid details, and engaging
examples. Several sources (3 +)
are used, mentioned, and cited. |
Main ideas are supported with
appropriate facts, examples, and details. One or two key elements
need more elaboration; 2 sources are used, mentioned, and cited. |
Some main ideas are supported with
facts, examples, or details. More explanation or examples are
needed;
only 1 source is used OR mentioned/cited inappropriately. |
Main ideas are unclear; facts,
examples, and details are lacking or fail to support ideas;
no
sources are used/mentioned/cited. |
|
|
Speaking Skills /
Voice |
Clear
articulation/pronunciation; proper intonation, volume, speaking rate, and pauses. Presenters
show enthusiasm through emphasis and are easy to follow. |
Clear
articulation/pronunciation but not as polished; intonation, volume, rate, and
pauses mostly appropriate. Presenters' show of enthusiasm through emphasis is adequate;
mostly easy to follow |
Some mumbling; uneven rate,
intonation, and
volume; some enthusiasm and emphasis; difficult to follow at times. |
Volume too high or too low; rate too
fast / slow; intonation flat; speakers seemed uninterested and used monotone;
articulation/pronunciation often not clear |
|
Verbal
Expression
(grammar, vocabulary,
summarizing/ paraphrasing) |
Presenters
use vocabulary correctly; effectively
explain content-specific terms and concepts. Presenters summarize or paraphrase source material. |
Presenters use
mostly correct content-specific terms and concepts. Most source
material is summarized or paraphrased. |
Presenters use mostly
general terms or use informal language; some source
material may not be summarized or paraphrased. |
Presenters use no content-specific terms,
speak in informal language, or are difficult to follow OR do not summarize or paraphrase source material. |
|
Physical
Expression |
Presenters communicate interest in topic with energy and poise, maintain eye contact with audience, use facial expressions
and gestures effectively; posture and appearance convey
confidence and credibility. |
Presenters communicate
interest in topic, maintain eye contact for the most part, use
appropriate facial expressions, gestures, and posture.
Appearance is appropriate. |
Presenters have
difficulty communicating interest in topic and maintaining eye
contact. Some facial expressions, gestures, posture, or
appearance may not be appropriate. |
Presenters do not communicate interest in topic; maintain
little eye contact; do not use facial expressions
and gestures effectively; inappropriate posture and/or appearance. |
|
| Visuals |
Visuals are attractive and
effectively enhance the presentation; graphs and tables illustrate important
points effectively; graphics are theme/topic-related. Proper
accreditation of image sources. |
Most visuals are attractive;
graphs and tables generally enhance the presentation; graphics are
theme/topic-related. Mostly proper accreditation of image sources. |
Visuals (graphics,
graphs and tables) could have been used more effectively to
support the content of the presentation. Several image source
credits are missing or done incorrectly. |
Visuals do not include
graphs or tables to support the presentation; graphics are unattractive,
detract
from the content of the presentation OR No theme/content-related
graphics used; no credits of image sources |
|
|
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. |
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| SCORE |
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| GRADE |
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40 = %
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