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1
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2
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3
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4
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Presentation Skills
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Presenter difficult
to hear. Frequent or long periods of hesitation, little
voice inflection. No eye contact and presenter read
from notes throughout presentation. Individual presentation
part was very short.
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Presenter often difficult
to hear, had noticeable hesitation. Presenter made little
eye contact and referred to notes often. Individual
presentation part was short.
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Presenter was easy
to hear, spoke fluently, with little hesitation and
with good voice inflection. Presenter made good eye
contact and rarely referred to notes.
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Presenter's voice was
always easy to hear, spoke fluently with no hesitation
and excellent voice inflection. Presenter made constant
eye contact and hardly read from notes.
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Variety of Presentation
Techniques
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Presentation was not
unique. No visual aids were incorporated.
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Presentation was somewhat
unique. Visual aids such as power point were incorporated.
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Presentation was unique
and original. Visual aids such as power point, videoclip,
skit, etc. were incorporated that enhanced presentation.
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Presentation was exciting
and original. Visual aids not only enhanced presentation
but helped clarify and illustrate information.
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Content
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Serious factual errors,
misconceptions and misinterpretations. No introduction
and no conclusion. Required ideas not evident.
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Some factual errors,
misconceptions and misinterpretations. Weak introduction/weak
conclusion. Some required ideas evident.
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Information is accurate.
Good introduction and good conclusion. Most required
ideas are present.
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Information is accurate.
All points clearly explained. Excellent introduction
and conclusion. All required points are evident.
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Group/Individual
Preparation
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Presentation clearly
not rehearsed. Major gaps and pauses in presentation.
Much repetition, backtracking, mispronunciation of terms,
confusion and poor organization.
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Presentation was poorly
rehearsed. Some gaps and pauses. Some repetition of
facts, some confusion and little organization.
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Presentation was well-rehearsed.
Few gaps, pauses. No repetition, good fluidity, good
pronunciation of terms and good organization.
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Presentation was well-rehearsed.
Information was presented with great fluidity, presenter(s)
knew their part well, looked comfortable and familiar
with the content.
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Written Work
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No creativity, no uniqueness.
Serious factual errors, misconceptions and misinterpretations.
Lacking required information.
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Little creativity and
uniqueness. Some factual errors, misconceptions and
misinterpretations. Lacking some required information.
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Creative and unique.
Information is accurate. Most required ideas are present.
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Very creative and unique.
A lot of thought was put into handout. All required
information is accurate and evident and additional information
beyond what was required is included.
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Student demonstrate
an understanding of library and research skills.
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Students did not attend
the mandated library research lesson. Student did not
use databases to obtain research. Student did not submit
or attach scholarly articles.
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Students attended library
research lesson but may have been late or disengaged.
Student submit articles but may not have been from a
database or was not scholarly. Students may have selected
articles but the content did not pertain to the task
or topic.
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Students attended mandated
library lesson and participated in the lesson. Students
used the data base as their primary source of information.
Both articles selected were from scholarly sources.
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Students attended mandated
library lesson and actively participated in the lesson.
Students used both databases and additional sources
to research their topics. Students submitted and sited
scholarly sources within their project. Students demonstrate
a clear understanding of using the library and technology
to conduct research.
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Student demonstrate
an understanding of library and research skills.
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Students did not attend
the mandated library research lesson. Student did not
use databases to obtain research. Student did not submit
or attach scholarly articles.
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Students attended library
research lesson but may have been late or disengaged.
Student submit articles but may not have been from a
database or was not scholarly. Students may have selected
articles but the content did not pertain to the task
or topic.
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Students attended mandated
library lesson and participated in the lesson. Students
used the data base as their primary source of information.
Both articles selected were from scholarly sources.
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Students attended mandated
library lesson and actively participated in the lesson.
Students used both databases and additional sources
to research their topics. Students submitted and sited
scholarly sources within their project. Students demonstrate
a clear understanding of using the library and technology
to conduct research.
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Total---->
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