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1
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2
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3
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4
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Subject Knowledge
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Student does not have
grasp of information; cannot answer questions about
subject.
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Student is uncomfortable
with information and is only able to answer rudimentary
questions.
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Student is at ease
with expected questions, but fails to elaborate.
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Student demonstrates
full knowledge by answering all class questions with
explanation and elaboration.
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Organization
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Audience cannot understand
presentation because there is very limited sequence
of information.
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Audience has difficulty
following presentation because student jumps around.
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Student presents information
in logical sequence which audience can follow.
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Student presents information
in logical, interesting, and captivating sequence which
audience can follow.
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Mechanics & Time
Frame
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Student's presentation
has numerous spelling errors and/or grammatical errors,
which distract from the piece. Presentation is less
than minimum time (3 min.).
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Presentation has a
few misspellings and/or grammatical errors, which somewhat
distracts from the piece. Presentation is more than
maximum time (5 min.).
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Presentation has very
few misspellings and/or grammatical errors, which don't
distract from the piece.
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Presentation has no
misspellings or grammatical errors. Presentation fall
within required time frame (3-5 min.).
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Expression, Enthusiasm
and Eye contact
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Student shows no interest
in topic presented. Student reads all of the report
with no eye contact.
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Student shows limited
interest in topic presented, demonstrating some negativity.
Student makes occasional eye contact, still reading
most of the report.
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Student shows some
positive feelings towards the topic presented. Student
maintains eye contact, infrequently returning to her/his
notes.
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Students shows a strong
positive feeling about topic during entire presentation.
Student maintains eye contact, seldom returning to notes.
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Professionalism
of Presentation (includes overall presentation skills
and vocal qualities)
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Student mumbles, audience
has difficulty hearing, confusing parts; vocal qualities
distract from the content.
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Student's thoughts
don't flow, not clear, does not engage audience; vocal
qualities interfere with the content.
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Student's thoughts
articulated clearly, yet doesn't always engage the audience;
vocal qualities support the content.
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Presentation is organized
and the interest level of the audience is maintained;
vocal qualities reinforce and animate the content.
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Language
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Ss doesn't express
themselves with correct use of vocabulary or grammar
and is very difficult to understand.
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Ss expresses themselves
with some errors in vocabulary and/or grammar and is
difficult to understand at times.
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Ss expresses themselves
with minor errors in vocabulary and/or grammar. Use
of vocabulary may be incorrectly used however, of a
level higher then that of the Ss knowledge.
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Ss make only 1 or 2
mistakes in vocabulary or grammar and expresses themselves
in a comprehensive way.
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Introduction and
Closure
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Ss does not have an
introduction or conclusion.
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Ss has an introduction
and conclusion. However, do not express their opinion
or main ideas clearly. Topics in the introduction and
or conclusion do not coincide.
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Ss has an introduction
and conclusion. Ss express their opinion or main ideas
with some difficulty. Topics in the introduction and
or conclusion coincide.
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Ss has an introduction
and conclusion. Ss express their opinion or main ideas
clearly. Topics in the introduction and or conclusion
coincide.
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Pacing
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Ss hesitate a lot or
rush through their speech. Utterances are very frequent
and impede the comprehension of the speech. Ss does
not complete the set time or goes over the set time.
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Ss hesitate few times
or rush through their speech. Utterances are frequent
but do not impede the comprehension. Ss does not complete
the set time or goes over the set time.
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Ss hesitate very few
times or slightly rush through their speech. Utterances
are not frequent and do not impede the comprehension.
Ss completes the set time.
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Ss hesitate little
to no times or very slightly rushes through their speech.
Utterances are not frequent or non existent and do not
impede the comprehension. Ss completes the set time.
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Poise
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Ss clearly shows nerves
and do not have good eye contact.
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Ss Shows good posture
and some gestures but does not have very good eye contact.
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Ss Shows good posture
and some gestures band has good eye contact.
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Ss dominates the stage
with great posture, gestures and eye contact.
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Voice
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Ss speaks with a very
low or loud voice and cannot be understood.Ss makes
frequent mistakes in pronunciation and do not articulate
their words.
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Ss speaks with a very
low or loud voice and can be understood with some difficulty.
Ss makes some mistakes in pronunciation and do not articulate
their words.
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Ss speaks with a good
volume of voice and can be understood with little difficulty.
Ss makes some mistakes in pronunciation and articulate
their words.
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Ss speaks with a good
volume of voice and can be understood without difficulty.
Ss makes minor mistakes in pronunciation and articulate
their words.
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Audience
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Your speech showed
you didn't know the audience at all.
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Your speech showed
you didn't know much about the audience.
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Your speech showed
you knew the audience pretty well.
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Your speech showed
you really knew the audience.
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Posture and Eye
Contact
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You really need to
improve your posture and make eye contact.
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Your posture isn't
very good. You need to make better eye contact.
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Your posture was OK
and you made eye contact most of the time.
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You had great posture,
and you made good eye contact.
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Word Choice
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You used "um" and "like"
too much. Your speech was very confusing.
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You used filler words
a lot and your speech wasn't always understandable.
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You only used "um"
and "like" a few times and your speech was easy to understand.
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You clearly made your
points and didn't use filler words like "um" or "like".
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Content and Volume
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You don't have enough
information to have a good speech and hardly anyone
could hear you.
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You have some good
information, but your speech would be better if you
had more and only some of us could hear you.
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Your speech had a lot
of good information and seemed worthwhile and most of
us could hear you.
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Your speech was very
worthwhile and had lots of excellent information and
could be heard by everyone in the room.
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Use of Time and
Tempo
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Your speech was very
long/very short and you spoke too fast/really need to
pick up the pace.
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Your speech seemed
to be too long/too short and seemed too fast/seemed
to drag.
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Your speech ran a little
long/ran a little short and some parts of your speech
were too fast/too slow.
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Your speech was just
the right length and you spoke at just the right speed.
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Clarity
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Student is very difficult
to understand
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Student is fairly easy
to understand, sometimes unclear
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Student is quite easy
to understand, most words and sentences understandable
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Very clear, all of
spoken words understood
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Projection
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Student has very low
projection, very difficult to understand because it
affects pronunciation
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Student has mid-level
projection, and is not consistent
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Student has fairly
good projection most of the time
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Projection of voice
is always good
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Intonation, Syllabic
Stress, Pitch
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Student speaks in monotone
often, often misplaces stress on syllables, has little
variation in pitch
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Student sometimes speaks
in monotone, stresses wrong syllables in some places
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Student speaks with
good natural expression, may misplace stress in some
cases
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Student speaks with
good expression and intonation, has no difficulty with
stressing, pitch is natural and expressive
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Total---->
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