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1
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2
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3
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4
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Delivery
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Holds no eye contact
with audience, as entire report is read from notes.
Speaks in low volume and/or monotonous tone, which causes
audience to disengage.
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Displays minimal eye
contact with audience while reading mostly from the
notes. Speaks in uneven volume with little or no inflection.
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Consistent use of direct
eye contact with audience, but still returns to notes.
Speaks with satisfactory variation of volume and inflection.
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Holds attention of
entire audience with the use of direct eye contact,
seldom looking at notes. Speaks with fluctuation in
volume and inflection to maintain audience interest
and emphasize key points.
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____
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Eye Contact/Body
Language
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No eye contact with
audience, as entire report is read from notes. No movement
or descriptive gestures.
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Displayed minimal eye
contact with audience, while reading mostly from the
notes. Very little movement or descriptive gestures.
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Consistent use of direct
eye contact with audience, but still returns to notes.
Made movements or gestures that enhances articulation.
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Holds attention of
entire audience with the use of direct eye contact,
seldom looking at notes. Movements seem fluid and help
the audience visualize.
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____
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Enthusiasm
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Shows absolutely no
interest in topic presented.
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Shows some negativity
toward topic presented.
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Occasionally shows
positive feelings about topic.
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Demonstrates a strong,
positive feeling about topic during the entire presentations.
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____
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Preparedness
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Student does not seem
at all prepared to present.
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The student is somewhat
prepared, but it is clear that rehearsal was lacking.
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Student seems pretty
prepared but might have needed a couple more rehearsals.
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Student is completely
prepared and has obviously rehearsed.
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____
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Information
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- Is inaccurate - Has
little relevance or is confusing - Exhibits a lack of
understanding - No critical thinking - Less than 50%
of questions covered
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- Has some inaccuracies
- Is scattered and difficult to follow - Is supported
by few details - Beginnings of critical thinking - Is
insufficient - over 50% of questions covered
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- Is accurate - Well
developed, organized, and supported by pertinent details
- Some critical thinking/insight evident - 90% of questions
covered
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- Is accurate - Well
developed, organized, and supported by pertinent details
- Shows clear evidence of analysis, synthesis, reflection
and insight/critical thinking. - Goes well beyond the
information provided - All questions covered
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Organization
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Student presents factual
information and interpretations in a naive and literal
sense. Audience cannot understand presentation because
there is no sequence of information
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Student presents factual
information and interpretations in a somewhat developed
and perceptive sequence but audience has difficulty
following presentation because the student jumps around
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Student presents factual
information and interpretations in a logical, in-depth
and revealing sequence which audience can follow
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Student presents factual
information and interpretations in a logical, sophisticated
and profound sequence which audience can follow.
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____
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Teamwork
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- Peer and self assessment
rubrics demonstrate that the group was unable to divide
tasks effectively or resolve differences - Too many
inconsistencies are evident from the rubrics suggesting
that there was too little or no collaboration
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- Peer and self assessment
rubrics provide evidence that the members occasionally
helped one another but required teacher assistance to
help guide and resolve differences - One person documents
that he/she did most of the work and/or problems were
not managed in a way that advanced the group goal
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- Peer and self assessment
rubrics provide evidence that the members divided tasks,
shared workload and managed problems in a manner that
advanced the group goal
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- Peer and self assessment
rubrics clearly demonstrate that the project was a group
effort. - The rubrics provide evidence that the members
brainstormed, discussed, assumed roles and solved problems.
- Provides evidence that the group members helped one
another, shared ideas, developed and evaluated their
finished product
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____
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Layout/Presentation
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Not organized well.
Not appealing to the eye. Too many unnecessary extras/transitions.
Message not the most important characteristic
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Spoken and visual presentation
not integrated in parts. Too many 'added extras' which
detract from the message. Some organization shown
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Integrates spoken and
visual presentation. Organization apparent and appealing
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Effectively integrates
spoken and visual presentation. A high degree of originality,
organization and eye appeal.
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CONTENT
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No clear development
of ideas. There are many gaps in information presented.
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Ideas are not fully
developed and presentation does not have all of the
relevant information of the paper. Information is disorganized
and used only some steps of the scientific method.
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Ideas are developed
, includes most relevant information and is organized
following most of the steps of the scientific method
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Ideas are fully developed
and includes all information relevant to the topic in
an organized fashion following the scientific method.
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CLARITY OF SPEAKING
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Voice is often too
soft to be heard by all audience members. Speaks either
too fast or too slow. Audience cannot understand what
is being discussed.
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Voice is inconsistently
loud enough to be heard and needs to be prompted to
be louder. Speaks in incomplete sentences
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Voice is loud enough
to be heard by all audience members most of the time.
Mostly speaks in complete sentences. Pacing is smooth
but has occasional pausing.
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Voice is loud enough
to be heard by all audience members throughout the presentation.
Always speaks in complete sentences. Pacing is smooth
and natural.
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QUALITY OF VISUAL
AID
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Visual aid is not neat,
visible, nor legible, and does not include much or any
important information OR the visual is not appropriate
to the topic and distracts the audience. Project is
disorganized and/or unattractive.
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Visual aid is somewhat
neat, visible, and legible, and includes some important
information . It lacks creativity and style.
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Visual aid is mostly
neat, visible, and legible, and includes most important
information with very few mistakes. Presentation is
visually pleasing.
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Visual aid is completely
neat, visible, and legible. Information is presented
clearly. The visual aid has an element of creativity
and style.
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VOLUME
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student doesn't speak
with sufficient volume to be heard throughout the room.
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Student occasionally
speaks with enough volume to be heard throughout the
room.
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Student almost always
speaks with enough volume to be heard throughout the
room.
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Student always speaks
with a consistent volume that is heard throughout the
room.
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____
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SPEAKING ABILITY.
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Student is rarely able
to speak freely about their topic without constant reference
to written information.
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Student is sometimes
able to speak freely about their topic without the aid
of their written information.
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Student almost always
able to speak freely about their topic without the aid
of written information.
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Student displays the
ability to give their entire presentation, speaking
freely, without the aid of any written information.
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POSTURE
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Student displays many
visible signs of nervousness, and or poor posture. (Slumping,
leaning, fidgeting with hands, swaying or moving).
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Student displays some
visible signs of nervousness, and or poor posture. (Slumping,
leaning, fidgeting with hands, swaying or moving).
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Student rarely displays
visible signs of nervousness, and or poor posture.(Slumping,
leaning, fidgeting with hands, swaying or moving).
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Student rarely, if
ever, displays visible signs of nervousness, and or
poor posture. Seems very relaxed and at ease.
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____
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VOLUME
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Student doesn't speak
with sufficient volume to be heard throughout the room.
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Student occasionally
speaks with enough volume to be heard throughout the
room.
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Student almost always
speaks with enough volume to be heard throughout the
room.
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Student always speaks
with a consistent volume that is heard throughout the
room.
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____
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SPEAKING ABILITY.
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Student is rarely able
to speak freely about their topic without constant reference
to written information.
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Student is sometimes
able to speak freely about their topic without the aid
of their written information.
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Student almost always
able to speak freely about their topic without the aid
of written information.
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Student displays the
ability to give their entire presentation, speaking
freely, without the aid of any written information.
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____
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POSTURE
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Student displays many
visible signs of nervousness, and or poor posture. (Slumping,
leaning, fidgeting with hands, swaying or moving).
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Student displays some
visible signs of nervousness, and or poor posture. (Slumping,
leaning, fidgeting with hands, swaying or moving).
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Student rarely displays
visible signs of nervousness, and or poor posture.(Slumping,
leaning, fidgeting with hands, swaying or moving).
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Student rarely, if
ever, displays visible signs of nervousness, and or
poor posture. Seems very relaxed and at ease.
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____
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Teamwork
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- Peer and self assessment
rubrics demonstrate that the group was unable to divide
tasks effectively or resolve differences - Too many
inconsistencies are evident from the rubrics suggesting
that there was too little or no collaboration
|
- Peer and self assessment
rubrics provide evidence that the members occasionally
helped one another but required teacher assistance to
help guide and resolve differences - One person documents
that he/she did most of the work and/or problems were
not managed in a way that advanced the group goal
|
- Peer and self assessment
rubrics provide evidence that the members divided tasks,
shared workload and managed problems in a manner that
advanced the group goal
|
- Peer and self assessment
rubrics clearly demonstrate that the project was a group
effort. - The rubrics provide evidence that the members
brainstormed, discussed, assumed roles and solved problems.
- Provides evidence that the group members helped one
another, shared ideas, developed and evaluated their
finished product
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____
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Total---->
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