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This rubric evaluates oral presentations on content, organization, visuals, mechanics, and delivery. It assesses these components on a scale of 1 to 4, with 4 being exceptional. Content is evaluated on subject knowledge, key points, evidence, and relevance to the research. Organization is assessed on the logical sequencing of information. Visuals are judged on their relationship to the overall presentation. Mechanics examines spelling and grammar. Delivery considers eye contact, body language, poise, enthusiasm, speaking skills, and timing. The goal is a polished presentation delivered within the allotted time frame that clearly conveys the research through strong content, structure, and presentation.
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This document outlines the assessment tasks and rubrics for students on a research graduation project. It includes details on four assessment tasks that make up the total assessment score, including a continuous assessment, quiz, oral presentation, and final project evaluation. It provides rubrics for evaluating the oral presentation and original research project. The rubrics address elements such as organization, style, use of communication aids, content depth, accuracy, and language. Scores are divided into multiple levels of achievement such as sophisticated, competent, and not yet competent.
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This rubric evaluates oral presentations according to 7 criteria: content, organization/clarity, completeness, grammar/mechanics, documentation, delivery, and interactions. Each criterion is scored on a scale from beginning to mastery, assessing factors such as relevance, accuracy, order, depth, grammar usage, support, volume, pace, eye contact, and question handling. The rubric provides descriptions of what demonstrates beginning, developing, proficient, and mastery performance levels for each criterion.
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Trends & Issues Presentation Rubric
Mastery
(4 pts)
Proficient
(3 pts)
Developing (2 pts)
Beginning
(1 pt)
Content
Topic is tightly focused and relevant; presentation contains accurate information with no fact errors.
Topic is adequately focused and relevant; major facts are accurate and generally complete.
Topic would benefit from more focus; presentation contains some fact errors or omissions.
Topic lacks relevance or focus; presentation contains multiple fact errors.
Documentation
Effective message support provided in the form of facts and visual aids; references are current and supports major ideas; includes at least 4 references beyond the textbook.
Adequate message support provided for key concepts by facts and visual aids; references are generally accurate and current; includes at least 3 references beyond the textbook.
Some message support provided by facts and visual aids; references may be outdated or thin; includes at least 2 references beyond the textbook.
Little or no message support provided for major ideas; little or no references provided.
Completeness
Presentation provides good depth and detail; ideas well developed; facts have adequate background; presentation is 10-15 minutes in length or 10-15 slides.
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Additional depth needed in places; important information omitted or not fully developed; presentation is too short or too long.
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Organization/
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Ideas are presented in logical order with effective transitions; presentation is clear and concise.
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Grammar/Mechanics
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Presentation has no serious grammar errors; sentences are mostly jargon-free, complete, and understandable; few APA errors in citations.
Presentation may contain some grammar or sentence errors; sentences may contain jargon or are too long or hard to follow; few APA errors in citations.
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Introduction
5
4
3
2
1
0
Weight
Total
Attention Getter
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Was not acceptable
5
4
3
2
1
0
Weight
Total
Connects with audience
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Topic relevance explained and adapted to audience. Connect and interest of audience established.
Topic relevance established with audience. Connection with audience established.
Topic relevance minimally established or alluded to with audience. No obvious connection with audience established.
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5
4
3
2
1
0
Weight
Total
Presented thesis/main points
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(4 pts)
Proficient
(3 pts)
Developing (2 pts)
Beginning
(1 pt)
Content
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Introduction
5
4
3
2
1
0
Weight
Total
Attention Getter
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5
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3
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1
0
Weight
Total
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3
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Weight
Total
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Final Assignment for HIS201
Book Project
Over the course of the module you will be reading and taking notes on a nonfiction/biography book. The book must be on a topic from U.S. History up to the year 1865. Lists of possible choices, which are accessible through the Post University library as e-books, are listed below. You are not limited to these choices, but you must have your chosen book approved by your professor by the end of week 1.
Reference list for final project reading list:
·
Jacobs, H. A., & Child, L. (2008). Incidents in the Life of a Slave Girl: Seven Years Concealed. [Auckland, N.Z.]: Floating Press.
You will be expected to complete a presentation that outlines the novel’s relation to history, addresses a variety of discussion questions, and postulates the effectiveness of the book in our study of U.S. History. Your presentation must include images to support your answers and time period being represented. The platform you use to develop your presentation is up to you. Examples include but are not limited to: PowerPoint, Prezi, a brochure, or video.
Students: Be sure to read the criteria, by which your paper/project will be evaluated,
before
you write, and again
after
you write.
Evaluation Rubric for
Book Project
Assignment
Levels of Achievement
Criteria
1
2
3
4
5
0
Preparation of Project
1 Points
Unclear or incomplete check-ins or communication of project prior to submission of final project. Does not show continued progress of reading throughout module.
2 Points
Unclear or incomplete check-ins and communications prior to submission of final project. May not demonstrate continued progress of reading throughout module.
3 Points
Demonstrates minimal understanding of book and project through check-ins and communications prior to submission of final project. May show continued progress of reading throughout module.
4 Points
Demonstrates understanding of book and project through check-ins and communications prior to submission of final project. Shows continued progress of reading throughout module.
5 Points
Demonstrates complete understanding of book and project through check-ins and communications prior to submission of final project. Shows continued progress of reading throughout module.
0 Points
No check-ins or communication of project prior to submission of final project.
Part I
1 Points
Questions in part 1 are minimally supported with specific, credible, and relevant evidence.
2 Points
1-2 questions in part 1 are adequately supported OR 3-4 questions are minimally supported with specific, credible, and relevant evidence.
3 Points
3-4 questions in part 1 are adequately supported OR 5 questions are minimally supported with specific, credible, and relevant evidence.
4 Points
All 5 questions in part 1 are adequately supported with a limited spectrum of specific, credible, and relevant evidence.
5 Points
All 5 questions in part one are well-supported with a broad spectrum of specific, credible, and relevant evidence.
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Form 1009W
Written Communication Assessment
Introduction 0 Points
Missing
thesis.
1 Points
Weak thesis
2 Points
Thesis is not
focused or
relevant to
the writer's
purpose.
3 Points
Thesis is
partially
focused or
relevant to
the writer's
purpose.
4 Points
Thesis is
sufficiently
stated and
focused.
5 Points
Thesis is
clearly
stated,
focused, and
specific.
Development
-Support
0 Points
Major points
do not
support
thesis.
1 Points
Major points
offer weak
support for
thesis or are
poorly
developed.
2 Points
Major points
partially
support
thesis.
3 Points
Major points
sufficiently
support
thesis.
4 Points
Major points
fully support
thesis.
5 Points
Major and
minor points
fully support
thesis
throughout.
Development-
Points of View
0 Points
Fails to
consider any
other points
of view.
1 Points
Mentions one
additional
point of view.
2 Points
Presents
other points
of view but
does not
reason
through
them.
3 Points
Presents
other points
of view and
partially
reasons
through
them.
4 Points
Discusses
multiple
points of
view.
5 Points
Thoroughly
introduces
and
discusses
multiple
points of
view.
Development
-Sequencing
0 Points
No rational
sequencing
of
major/minor
points.
1 Points
Sequencing of
major/minor
points confuses
writer's purpose.
2 Points
Sequencing of
major/minor
points displays
weak support
for writer's
purpose.
3 Points
Sequencing of
major/minor
points partially
supports
writer's purpose
4 Points
Sequencing of
major/minor
points effectively
supports writer's
purpose
5 Points
Superb
sequencing of
major/minor
points
thoroughly
supports
writer's purpose
Name
Description
Rubric Detail
Criteria
Levels of Achievement
Failed Unsatisfactory Marginal Developing Proficient Exemplary
Levels of Achievement
Criteria Failed Unsatisfactory Marginal Developing Proficient Exemplary
Development-
Analysis
0 Points
Fails to show
how
evidence
supports
main
points/thesis.
1 Points
Minimal
analysis to link
evidence to
main
points/thesis.
2 Points
Partial
analysis of
evidence to
show how it
supports
main
points/thesis.
3 Points
Some
analysis of
evidence to
show how it
supports
main
points/thesis.
4 Points
Clear
reasoning
that
sufficiently
ties
supporting
evidence to
main
points/thesis.
5 Points
Clear and
thorough
reasoning
that shows
how
evidence
supports
main
points/thesis.
Development-
Transitions/Flow
0 Points
No
transitions.
1 Points
Weak
transitions
throughout
disrupt flow.
2 Points
Several
transitions
are weak or
unclear.
3 Points
Transitions
are mostly
sufficient to
maintain flow.
4 Points
Transitions
effectively
connect
major/minor
points.
5 Points
Smooth
transitions
throughout
enhance
readability.
Conclusion 0 Points
No
conclusion.
1 Points
Conclusion
Does not
support the
thesis, is
disconnected
from the
evidence and
re ...
Childrens StoryKnowing how to address a variety of situations in .docx
Children's Story
Knowing how to address a variety of situations in the early childhood setting and effectively partnering with parents to do so are important skills for all teachers and caregivers. For this assignment, you will choose one of the following scenarios:
Shane has a difficult time separating from his mother each morning. At drop off, he clings to her and screams uncontrollably. After she leaves, Shane continues to scream and cry until you are able to soothe him.
Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys.
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Explain how your plan would support the teaching approach/setting.
Describe how you will create an effective partnership with parents to address the discipline or guidance scenario.
Describe one or two possible obstacles you might encounter when implementing your plan.
Discuss how you will address these obstacles.
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Description
:
Total Possible Score
: 6.00
Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
Total: 1.25
Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
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Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Plan Supports the Teaching Approach/Setting
Total: 0.50
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Proficient - Explains how the plan supports the chosen teaching approach/setting. The explanation is supported by scholarly sources but is slightly underdeveloped.
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Strategies for Successful Speaking.pptx
The document discusses strategies for successful speaking and listening. It covers different types of presentations like extemporaneous, reading, memorization, and impromptu. It also discusses the purposes of presentations like to inform, instruct, entertain, inspire, motivate, and persuade. The document then provides strategies for preparing and delivering effective oral presentations, including determining the purpose, analyzing the audience, organizing content, rehearsing, and using effective nonverbal delivery techniques. It concludes with strategies for reducing stage fright and improving listening skills.
InstructionsGenerate a PowerPoint presentation about your EB.docx
Instructions
Generate a PowerPoint presentation about your EBP project grant proposal. Imagine you are meeting with a grant funding agency and you need to sell them your project and why it is important. Refer to the instructions on how to generate an audiovisual presentation. This recording should be a minimum of five minutes long and not exceed 15 minutes.
To record your video, use Zoom, Skype, or your personal preference and follow these
create an unlisted YouTube video
instructions:
For this assignment, submit your YouTube video
url
. The best way to do this is to copy and paste the hyperlink
url
for the YouTube video into a Word document. Your faculty will access your video via the link.
Do not upload a video file (mp4).
Please include the following in your presentation:
Introduce yourself
Title
Background
Purpose
Gaps that your project aims to address
Proposed project methodology (i.e., research method, research design, sampling method, participant recruitment, and so on)
Significance to the field of nursing
Innovation
Describe why your proposal should be funded (assume there is only one grant available)
Follow APA and grammatical/punctuation expectations throughout the presentation.
Please refer to the
Grading Rubric
for details on how this activity will be graded.
Visual Learning Presentation
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Make sure to review the assignment instructions for any required components that are not listed within the rubric.
Visual Learning Presentation – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent and FocusIn addition to meeting the expectations, clear examples supported by course content and references articulate the relationship to the focus of the assignment along with the implications to the role of an APRN and the profession of nursing.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components of the visual assignment are topic focused and accurately and thoroughly presented via use of evidence-based practice, ethics, theory, and/or role content.
Cites two references.
All instruction requirements noted.
35 points
Components are mostly accurate and/or ideas may be overstated with minimal contribution to the subject matter.
Minimal application to evidence-based practice, theory, or role development.
Cites one reference, or references do not clearly support content.
31 points
Components do not relate to the topic of the assignment but an attempt was made to articulate a relationship, or there is no attempt to explain how the content relates to the topic or why the sources were chosen.
Absent applic.
Oral presentations with materials
This rubric evaluates oral presentations based on 14 criteria grouped into 5 categories: introduction, development of topic, engagement of audience, suitability for purpose/audience, and delivery. Each criterion is scored on a scale from 1-3, with 1 being below expected level, 2 being at expected level, and 3 being above expected level. The rubric provides descriptions of what demonstrates each score for each criterion. It was adapted from an online resource on oral presentation evaluation.
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Final Assignment for HIS201Book ProjectOver the course of the .docx
Final Assignment for HIS201
Book Project
Over the course of the module you will be reading and taking notes on a nonfiction/biography book. The book must be on a topic from U.S. History up to the year 1865. Lists of possible choices, which are accessible through the Post University library as e-books, are listed below. You are not limited to these choices, but you must have your chosen book approved by your professor by the end of week 1.
Reference list for final project reading list:
·
Jacobs, H. A., & Child, L. (2008). Incidents in the Life of a Slave Girl: Seven Years Concealed. [Auckland, N.Z.]: Floating Press.
You will be expected to complete a presentation that outlines the novel’s relation to history, addresses a variety of discussion questions, and postulates the effectiveness of the book in our study of U.S. History. Your presentation must include images to support your answers and time period being represented. The platform you use to develop your presentation is up to you. Examples include but are not limited to: PowerPoint, Prezi, a brochure, or video.
Students: Be sure to read the criteria, by which your paper/project will be evaluated,
before
you write, and again
after
you write.
Evaluation Rubric for
Book Project
Assignment
Levels of Achievement
Criteria
1
2
3
4
5
0
Preparation of Project
1 Points
Unclear or incomplete check-ins or communication of project prior to submission of final project. Does not show continued progress of reading throughout module.
2 Points
Unclear or incomplete check-ins and communications prior to submission of final project. May not demonstrate continued progress of reading throughout module.
3 Points
Demonstrates minimal understanding of book and project through check-ins and communications prior to submission of final project. May show continued progress of reading throughout module.
4 Points
Demonstrates understanding of book and project through check-ins and communications prior to submission of final project. Shows continued progress of reading throughout module.
5 Points
Demonstrates complete understanding of book and project through check-ins and communications prior to submission of final project. Shows continued progress of reading throughout module.
0 Points
No check-ins or communication of project prior to submission of final project.
Part I
1 Points
Questions in part 1 are minimally supported with specific, credible, and relevant evidence.
2 Points
1-2 questions in part 1 are adequately supported OR 3-4 questions are minimally supported with specific, credible, and relevant evidence.
3 Points
3-4 questions in part 1 are adequately supported OR 5 questions are minimally supported with specific, credible, and relevant evidence.
4 Points
All 5 questions in part 1 are adequately supported with a limited spectrum of specific, credible, and relevant evidence.
5 Points
All 5 questions in part one are well-supported with a broad spectrum of specific, credible, and relevant evidence.
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Project based learning template rubric
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Form 1009WWritten Communication AssessmentIntroduction.docx
Form 1009W
Written Communication Assessment
Introduction 0 Points
Missing
thesis.
1 Points
Weak thesis
2 Points
Thesis is not
focused or
relevant to
the writer's
purpose.
3 Points
Thesis is
partially
focused or
relevant to
the writer's
purpose.
4 Points
Thesis is
sufficiently
stated and
focused.
5 Points
Thesis is
clearly
stated,
focused, and
specific.
Development
-Support
0 Points
Major points
do not
support
thesis.
1 Points
Major points
offer weak
support for
thesis or are
poorly
developed.
2 Points
Major points
partially
support
thesis.
3 Points
Major points
sufficiently
support
thesis.
4 Points
Major points
fully support
thesis.
5 Points
Major and
minor points
fully support
thesis
throughout.
Development-
Points of View
0 Points
Fails to
consider any
other points
of view.
1 Points
Mentions one
additional
point of view.
2 Points
Presents
other points
of view but
does not
reason
through
them.
3 Points
Presents
other points
of view and
partially
reasons
through
them.
4 Points
Discusses
multiple
points of
view.
5 Points
Thoroughly
introduces
and
discusses
multiple
points of
view.
Development
-Sequencing
0 Points
No rational
sequencing
of
major/minor
points.
1 Points
Sequencing of
major/minor
points confuses
writer's purpose.
2 Points
Sequencing of
major/minor
points displays
weak support
for writer's
purpose.
3 Points
Sequencing of
major/minor
points partially
supports
writer's purpose
4 Points
Sequencing of
major/minor
points effectively
supports writer's
purpose
5 Points
Superb
sequencing of
major/minor
points
thoroughly
supports
writer's purpose
Name
Description
Rubric Detail
Criteria
Levels of Achievement
Failed Unsatisfactory Marginal Developing Proficient Exemplary
Levels of Achievement
Criteria Failed Unsatisfactory Marginal Developing Proficient Exemplary
Development-
Analysis
0 Points
Fails to show
how
evidence
supports
main
points/thesis.
1 Points
Minimal
analysis to link
evidence to
main
points/thesis.
2 Points
Partial
analysis of
evidence to
show how it
supports
main
points/thesis.
3 Points
Some
analysis of
evidence to
show how it
supports
main
points/thesis.
4 Points
Clear
reasoning
that
sufficiently
ties
supporting
evidence to
main
points/thesis.
5 Points
Clear and
thorough
reasoning
that shows
how
evidence
supports
main
points/thesis.
Development-
Transitions/Flow
0 Points
No
transitions.
1 Points
Weak
transitions
throughout
disrupt flow.
2 Points
Several
transitions
are weak or
unclear.
3 Points
Transitions
are mostly
sufficient to
maintain flow.
4 Points
Transitions
effectively
connect
major/minor
points.
5 Points
Smooth
transitions
throughout
enhance
readability.
Conclusion 0 Points
No
conclusion.
1 Points
Conclusion
Does not
support the
thesis, is
disconnected
from the
evidence and
re ...
Childrens StoryKnowing how to address a variety of situations in .docx
Children's Story
Knowing how to address a variety of situations in the early childhood setting and effectively partnering with parents to do so are important skills for all teachers and caregivers. For this assignment, you will choose one of the following scenarios:
Shane has a difficult time separating from his mother each morning. At drop off, he clings to her and screams uncontrollably. After she leaves, Shane continues to scream and cry until you are able to soothe him.
Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys.
Next, address each of the following points according to the teaching approach/setting that best reflects your style in your desired classroom setting (e.g. Montessori, Reggio Emilia, Waldorf, traditional preschool, etc.):
Outline a specific plan for addressing the discipline or guidance scenario.
Explain how your plan would support the teaching approach/setting.
Describe how you will create an effective partnership with parents to address the discipline or guidance scenario.
Describe one or two possible obstacles you might encounter when implementing your plan.
Discuss how you will address these obstacles.
The paper should be three to four pages in addition to the title page and the reference page. Use at least two scholarly sources in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
Description
:
Total Possible Score
: 6.00
Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
Total: 1.25
Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
Basic - Vaguely outlines a plan for addressing the discipline or guidance scenario; however, the plan may not be sufficiently supported by scholarly sources and is missing relevant details.
Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Plan Supports the Teaching Approach/Setting
Total: 0.50
Distinguished - Clearly and comprehensively explains how the plan supports the chosen teaching approach/setting. The explanation is well supported by scholarly sources.
Proficient - Explains how the plan supports the chosen teaching approach/setting. The explanation is supported by scholarly sources but is slightly underdeveloped.
Basic - Briefly explains how the plan supports the chosen teaching approach/setting. The explanation may not be sufficiently supported by s.
Strategies for Successful Speaking.pptx
The document discusses strategies for successful speaking and listening. It covers different types of presentations like extemporaneous, reading, memorization, and impromptu. It also discusses the purposes of presentations like to inform, instruct, entertain, inspire, motivate, and persuade. The document then provides strategies for preparing and delivering effective oral presentations, including determining the purpose, analyzing the audience, organizing content, rehearsing, and using effective nonverbal delivery techniques. It concludes with strategies for reducing stage fright and improving listening skills.
InstructionsGenerate a PowerPoint presentation about your EB.docx
Instructions
Generate a PowerPoint presentation about your EBP project grant proposal. Imagine you are meeting with a grant funding agency and you need to sell them your project and why it is important. Refer to the instructions on how to generate an audiovisual presentation. This recording should be a minimum of five minutes long and not exceed 15 minutes.
To record your video, use Zoom, Skype, or your personal preference and follow these
create an unlisted YouTube video
instructions:
For this assignment, submit your YouTube video
url
. The best way to do this is to copy and paste the hyperlink
url
for the YouTube video into a Word document. Your faculty will access your video via the link.
Do not upload a video file (mp4).
Please include the following in your presentation:
Introduce yourself
Title
Background
Purpose
Gaps that your project aims to address
Proposed project methodology (i.e., research method, research design, sampling method, participant recruitment, and so on)
Significance to the field of nursing
Innovation
Describe why your proposal should be funded (assume there is only one grant available)
Follow APA and grammatical/punctuation expectations throughout the presentation.
Please refer to the
Grading Rubric
for details on how this activity will be graded.
Visual Learning Presentation
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Make sure to review the assignment instructions for any required components that are not listed within the rubric.
Visual Learning Presentation – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent and FocusIn addition to meeting the expectations, clear examples supported by course content and references articulate the relationship to the focus of the assignment along with the implications to the role of an APRN and the profession of nursing.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components of the visual assignment are topic focused and accurately and thoroughly presented via use of evidence-based practice, ethics, theory, and/or role content.
Cites two references.
All instruction requirements noted.
35 points
Components are mostly accurate and/or ideas may be overstated with minimal contribution to the subject matter.
Minimal application to evidence-based practice, theory, or role development.
Cites one reference, or references do not clearly support content.
31 points
Components do not relate to the topic of the assignment but an attempt was made to articulate a relationship, or there is no attempt to explain how the content relates to the topic or why the sources were chosen.
Absent applic.
Oral presentations with materials
This rubric evaluates oral presentations based on 14 criteria grouped into 5 categories: introduction, development of topic, engagement of audience, suitability for purpose/audience, and delivery. Each criterion is scored on a scale from 1-3, with 1 being below expected level, 2 being at expected level, and 3 being above expected level. The rubric provides descriptions of what demonstrates each score for each criterion. It was adapted from an online resource on oral presentation evaluation.
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Digital Artefact 1 - Tiny Home Environmental Design
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South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Oral_presentation_grading.pdf
- 1. Oral Presentation Grading Rubric Name: Overall Score: /40 Content 4 – Exceptional 3 – Admirable 2 – Acceptable 1 – Poor Subject Knowledge An abundance of material clearly related to the researchis presented. Points are clearly made and evidence is used to support claims Sufficient information with many good points made, uneven balance and little consistency. There is a great deal of information that is not clearly integrated or connected to the research. Goal of research unclear, information included that does not support research claims in any way. Organization Information is presented in a logical and interesting sequence which audience canfollow. Flows well. Information is presented in logical sequence which audience can follow. Audience has difficulty following presentation because the presentation jumps around and lacks clear transitions. Audience cannot understand presentation because there is no sequence of information. Visuals Excellent visuals that are tiedinto the overall story of the research. Appropriate visuals are used and explained by the speaker. Visuals are used but not explained or put in context. Little or no visuals, too muchtext on slides. Mechanics Presentation has no misspellings or grammatical errors. Presentation has no more than two misspellings and/or grammatical errors. Presentation has three misspellings and/or grammatical errors. Presentation has many spelling and/or grammatical errors. Nonverbal Skills 4 – Exceptional 3 – Admirable 2 – Acceptable 1 – Poor Eye Contact Holds attention of entire audience with the use of direct eye contact, seldom looking at notes or slides. Consistent use of direct eye contact with audience, but still returns to notes. Displayed minimal eye contact with audience, whilereading mostly from notes. No eye contact with audience,as entire report is read from note. Body Language Movements seem fluid and help the audience visualize. Made movements or gestures that enhance articulation. Very little movement or descriptive gestures. No movement or descriptive gestures. Poise Displays relaxed, self- confident nature about self, with no-mistakes. Makes minor mistakes, but quickly recovers from them; displays little or no tension. Displays mild tension; has trouble recovering from mistakes. Tension and nervousness is obvious; has trouble recovering from mistakes. Verbal Skills 4 – Exceptional 3 – Admirable 2 – Acceptable 1 – Poor Enthusiasm Demonstrates a strong, positive feeling about topic during entire presentation Occasionally shows positive feelings about topic Shows some negativity toward topic presented. Shows absolutely no interestin topic presented. Speaking Skills Uses a clear voice and speaksat a good pace so audience members can hear presentation. Does not read off slides. Presenter’s voice is clear. The pace is a little slow or fast at times. Most audience members can hear presentation. Presenter’s voice is low. The pace is much too rapid/slow. Audience members have difficulty hearing presentation. Presenter mumbles, talks veryfast, and speaks too quietly for a majority of students to hear & understand. Timing 4 – Exceptional 3 – Admirable 2 – Acceptable 1 – Poor Length of Presentation Within two minutes of allotted time +/-. Within four minutes of allotted time +/-. Within six minutes of allotted time +/- Too long or too short; ten or more minutes above or below allotted time.
- 2. Comments: