Presentation Analysis Assessment Rubric
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This document provides a rubric for assessing a presentation given at the 3rd International E-Learning Conference at Walter Sisulu University in November 2011. The rubric evaluates how effectively the presentation was created in terms of the slides, text guidelines, and use of clip art and graphics, rather than the presentation content itself. It assessed a presentation on the use of information and communication technology by students and academics at the University of Fort Hare. The presentation scored 15.8 out of 20 overall based on the criteria in the rubric.
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In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentations.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
Making PowerPoint Slides
Beyond Bullet Points: The Better Way to Use PowerPoint
Really Bad PowerPoint and How to Avoid it
Requirements of submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Distinguished
Proficient
Emerging
Not Evident
Value
Content:
Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts
(23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts
(20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts
(18-19)
Does not include any of the main element.
Presentation RubricIn a professional career, one may be called.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Beyond Bullet Points: The Better Way to Use PowerPoint
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main.
Presentation RubricIn a professional career, one may be ca.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Beyond Bullet Points: The Better Way to Use PowerPoint
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main.
Presentation RubricIn a professional career, one may be called.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main elements and requirements; does not provide in-depth analy.
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CJUS 810PowerPoint Presentation Assignment InstructionsPowerPo
CJUS 810
PowerPoint Presentation Assignment Instructions
PowerPoint Presentation: North America Assignment
Due: January 22, 2022 by 10 a.m. (eastern time) on Saturday.
NO LATE WORK!
Overview
This assignment will be very similar to the Research Paper Assignments completed in this course. However, it is our desire that not only do you become a great researcher, but you also become an “expert of the presentation.” When you earn your PhD, you may find yourself in a teaching role. In fact, maybe you will be teaching Transnational Organized Crime! This series of PowerPoint presentations will be a great start in your class preparation. In this assignment you analyze organized crime in various countries and reduce your analysis to a PowerPoint with speaker notes. You will truly be an international criminal. The “crime” committed can be of your choosing as long as it is illegal in the country we are studying. You will find that this very deep dive into the criminal justice systems of each country we study will help you become a world criminal justice system expert.
Instructions
These are minimum guidelines – you may expand the topics covered in your PowerPoint – keep the quality at a doctoral level.
1. Analyze the nature of organized crime in the assigned area (you may narrow the scope of your analysis through your introduction if needed)
1. Analyze the impact of organized crime in the assigned area on the government
1. Briefly propose policies that may be helpful in mitigating organized crime in the assigned area
1. A Holy Bible comparison/analysis of the nature of the organized crime system, the impact on the country, or your proposed policy to mitigate the system
Prepare a 10 slide PowerPoint presentation. Title slide(s) and reference slide(s) do not count toward the slide count. The vast slide count difference is because organized crime in some countries is quite easy to study and organized crime in some countries have very limited information. In some instances, there will be a plethora of information and you must use skilled writing to maintain proper slide count. Please keep in mind that this is a doctoral level presentation. Your research must go beyond the mere textbook and have a minimum of 8 scholarly sources. The Holy Bible should be used at least once in the PowerPoint presentation. Each slide (of the 10 slides) must have 200 to 350 words of bulleted or paragraph speakers notes (in speaker notes section of the slide build). The slides should be professional and not cluttered with too many words. The sources should be reflected in the speaker notes, slides, and “reference section slide.” Additionally, you, the student, should use animations, transitions, and graphics to reflect PhD level research. Please review the grading rubric when forming your presentation. Sources should reflect scholarly work but may include .gov information is there is an author or if the information comes from a valid government research database (thin ...
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This document discusses best practices for designing effective PowerPoint presentations. It emphasizes that simplicity, readability, and interactivity are key. Simplicity involves using minimal text and graphics per slide to avoid overwhelming audiences. Readability principles include using contrast, repetition, alignment, and proximity to make content visually clear and organized. Interactivity is important for engaging students and promoting inquiry-based learning, such as by posing questions on slides for students to consider. The overall message is that PowerPoint design should focus on communicating main points clearly through simple, readable slides that incorporate some interactivity.
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This document provides instructions for designing a 20-slide presentation in Keynote or PowerPoint for an Ignite talk. It specifies requirements for the design such as using one consistent font, 2-3 colors, and 1-3 large images per slide. Students are instructed to add their outline to the Presenter Notes section and upload the slides to Slideshare, embedding it on the discussion forum. They are also asked to provide a 250-word peer review on the forum, commenting on design elements, unity, and how the presentation embodies the five theses. A rubric is provided for grading.
2.4 ignite slideshow
This document provides instructions for designing a 20-slide presentation in Keynote or PowerPoint for an Ignite talk. It specifies requirements for the design such as using one consistent font, 2-3 colors, and 1-3 large images per slide. Students are instructed to add their outline to the Presenter Notes section and upload the slides to Slideshare, embedding it on the discussion forum. They are also asked to provide a 250-word peer review on the forum addressing design elements, unity, and how the presentation embodies the five theses from Resonate. A two-page rubric is included for grading.
2.4 ignite slideshow
This document provides instructions for designing a 20-slide presentation in Keynote or PowerPoint for an Ignite talk. It specifies requirements for the design such as using one consistent font, 2-3 colors, and 1-3 large images per slide. Students are instructed to add their outline to the Presenter Notes section and upload the slides to Slideshare, embedding it on the discussion forum. They are also asked to provide a 250-word peer review on the forum addressing design elements, unity, and how the presentation embodies the five theses from Resonate. A two-page rubric is included to evaluate the assignments.
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This document provides a rubric for assessing student presentations on fieldwork research methods conducted in Japan. The rubric evaluates presentations based on five criteria: presentation content, organization of content, use of interesting examples, use of powerful visuals, and clarity of presentation. For each criterion, descriptors are provided for excellent, good, and poor performance. Points ranging from 2 to 4 are allocated per criterion, with higher scores indicating more effective fulfillment of the assessment standards. General comments may also be included.
Assessment Criteria - Menegatti
This document outlines assessment criteria and procedures for assessing competency on an automated production line that produces boxes. It includes 14 separate elements of competency that will be assessed, such as starting and stopping the machine, adjusting various machine components like the accumulator box and discharge belts, and performing maintenance tasks like replacing vacuum cups. For each element, it describes the performance criteria that will be assessed, as well as critical evidence required to demonstrate competency. It establishes assessment conditions such as ensuring all tools and equipment are available and functional and limiting candidates to two attempts.
Rubric for evaluating presentation
This document provides a rubric for assessing a presentation given at the 3rd International E-Learning Conference at Walter Sisulu University in November 2011. The rubric evaluates how effectively the presentation was created in terms of the slides, text guidelines, and use of clip art and graphics, rather than the presentation content itself. It assessed a presentation on the use of information and communication technology by students and academics for teaching and learning at the University of Fort Hare. The presentation scored 15.8 out of 20 overall based on the criteria in the rubric.
Criteria for curriculum assessment
Criteria are sets of standards used to assess elements of curriculum and determine if goals and objectives have been met. Objectives must be clearly stated and used by teachers and students to guide content selection, materials, and learning activities. Evaluation is the process of making a judgment about student learning based on established criteria, and determines if the curriculum and instruction align with the objectives and recommended approaches.
Criteria for Curriculum Assessment
The document discusses various criteria for curriculum assessment, goals and objectives, instruction, and evaluation. It provides:
1. Criteria are standards used to assess different elements of the curriculum and determine competency levels. Goals and objectives must reflect curriculum domains and student needs.
2. There are two approaches to instruction - supplantive is teacher-directed while generative is student-directed. The appropriate approach depends on student and task factors.
3. Evaluation determines the value or achievement of goals by collecting assessment data and making inferences. Formative evaluation provides ongoing feedback while summative evaluation assesses learning at the end.
Learning objectives & success criteria inset
This document discusses effective use of learning objectives and success criteria when planning lessons. It defines learning objectives as what students will learn and success criteria as how students will demonstrate their learning. It provides tips for writing clear, specific objectives and criteria, such as separating the learning from the context, using verbs that describe the learning rather than just the task, and avoiding simply repeating the objective in the criteria. The document also discusses common pitfalls to avoid and gives examples of well-written objectives and criteria for both literacy and maths lessons.
Objectives and success criteria
This document discusses the importance of using learning objectives, outcomes, and success criteria in lesson planning. It defines these terms and provides examples. Setting clear objectives helps pupils understand what they are learning and why. Describing outcomes and success criteria empowers pupils to take responsibility for their own learning and know how to be successful. When used consistently, these techniques can improve pupil focus, independence, understanding, and feedback.
Curriculum Development:Criteria For Curriculum Assessment
This document discusses criteria for curriculum assessment. It defines criteria as standards used to assess different elements of the curriculum. Criteria determine competency levels and are used to formulate goals and objectives, which indicate what students will learn. Goals and objectives are formulated to focus instruction, meet standards, provide the best education, monitor progress, and motivate students and teachers. Effective goals and objectives include specific content, behaviors, performance levels, and learning conditions. The document also discusses approaches to instruction and criteria for evaluating instruction methods. Overall, it provides guidelines for developing and assessing curriculum using defined criteria.
Assessment in the affective domain. cha.4.ed8
This document discusses assessment in the affective domain. It begins by explaining Bloom's taxonomy, which categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The affective domain describes learning related to feelings, values, appreciation, enthusiasms, attitudes, and emotional sets. Several assessment tools used to measure the affective domain are then described, including self-report measures, rating scales like Likert scales, checklists, and the semantic differential technique. Krathwohl's taxonomy of the affective domain is also presented, with five levels ranging from receiving to characterizing. The importance of motivation, attitudes, values, and self-efficacy in the affective domain is discussed.
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Similar to Presentation Analysis Assessment Rubric
Effective Presentation Skills
This presentation covers the following topics: types of media and multimedia, principles of message design, types of presentation technology, designing effective presentations, using PowerPoint and the Web
Effective presentation skill
Presentation Skill - Slides Presentation to teach the students how to effectively deliver ppt and at the same highlighting Dos and Don'ts Of PPt.
PresentationsIn a professional career, one may be called upo.docx
Presentations
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentations.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
Making PowerPoint Slides
Beyond Bullet Points: The Better Way to Use PowerPoint
Really Bad PowerPoint and How to Avoid it
Requirements of submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Distinguished
Proficient
Emerging
Not Evident
Value
Content:
Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts
(23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts
(20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts
(18-19)
Does not include any of the main element.
Presentation RubricIn a professional career, one may be called.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Beyond Bullet Points: The Better Way to Use PowerPoint
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main.
Presentation RubricIn a professional career, one may be ca.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Beyond Bullet Points: The Better Way to Use PowerPoint
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main.
Presentation RubricIn a professional career, one may be called.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main elements and requirements; does not provide in-depth analy.
SOC2002 Lecture 8
This document discusses writing and presenting project proposals. It provides guidance on what should be included in a formal project proposal, such as the research question, literature review, methodology, limitations, and consent procedures. It also compares the differences between verbal and written presentations of project proposals. Verbal presentations should be shorter in length, focus on key points, and use visual aids effectively. Written proposals allow for more depth and detail over approximately 1500 words. Assessment criteria also differ between the two formats.
CJUS 810PowerPoint Presentation Assignment InstructionsPowerPo
CJUS 810
PowerPoint Presentation Assignment Instructions
PowerPoint Presentation: North America Assignment
Due: January 22, 2022 by 10 a.m. (eastern time) on Saturday.
NO LATE WORK!
Overview
This assignment will be very similar to the Research Paper Assignments completed in this course. However, it is our desire that not only do you become a great researcher, but you also become an “expert of the presentation.” When you earn your PhD, you may find yourself in a teaching role. In fact, maybe you will be teaching Transnational Organized Crime! This series of PowerPoint presentations will be a great start in your class preparation. In this assignment you analyze organized crime in various countries and reduce your analysis to a PowerPoint with speaker notes. You will truly be an international criminal. The “crime” committed can be of your choosing as long as it is illegal in the country we are studying. You will find that this very deep dive into the criminal justice systems of each country we study will help you become a world criminal justice system expert.
Instructions
These are minimum guidelines – you may expand the topics covered in your PowerPoint – keep the quality at a doctoral level.
1. Analyze the nature of organized crime in the assigned area (you may narrow the scope of your analysis through your introduction if needed)
1. Analyze the impact of organized crime in the assigned area on the government
1. Briefly propose policies that may be helpful in mitigating organized crime in the assigned area
1. A Holy Bible comparison/analysis of the nature of the organized crime system, the impact on the country, or your proposed policy to mitigate the system
Prepare a 10 slide PowerPoint presentation. Title slide(s) and reference slide(s) do not count toward the slide count. The vast slide count difference is because organized crime in some countries is quite easy to study and organized crime in some countries have very limited information. In some instances, there will be a plethora of information and you must use skilled writing to maintain proper slide count. Please keep in mind that this is a doctoral level presentation. Your research must go beyond the mere textbook and have a minimum of 8 scholarly sources. The Holy Bible should be used at least once in the PowerPoint presentation. Each slide (of the 10 slides) must have 200 to 350 words of bulleted or paragraph speakers notes (in speaker notes section of the slide build). The slides should be professional and not cluttered with too many words. The sources should be reflected in the speaker notes, slides, and “reference section slide.” Additionally, you, the student, should use animations, transitions, and graphics to reflect PhD level research. Please review the grading rubric when forming your presentation. Sources should reflect scholarly work but may include .gov information is there is an author or if the information comes from a valid government research database (thin ...
Design Workshop HWI
This document discusses best practices for designing effective PowerPoint presentations. It emphasizes that simplicity, readability, and interactivity are key. Simplicity involves using minimal text and graphics per slide to avoid overwhelming audiences. Readability principles include using contrast, repetition, alignment, and proximity to make content visually clear and organized. Interactivity is important for engaging students and promoting inquiry-based learning, such as by posing questions on slides for students to consider. The overall message is that PowerPoint design should focus on communicating main points clearly through simple, readable slides that incorporate some interactivity.
2.4 ignite slideshow
This document provides instructions for designing a 20-slide presentation in Keynote or PowerPoint for an Ignite talk. It specifies requirements for the design such as using one consistent font, 2-3 colors, and 1-3 large images per slide. Students are instructed to add their outline to the Presenter Notes section and upload the slides to Slideshare, embedding it on the discussion forum. They are also asked to provide a 250-word peer review on the forum, commenting on design elements, unity, and how the presentation embodies the five theses from Resonate. A rubric is provided for grading.
2.4 ignite slideshow
This document provides instructions for designing a 20-slide presentation in Keynote or PowerPoint for an Ignite talk. It specifies requirements for the design such as using one consistent font, 2-3 colors, and 1-3 large images per slide. Students are instructed to add their outline to the Presenter Notes section and upload the slides to Slideshare, embedding it on the discussion forum. They are also asked to provide a 250-word peer review on the forum, commenting on design elements, unity, and how the presentation embodies the five theses. A rubric is provided for grading.
2.4 ignite slideshow
This document provides instructions for designing a 20-slide presentation in Keynote or PowerPoint for an Ignite talk. It specifies requirements for the design such as using one consistent font, 2-3 colors, and 1-3 large images per slide. Students are instructed to add their outline to the Presenter Notes section and upload the slides to Slideshare, embedding it on the discussion forum. They are also asked to provide a 250-word peer review on the forum addressing design elements, unity, and how the presentation embodies the five theses from Resonate. A two-page rubric is included for grading.
2.4 ignite slideshow
This document provides instructions for designing a 20-slide presentation in Keynote or PowerPoint for an Ignite talk. It specifies requirements for the design such as using one consistent font, 2-3 colors, and 1-3 large images per slide. Students are instructed to add their outline to the Presenter Notes section and upload the slides to Slideshare, embedding it on the discussion forum. They are also asked to provide a 250-word peer review on the forum addressing design elements, unity, and how the presentation embodies the five theses from Resonate. A two-page rubric is included to evaluate the assignments.
Visual Presentation
The document discusses visual presentation and oral presentation. It lists the group members presenting as Hamza Ali, Jansher Khan, Abrar Ahmad, Qamar Rasool, and Usama Noor. It then discusses the appeal of visual presentation, including that it allows for complex ideas to be more easily understood through simplification and comparison. It also lists common visual presentation methods like tables, line graphs, bar charts, and pie charts. Finally, it discusses effective oral presentation, including understanding the audience, planning the presentation structure and content, and delivering the presentation through clear voice, eye contact, and awareness of audience response.
How to improve your power point presentations
The document provides tips for improving PowerPoint presentations with concise summaries of key points:
1. Keep presentations clear, concise and focused on the audience with well-structured slides using simple designs, fonts, and colors.
2. Use visuals like graphs, charts and images sparingly to reinforce text but do not overwhelm slides.
3. Present confidently to engage the audience rather than relying on animated slides or reading slides verbatim.
task13.pptx
This document provides information on various instructional materials and methods. It discusses traditional materials like chalkboards and modern materials like smart boards. It also covers instructional design principles and theories. Different media like videos, photographs and posters are described in terms of their use, advantages, and guidelines for effective implementation in instruction. Principles of developing text-based materials and study guides are also outlined.
Eng assignment 3 e-portfolio
This document outlines the requirements and guidelines for an e-portfolio assignment for a Foundation in Natural and Built Environment (FNBE) English course. Students must create an online portfolio reflecting on their learning process and outcomes for graded assignments. The portfolio requires students to upload photos and write reflective entries for assignments, addressing their goals, accomplishments, strengths/weaknesses. It will be assessed based on demonstrated understanding, content relevance, organization, use of references, and mechanics. Suggested references and a cover page template are also provided.
FNBE0115 - EPC EPORTFOLIO BRIEF
This document provides instructions for an e-portfolio assignment. Students must create an e-portfolio to reflect on their learning process and assignments over the course of the semester. The e-portfolio requires students to upload photos and write reflections on their learning, and will be assessed based on criteria such as the selection of artifacts, written reflections, use of multimedia, navigation, and writing mechanics. Students are expected to follow submission requirements and referencing guidelines. The document outlines the objectives, tasks, assessment criteria, marking criteria, and submission requirements for the e-portfolio assignment.
Teaching with Tableau
This document summarizes a presentation by Kristen Sosulski on teaching data visualization. It discusses her background and experience teaching courses on data visualization to MBA and analytics students. It outlines challenges in teaching students to design visualizations that provide insights rather than just being visually appealing. The presentation covers using software like Tableau to incorporate annotation, animation, and interactivity into visualizations. It also provides techniques for effectively presenting visualizations, including identifying key takeaways, putting findings in context, and presenting key numbers. Students practice these skills through individual and group projects involving live and video presentations with feedback.
Integrating Technology To Engage The Visual Learner2
The document discusses strategies for effectively conveying information to visual learners. It defines visual learners as those who remember details and colors through pictures, charts, graphs and diagrams. It recommends writing out goals and objectives, highlighting key concepts, and including visuals like diagrams. Specific strategies discussed include using graphic organizers, case studies, videos, and interactive learning activities to help visual learners apply material and study more efficiently.
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Presentation Analysis Assessment Rubric
- 1. Presentation Analysis Assessment Rubric Erwin Exequiel Calata The 3rd International E-Learning Conference at the Walter Sisulu University November 01, 2011 Theme: Technology, Pedagogy and Education in the 21st Century Presentation: the Use of ICT by Students and Academics in the Teaching and Learning: The case of the University of Fort Hare Author: Alfred H. Makura Disclaimer: The primary purpose of this presentation analysis assessment is to evaluate a presentation based how it was created not on the content of the presentation itself. Considerations like effective presentation slides, text guidelines and clip arts and graphics was observed. Also I would like to acknowledge the author of the presentation, Alfred H. Makura. Exceptional Full Point(s) Very Good < 0.9 Point(s) Adequate < 0.7 Point(s) Fair 0.6 Point(s) Poor 0.5 to 0 Point(s) Total Effective Presentation Slides Use design templates (2 points) 0.5 0.5 Standardize position, colors and styles (2 points) 2 2 Conssistent with effects, transitions and animation (2 points) 2 2 Text Guidelines Generally no more than 6 words a line (2 points) 0.7 0.7 Generally no more than 6 lines a slide (2 points) 0.7 0.7 Avoid long sentences (1 point) 0.9 0.9 Larger font indicates more important information (1 point) 1 1 Font size generally ranges from 18 to 48 point (2 points) 2 2 Text contrasts with background (2 points) 2 2 Clip Art and Graphics Balance slide (1 point) 1 1 Enhance and complement text, not overwhelm (1 point) 1 1 No more than two graphics per slide (2 points) 2 2 Over all Presentation Score: 15.8