RUBRIC FOR CLASS DEBATE.docx
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This document contains a rubric for evaluating student debates. It provides criteria for assessing the presentation of information, use of facts and statistics, presentation style, organization, and understanding of the debate topic. Each criterion is scored on a scale from excellent demonstration of the criterion to inadequate demonstration. The rubric will be used to systematically evaluate the quality of information presented, supporting evidence, engagement techniques, argument structure, and grasp of the issues in a class debate.
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Class debate rubric sheet1
This document appears to be a rubric for evaluating students on a class debate about the electoral college. It contains 5 categories for evaluation: Information, Use of Facts/Statistics, Organization, Rebuttal, and Respect for Other Team. Each category includes descriptors to assess performance at a level of 4 (best) to 1 (worst). For example, for the Information category, a score of 4 means "all information presented in the debate was clear, accurate and thorough" while a score of 1 means "information had several inaccuracies or was usually not clear."
Persuasive speech rubric
This document provides a rubric for evaluating persuasive speeches. It rates speeches on a scale of 0 to 5 based on criteria such as the attention getter, thesis statement, connection with the audience, subject knowledge, organization, logical and emotional appeals, credibility, eye contact, body language, voice, and fluency. Speeches are assessed on how effectively they meet each criterion, with higher scores given for clear accomplishment of the criteria and lower scores for partial or no accomplishment.
classroom_debate_rubric.pdf
This rubric provides criteria and scoring for evaluating student participation in a classroom debate. It assesses areas such as respect for other teams, accuracy and thoroughness of information presented, strength of counter-arguments, use of facts to support points, organization of arguments, and understanding of the debate topic. Points are awarded on a scale from 1 to 5 in each criteria area, with 5 being the highest score. The total scores are summed to provide an overall evaluation.
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Oral presentation-rubric
The rubric outlines criteria for evaluating oral presentations across six levels from below to above expected standards. Criteria include introducing the topic clearly, developing topics with relevant details, engaging the audience, tailoring the presentation for purpose and audience, speaking clearly at an appropriate pace, using correct vocabulary and grammar, pronouncing words accurately, following cultural conventions, effectively using visual aids, concluding topics clearly, and demonstrating knowledge in answering audience questions.
Oral presentation rubric
This document provides a rubric for evaluating oral presentations across 5 levels: below expected level, at expected level, and above expected level. It evaluates presentations based on their introduction of the topic, development of the topic, ability to engage the audience, use of voice, vocabulary and grammar, pronunciation, use of visual aids, and conclusion of the topic. For each category, it provides descriptors of what a presentation would include at each of the three levels.
4 A-level qualities (90-100) Exceeds Expectations .docx
4
A-level qualities (90-100)
Exceeds Expectations
3
B-level qualities (80-89)
Meets Expectations
2
C-level qualities (70-79)
Meets Some Expectations
1
F-level qualities (below 70)
Below Expectations
SCORE
Organization A specific introduction and
conclusion, sequenced exercise
physiology material within the
body, and transitions are clearly and
consistently observable and are
skillful and make the content of the
presentation cohesive.
A specific introduction and
conclusion, sequenced exercise
physiology material within the
body, and transitions are clearly and
frequently observable and are
clearly and often observable within
the presentation.
A specific introduction and
conclusion, sequenced exercise
physiology material within the
body, and transitions are
intermittently observable within the
presentation.
A specific introduction and
conclusion, sequenced exercise
physiology material within the
body, and transitions are not
observable within the
presentation.
Language Language choices are imaginative,
memorable, and compelling, and
enhance the effectiveness of the
presentation. Exercise physiology
language is most appropriate to
audience.
Language choices are thoughtful
and generally support the
effectiveness of the presentation.
Exercise physiology language is
relevant to audience.
Language choices are mundane and
commonplace and partially support
the effectiveness of the
presentation. Exercise physiology
language is limited but
understandable to audience.
Language choices are unclear
and do not support the
effectiveness of the presentation.
Exercise physiology language is
inappropriate for audience.
Delivery
Delivery techniques (posture,
gesture, eye contact, and vocal
expressiveness) make the
presentation compelling. The
speaker appears polished and
confident.
Delivery techniques (posture,
gesture, eye contact, and vocal
expressiveness) make the
presentation interesting. The
speaker appears comfortable.
Delivery techniques (posture,
gesture, eye contact, and vocal
expressiveness) make the
presentation understandable. The
speaker appears tentative.
Delivery techniques (posture,
gesture, eye contact, and vocal
expressiveness) detract from the
understandability of the
presentation. The speaker
appears uncertain.
Supporting
Material
Vivid and varied types of
supporting exercise physiology
materials make appropriate
reference to information or analysis
that significantly supports the
presentation or establishes the
presenter's credibility/authority on
the topic.
Supporting exercise physiology
materials make appropriate
reference to information or analysis
that generally supports the
presentation or establishes the
presenter's credibility/authority on
the topic.
Supporting exercise physiology
materials make appropriate
reference ...
Task 1 prepare the tools of your assessment
This activity includes different ways to assess our students: self-assessment, peer's assessment and a rubric.
Recommended
Class debate rubric sheet1
This document appears to be a rubric for evaluating students on a class debate about the electoral college. It contains 5 categories for evaluation: Information, Use of Facts/Statistics, Organization, Rebuttal, and Respect for Other Team. Each category includes descriptors to assess performance at a level of 4 (best) to 1 (worst). For example, for the Information category, a score of 4 means "all information presented in the debate was clear, accurate and thorough" while a score of 1 means "information had several inaccuracies or was usually not clear."
Persuasive speech rubric
This document provides a rubric for evaluating persuasive speeches. It rates speeches on a scale of 0 to 5 based on criteria such as the attention getter, thesis statement, connection with the audience, subject knowledge, organization, logical and emotional appeals, credibility, eye contact, body language, voice, and fluency. Speeches are assessed on how effectively they meet each criterion, with higher scores given for clear accomplishment of the criteria and lower scores for partial or no accomplishment.
classroom_debate_rubric.pdf
This rubric provides criteria and scoring for evaluating student participation in a classroom debate. It assesses areas such as respect for other teams, accuracy and thoroughness of information presented, strength of counter-arguments, use of facts to support points, organization of arguments, and understanding of the debate topic. Points are awarded on a scale from 1 to 5 in each criteria area, with 5 being the highest score. The total scores are summed to provide an overall evaluation.
Presentation sklls by Tanzeel Sulehri
This document provides guidance on how to structure and deliver an effective presentation. It discusses determining the audience and purpose, choosing a structure with an introduction, body and conclusion, using visuals to emphasize key points, and techniques for delivery including body language, vocal variety, and handling questions. The document recommends focusing on three main points in the body, using a variety of learning styles to engage audiences, and providing a clear takeaway message in the conclusion.
Oral presentation-rubric
The rubric outlines criteria for evaluating oral presentations across six levels from below to above expected standards. Criteria include introducing the topic clearly, developing topics with relevant details, engaging the audience, tailoring the presentation for purpose and audience, speaking clearly at an appropriate pace, using correct vocabulary and grammar, pronouncing words accurately, following cultural conventions, effectively using visual aids, concluding topics clearly, and demonstrating knowledge in answering audience questions.
Oral presentation rubric
This document provides a rubric for evaluating oral presentations across 5 levels: below expected level, at expected level, and above expected level. It evaluates presentations based on their introduction of the topic, development of the topic, ability to engage the audience, use of voice, vocabulary and grammar, pronunciation, use of visual aids, and conclusion of the topic. For each category, it provides descriptors of what a presentation would include at each of the three levels.
4 A-level qualities (90-100) Exceeds Expectations .docx
4
A-level qualities (90-100)
Exceeds Expectations
3
B-level qualities (80-89)
Meets Expectations
2
C-level qualities (70-79)
Meets Some Expectations
1
F-level qualities (below 70)
Below Expectations
SCORE
Organization A specific introduction and
conclusion, sequenced exercise
physiology material within the
body, and transitions are clearly and
consistently observable and are
skillful and make the content of the
presentation cohesive.
A specific introduction and
conclusion, sequenced exercise
physiology material within the
body, and transitions are clearly and
frequently observable and are
clearly and often observable within
the presentation.
A specific introduction and
conclusion, sequenced exercise
physiology material within the
body, and transitions are
intermittently observable within the
presentation.
A specific introduction and
conclusion, sequenced exercise
physiology material within the
body, and transitions are not
observable within the
presentation.
Language Language choices are imaginative,
memorable, and compelling, and
enhance the effectiveness of the
presentation. Exercise physiology
language is most appropriate to
audience.
Language choices are thoughtful
and generally support the
effectiveness of the presentation.
Exercise physiology language is
relevant to audience.
Language choices are mundane and
commonplace and partially support
the effectiveness of the
presentation. Exercise physiology
language is limited but
understandable to audience.
Language choices are unclear
and do not support the
effectiveness of the presentation.
Exercise physiology language is
inappropriate for audience.
Delivery
Delivery techniques (posture,
gesture, eye contact, and vocal
expressiveness) make the
presentation compelling. The
speaker appears polished and
confident.
Delivery techniques (posture,
gesture, eye contact, and vocal
expressiveness) make the
presentation interesting. The
speaker appears comfortable.
Delivery techniques (posture,
gesture, eye contact, and vocal
expressiveness) make the
presentation understandable. The
speaker appears tentative.
Delivery techniques (posture,
gesture, eye contact, and vocal
expressiveness) detract from the
understandability of the
presentation. The speaker
appears uncertain.
Supporting
Material
Vivid and varied types of
supporting exercise physiology
materials make appropriate
reference to information or analysis
that significantly supports the
presentation or establishes the
presenter's credibility/authority on
the topic.
Supporting exercise physiology
materials make appropriate
reference to information or analysis
that generally supports the
presentation or establishes the
presenter's credibility/authority on
the topic.
Supporting exercise physiology
materials make appropriate
reference ...
Task 1 prepare the tools of your assessment
This activity includes different ways to assess our students: self-assessment, peer's assessment and a rubric.
Rubric.docx
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.
One of the best ways to learn public speaking, other than actual.docx
One of the best ways to learn public speaking, other than actually doing it, is to analyze what factors contributed to the strengths and weaknesses of your speech. For this assignment you will develop a self assessment of your informative speech and assess your speech by writing a five-paragraph essay, typed and double-spaced in which you identify your strengths and weaknesses and make recommendations for improvement. Refer to the grading rubric and the grading your instructor returned to you for your speech. Your essay should be 300 to 500 word. Incorporate the following elements into your essay:
1. A header (MLA style) is required.
2. Introduction (1st paragraph): Identify the purpose of your speech and summarize your topic.
3. Body (2nd paragraph): How did you open with impact? What did you say to connect your topic with your audience? Was your thesis stated clearly? Did you present the main points in a clear, concise manner? Were transitions used between main points? Did you provide ample support for main points? Did you restate your main points in the conclusion? How did you close with impact?
4. Body (3rd paragraph): Using the rubric, identify your strengths.
5. Body (4th paragraph): Using the rubric, identify your weaknesses.
6. Conclusion (5th paragraph): State how effective you believe your speech was and how you will address weaknesses. Your essay should not be longer than 1 to 2 pages.
Introduction
5
4
3
2
1
0
Weight
Total
Attention Getter
Highly effective and obvious attention getting device used. Audience attention was clearly established. (Question, startling statement, statistic, story)
Somewhat effective attention getting device used. Established attention of audience.
Attention getter was adequate to gain interest of audience.
Attention getter was not adequate or effective to gain audience attention.
Attention getter was not used.
Was not acceptable
5
4
3
2
1
0
Weight
Total
Connects with audience
Topic relevance explained, adapted to occasion and audience. Audience motivated to listen. Connect and interest of audience obviously established.
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.
Connection with the audience was not established.
Was not acceptable
5
4
3
2
1
0
Weight
Total
Presented thesis/main points
The thesis and main points were clearly stated, identified and established for audience.
The thesis and main points were partially stated, identified and established.
Thesis and main points were stated.
The thesis and main points were alluded to or minimally i.
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Rubric.docx
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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1. A header (MLA style) is required.
2. Introduction (1st paragraph): Identify the purpose of your speech and summarize your topic.
3. Body (2nd paragraph): How did you open with impact? What did you say to connect your topic with your audience? Was your thesis stated clearly? Did you present the main points in a clear, concise manner? Were transitions used between main points? Did you provide ample support for main points? Did you restate your main points in the conclusion? How did you close with impact?
4. Body (3rd paragraph): Using the rubric, identify your strengths.
5. Body (4th paragraph): Using the rubric, identify your weaknesses.
6. Conclusion (5th paragraph): State how effective you believe your speech was and how you will address weaknesses. Your essay should not be longer than 1 to 2 pages.
Introduction
5
4
3
2
1
0
Weight
Total
Attention Getter
Highly effective and obvious attention getting device used. Audience attention was clearly established. (Question, startling statement, statistic, story)
Somewhat effective attention getting device used. Established attention of audience.
Attention getter was adequate to gain interest of audience.
Attention getter was not adequate or effective to gain audience attention.
Attention getter was not used.
Was not acceptable
5
4
3
2
1
0
Weight
Total
Connects with audience
Topic relevance explained, adapted to occasion and audience. Audience motivated to listen. Connect and interest of audience obviously established.
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.
Connection with the audience was not established.
Was not acceptable
5
4
3
2
1
0
Weight
Total
Presented thesis/main points
The thesis and main points were clearly stated, identified and established for audience.
The thesis and main points were partially stated, identified and established.
Thesis and main points were stated.
The thesis and main points were alluded to or minimally i.
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Guidelines for Oral Presentations
This document provides guidance on preparing and delivering effective oral presentations. It discusses determining the presentation purpose and topic, researching the topic, organizing ideas, emphasizing important elements, using visual aids, and techniques for delivery. The key points are to determine the presentation purpose and topic, organize ideas through outlining and research, and use visual aids to enhance understanding while maintaining a professional delivery through good posture, eye contact and tone of voice.
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- 1. CLASS DEBATE Information All information presented in the debate was clear, accurate and thorough. Most information presented in the debate was clear, accurate and thorough. Most information presented in the debate was clear and accurate, but was not usually thorough. Information had several inaccuracies OR was usually not clear. Use of Facts/Statistics Every major point was well supported with several relevant facts, statistics and/or examples. Every major point was adequately supported with relevant facts, statistics and/or examples. Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. Every point was not supported.
- 2. Presentation Style Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. One or more members of the team had a presentation style that did not keep the attention of the audience. Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical. Arguments were not clearly tied to an idea (premise). Understanding of Topic The team clearly understood the topic in-depth and presented their information forcefully and convincingly. The team clearly undestood the topic in-depth and presented their information with ease. The team seemed to understand the main points of the topic and presented those with ease. The team did not show an adequate understanding of the topic.