This document provides a rubric for assessing group work presentations across four categories: content, organization, opinion, and visual/individual oral skills. For each category, performance criteria are defined for ratings of 1-4, with 4 being "outstanding" and 1 being "needs improvement." Areas evaluated include covering topics in detail, organization of ideas, justifying arguments, use of examples and visual aids, reading of presentation vs. incorporation of concepts, and body language/eye contact. Self-assessment questions are also provided to help students reflect on their strengths/weaknesses and comfort with public speaking.
*Guided Writing is a three-level writing series designed to engage young learners
*After completing level appropriate skills books in writing, students can develop their writing and creative thinking skills
*Designed for elementary/primary school learners
Business English Course in Dubai, Sharja, Abu Dhabi at Zabeel Institute
Being a confident, polished speaker is not only necessary but well-advised in order to communicate such matters effectively and persuasively. Above all, would you like a quick and easy method for composing documents, letters, memos, reports, proposals and performance appraisals in an organized format. Finally, for all the people searching for the best centre in Business English, without any dilemma, choose
Zabeel Institute. Above all, we have marked our own signature in this field as a result of our immense hard work.
Therefore, professionals who can write clearly and correctly are far more valuable to an organization than those whose business writing is filled with errors.
For more information: https://tinyurl.com/yybp5otz
Call : 00971 4 3974905
WhatsApp:- 00971508234427/ 00971506905425
Email: mail@zabeelinstitute.ae
*Guided Writing is a three-level writing series designed to engage young learners
*After completing level appropriate skills books in writing, students can develop their writing and creative thinking skills
*Designed for elementary/primary school learners
Business English Course in Dubai, Sharja, Abu Dhabi at Zabeel Institute
Being a confident, polished speaker is not only necessary but well-advised in order to communicate such matters effectively and persuasively. Above all, would you like a quick and easy method for composing documents, letters, memos, reports, proposals and performance appraisals in an organized format. Finally, for all the people searching for the best centre in Business English, without any dilemma, choose
Zabeel Institute. Above all, we have marked our own signature in this field as a result of our immense hard work.
Therefore, professionals who can write clearly and correctly are far more valuable to an organization than those whose business writing is filled with errors.
For more information: https://tinyurl.com/yybp5otz
Call : 00971 4 3974905
WhatsApp:- 00971508234427/ 00971506905425
Email: mail@zabeelinstitute.ae
Rubric for teachers to assess the oral performance of students of 4th ESO, who have been doing a group task of photography to review the contents (grammar and voc.) of the Starter Unit of Interface 4, meanwhile they've also activated their previous knowledge.
Rubric for teachers to assess the oral performance of students of 4th ESO, who have been doing a group task of photography to review the contents (grammar and voc.) of the Starter Unit of Interface 4, meanwhile they've also activated their previous knowledge.
One of the best ways to learn public speaking, other than actual.docxsmithhedwards48727
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.
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.
Presentation provides adequate depth; few details are omitted; major ideas are adequately developed; presentation is 10-15 minutes in length or 10-15 slides.
Additional depth needed in places; important information omitted or not fully developed; presentation is too short or too long.
Presentation does not provide adequate depth; key details are omitted or undeveloped; presentation is too short or too long.
Organization/
Clarity
Ideas are presented in logical order with effective transitions; presentation is clear and concise.
Most ideas are in logical order with adequate transitions; presentation is generally clear and understandable.
Some ideas not presented in proper order; transitions are needed; some parts of the presentation may be wordy or unclear.
Ideas are not presented in proper order; transitions are lacking; several parts of the presentation may be wordy or unclear.
Grammar/Mechanics
Presentation contains no grammar errors; sentences are free of jargon, complete, and easy to read; no APA errors in citations.
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.
Presentation contains several major grammar/usage errors; sentences are long, incomplete, or contain excessive jargon; many APA errors in citations.
Peer Feedback
Student provided thorough and clear feedback to two classmates’ presentations.
Student provided adequate feedback to two classmates’ presentations.
Student provided feedback to one classmate’s presentation.
Student did not provide feedback to classmates’ present ...
Criteria for EssayExcellent5 ptsGood4 ptsFair3 ptsPoor1 .docxvanesaburnand
Criteria for Essay
Excellent5 pts
Good4 pts
Fair3 pts
Poor1 pts
Introduction/Thesis Statement
Excellent
Very well developed introduction & thesis statement. They engage the reader and create interest. They contain and/or introduce the process and state the author's point about the process. They also cover the whole process.
Good
The introduction & thesis statement create interest and are fairly well developed. But while they contain and/or introduce the process, they are not very engaging; although, they do cover the whole process.
Fair
The introduction & thesis statement introduce the process, but they either do not give accurate and complete information, or they lack detail and creativity. May not cover the whole process.
Poor
The introduction & thesis statement do not introduce the process. No controlling point about the process is evident.
Body Paragraphs
Topic Sentences & Supporting Details
Excellent
Each paragraph contains a clearly focused topic sentence that relates to the process being described.
Details in the essay are clear and specific, and there are enough details to help the reader see and understand all the steps of process. Concrete sense language is used effectively.
Good
Each paragraph contains a topic sentence that relates to the process being described.
Details are clear and specific, and the steps in the process can be followed well enough to understand the described process.
Fair
Not all paragraphs contain topic sentences that relate to the process being described.
There are details, but they are not very clear or specific, or there are not enough of them to allow the reader to follow the progression of the process.
Poor
There are no apparent topic sentences. Details are either wrong or lacking. They do not seem to relate to the process.
Conclusion
Excellent
The concluding paragraph effectively unifies the essay. It makes a point about the process that is creative and interesting.
Good
The concluding paragraph effectively unifies the essay, but it does not make a very interesting point about the process.
Fair
The concluding paragraph relates a conclusion to the process, but it does little to unify the essay around the steps of the process.
Poor
There is no apparent conclusion or point made about the process.
Organization/Structure
Excellent
Logical progression of details with a clear structure that enhances the essay and provides a clear step-by-step description of the process. The transitions are appropriate and used very effectively to indicate the time order of the steps.
Good
Logical progression of details. Transitions are present, but they do not enhance the overall effectiveness of the essay. All steps are covered and in the correct order.
Fair
Organization is clear. Some transitions are present, while others are either inappropriate or missing. Some steps may be missing or not in the proper order.
Poor
No discernible organization. Transitions are not present.
Cannot discern a .
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Essay RubricStudent name AssignmentCriterionExemplar.docxSALU18
Essay Rubric
Student name:
Assignment:
Criterion
Exemplary - Proficient
Intermediate - Emerging
Not Evident
Points and Feedback
Introduction
Points Possible:
Contains an engaging or interesting hook to capture audience attention. Provides a clear overview of the topic. Clear, concise thesis statement provides focus or purpose of essay.
Contains a hook that may be somewhat unclear or unrelated to topic. Overview is general or somewhat confusing. Thesis statement is somewhat vague or rambling.
Hook is unrelated to topic or missing. No overview is provided or does not preview the topic. Thesis statement is unfocused, off-topic, or missing.
Points Earned:
Feedback:
Body
Points Possible:
Each body paragraph has a clearly stated main idea that relates directly to the thesis statement. Relevant, accurate support is included for each idea.
Each body paragraph has a main idea. The relationship to the thesis statement is sometimes weak. Adequate support is included for each idea.
Body paragraphs lack focus. Relationship to thesis statement is often unclear. Little or no support is included.
Points Earned:
Feedback:
Conclusion
Points Possible:
Summarizes major points without being repetitive. Thesis statement is restated in a way that reminds audience of focus or purpose. No new information is introduced.
Summarizes major points. Thesis statement is restated but may be vague or repetition from introduction. No new information is introduced.
Major points are not summarized. Reference to thesis statement is lacking or confusing. New information is introduced.
Points Earned:
Feedback:
Structure and Coherence
Points Possible:
Organization is appropriate for topic and may enhance presentation of topic. Transitions connect paragraphs and ideas and move the reader smoothly from one idea to the next.
Organization is appropriate or adequate for the topic. Transitions are used, but may be lacking in some areas or don’t always provide smooth transitions.
Organization is not appropriate for topic or little to no organization apparent. Transitions are used incorrectly or rarely/never used.
Points Earned:
Feedback:
Academic Integrity
Points Possible:
Contains only original language and content. Quotations are used sparingly and formatted as such. If outside sources are used, URLs are included.
Contains mostly original language and content. Quotations are formatted as such. If outside sources are used, URLs are included.
Contains language or content that is not original. URLs are not related to content or are not included.
Points Earned:
Feedback:
Format
Points Possible:
Follows all assignment guidelines for formatting.
Follows most assignment guidelines for formatting.
Follows few or none of the assignment guidelines for formatting.
Points Earned:
Feedback:
Grammar, Usage, and Mechanics
Points Possible:
Respects rules of spelling, capitalization, grammar, usage, and punctuation with few or no errors.
Respects rules of spelling, capitalization, grammar, usa ...
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExemplaryContent of SummaryDid not provide summarySummary provided less than acceptable evidence that session recording was watched in its entirety. Summary provided satisfactory evidence that session recording was watched in its entirety. Summary proved the student watched and paid attention to the entire session recording. PresentationDid not provide summarySummary not presented in essay form (e.g. bullet lists)Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word.Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word.Clarity & MechanicsDid not provide summary
Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. Category 4 Outstanding 3 Very good 2 Pass 1 Needs improvement.
Group work
CONTENT
The students covered
perfectly well all the topics.
The students presented all
the info in detail.
The students covered and
developed almost all the
topics. However, some
essential info is missing
The students partially
covered the topics. Many
contents are not explained
and doubts not cleared.
The students did not cover
the topics at all or the
presentation is off subject.
The speaker did not even try.
ORGANIZATION
The presentation is perfectly
well organized. It has
division of paragraphs and
linkers. It has coherence and
cohesion devices. The
speaker develops main ideas
clearly.
The presentation is almost
perfectly well organized. It
may lack some connectors
but contains division of
paragraphs. The speaker
develops at least some of
the main ideas clearly.
The presentation is partially
organized. It lacks some of
the parts: intro, body or
conclusion. It may have at
least one or two paragraphs
but lacks another. Only a few
linkers are used.
The presentation is
completely disorganized and
lacks intro, body and
conclusion. The time allotted
was not respected at all. It
lacks the division of
paragraphs. It lacks linkers
and connectors. The speaker
does not develop main ideas.
OPINION The student could justify
his/her arguments clearly at
all times in a logical way. The
speaker could clear out
doubts all the time.
The student could justify
his/her opinions almost
always. Only in some
instances he/she could not
show evidence or support
his/her points. The speaker
could clear out doubts.
The students could partially
justify the arguments
presented. The explanations
were a bit disconnected but
only at times.
The students could not justify
any of the arguments in a
reasonable way. Explanations
were confusing and
disorganized.
VISUAL
The student presented a
wide variety of accurate
examples and appropriate
visual aids to support his/her
speech. The visual aids
The students presented a
considerable amount of
appropriate examples and
visual aids in an organized
way.The speaker uses the
The students presented only
a few examples and visual
aids. They were not very
clear and accurate at times.
The students did not include
any examples or visual aids in
his/her presentation.
2. selected are varied and are
clearly identified
material to exemplify
INDIVIDUAL
ORAL SKILLS
The student did not read at
all. The speaker showed
evidence of having
incorporated perfectly well
the contents and arguments
expected for this instance.
The speaker followed a good
rhythm of speech.
The student could present
the arguments quite well
without reading. He could
justify arguments and clear
out doubts almost at all
times. The rhythm of speech
was quite good.
The student was reading on
repeated occasions . The
speaker looked confused at
times and dependent on the
visual aids .The rhythm of
speech was not good
enough.
The student read all
throughout the presentation.
He did not show evidence of
having incorporated the
concepts and contents of the
speech. He could not answer
questions or clear out
doubts. The speaker
presented too fast or too
slow
BODY LANGUAGE The student used his-her
body effectively all the time
to transmit the message. The
gestures used were effective
to accompany the
explanation all the time.
The speaker made eye
contact almost all the time
and used hi-her body in an
effective manner.
The student could make eye
contact only at times. He-
She used his-her body only
on occasions.
The student did not have a
good corporal attitude all
throughout the presentation.
The speaker did not make
eye contact with the
audience and did not use
gestures.
Self-Assessment
In what aspect of the presentation did you feel better at or more comfortable?
Which weaknesses did you present?
How do you feel talking in public?
3. Do you have any other topics of interest?
INDIVIDUAL ASSESSMENT:
……………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………..
