|
Criteria |
Points
0 |
Points
1 |
Points
2 |
Points
3 |
|
Nonverbal Skills |
|
|
|
|
|
Eye Contact |
Does not
attempt to look at audience at all, reads notes the entire time |
Only focuses
attention to one particular part of the class, does not scan
audience |
Occasionally
looks at someone or some groups during presentation |
Constantly
looks at someone or some groups at all times |
|
Posture |
Sits during
presentation or slumps. |
Distracting
movement. |
Occasionally
slums during presentation. |
Stands up
straight with both feet on the ground. |
|
Vocal Skills |
|
|
|
|
|
Enthusiasm |
Shows
absolutely no interest in topic presented |
Shows some
eagerness toward topic presented |
Occasionally
shows positive feelings about topic |
Demonstrates
a strong positive feeling about topic during entire presentation |
|
Vocalized
Pauses (uh, well uh, um) |
10 or more
are noticed |
6-9 are
noticed |
1-5 are
noticed |
No vocalized
pauses noticed |
|
Verbal
Techniques |
Mumbles,
incorrectly pronounces terms, and speaks too quietly, confusing. |
Thoughts
don't flow, not clear, does not engage audience. |
Thoughts
articulated clearly, voice is clear. Pronounces most words
correctly. |
Presentation
is organized and the interest level of the audience is
maintained. |
|
Content |
|
|
|
|
|
Topic
Announced |
Audience has
no idea what the report is on |
Vaguely
tells audience what report is over |
Clearly
explains what the report is covering |
Explains
report and reiterates at end |
|
Time frame |
Presentation
is less than minimum time |
Presentation
is more than maximum time |
|
Presentation
falls within required time frame |
|
Visual Aid |
Poor,
distracts audience and is hard to read |
Adds nothing
to presentation |
Sufficient in
quality or quantity |
Visual aid
enhances presentation. |
|
Completeness
of Content |
One or more
points left out |
Majority of
points glossed over |
Majority of
points covered in depth, some points glossed over |
Thoroughly
explains all points |
|
Skills |
Two or more
of the presenters didn't know the information and got lost
often. |
One presenter
didn't know the information and got lost often. |
Diction and
voice level engaged the audience. Role playing enhanced the
information and held the audience attention. |
All
presenters knew the information and progressed smoothly through
the presentation. |
|
Organization |
Audience
cannot understand presentation, no sequence of information. |
Difficulty
following presentation because student jumps around. |
Presents
information in logical sequence which audience can follow. |
Presents
information in logical, interesting sequence which audience can
follow. |
|
Subject
Knowledge |
Does not have
grasp of information; cannot answer questions about subject. |
Uncomfortable
with information and is able to answer only rudimentary
questions, but fails to elaborate. |
At ease and
answers most questions with explanations and some elaboration. |
Demonstrates
full knowledge (more than required) by answering all class
questions with explanations and elaboration. |
|
Mechanics |
Presentation
has four or more spelling errors and/or grammatical errors. |
Presentation
has three misspellings and/or grammatical errors. |
Presentation
has no more than two misspellings and/or grammatical errors. |
Presentation
has no misspellings or grammatical errors. |
|
Group Work |
Cannot work
with others in most situations. Cannot share decisions or
responsibilities. |
Works with
others, but has difficulty sharing decisions and
responsibilities. |
Works well
with others. Takes part in most decisions and shares in the
responsibilities. |
Works very
well with others. Assumes a clear role in decision making and
responsibilities. |
|
Readability
of the Slides |
Bullet format
is not consistent or clear. Too much information on many slides.
|
Bullet format
is not consistent on a few slides. Too much information on two
or more slides. |
There are no
errors in spelling, grammar and punctuation. |
Bullets are
consistent and clear. Information is clear and concise on each
slide. |
|
Overall
visual Appeal |
Background
hard to read. To many words. Many slides hard to read.
|
There are too
few graphic elements. Appropriate background. Some slides hard
to read. |
Slides are
easy to read and movement and sounds are used effectively.
|
Appealing
graphic elements are included appropriately. |
