|
|
1
|
2
|
3
|
4
|
|
|
Organization
|
Audience cannot understand
presentation because there is no sequence of information.
|
Audience has difficulty
following presentation because student jumps around.
|
Student presents information
in logical sequence which audience can follow.
|
Student presents information
in logical, interesting sequence which audience can
follow.
|
____
|
|
Content Knowledge
|
Student does not have
grasp of information; student cannot answer questions
about subject.
|
Student is uncomfortable
with information and is able to answer only rudimentary
questions.
|
Student is at ease
with content, but fails to elaborate.
|
Student demonstrates
full knowledge (more than required)with explanations
and elaboration.
|
____
|
|
Visuals
|
Student used no visuals.
|
Student occasional
used visuals that rarely support text and presentation.
|
Visuals related to
text and presentation.
|
Student used visuals
to reinforce screen text and presentation.
|
____
|
|
Mechanics
|
Student's presentation
had four or more spelling errors and/or grammatical
errors.
|
Presentation had three
misspellings and/or grammatical errors.
|
Presentation has no
more than two misspellings and/or grammatical errors.
|
Presentation has no
misspellings or grammatical errors.
|
____
|
|
Delivery
|
Student mumbles, incorrectly
pronounces terms, and speaks too quietly for students
in the back of class to hear.
|
Student incorrectly
pronounces terms. Audience members have difficulty hearing
presentation.
|
Student's voice is
clear. Student pronounces most words correctly.
|
Student used a clear
voice and correct, precise pronunciation of terms.
|
____
|
| |
|
|
|
Total---->
|
____
|
