|
|
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---->
|
____
|
