|
|
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---->
|
____
|
