|
|
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----> |
____ |
