A. Brochure rubric B1. Drawing B2. Drawing C. Video rubric D.

PowerPoint presentation rubric

Evaluating Student Presentations

Developed by Information Technology Evaluation Services, NC Department of Public Instruction 1 2 3 4
Audience cannot understand presentation Organization because there is no sequence of information. Student Audience has presents difficulty information in following logical presentation sequence because student which jumps around. audience can follow. Student presents information in logical, interesting sequence which audience can follow.

Total

Student demonstrates Student does Student is Student is at full knowledge not have grasp uncomfortable ease with (more than of information; with information expected Subject required) by student cannot and is able to answers to all answering all Knowledge answer answer only questions, but class questions questions rudimentary fails to with about subject. questions. elaborate. explanations and elaboration. Student Student's Student uses occasionally Student's graphics explain superfluous uses graphics graphics relate and reinforce Graphics graphics or no that rarely to text and screen text and graphics support text and presentation. presentation. presentation. Student's Presentation Presentation presentation has no more has three Presentation has has four or than two misspellings no misspellings misspellings Mechanics more spelling and/or or grammatical errors and/or and/or grammatical errors. grammatical grammatical errors. errors. errors. Student Student Eye Contact Student reads Student all of report occasionally maintains eye maintains eye

with no eye contact.

contact most of uses eye contact with the time but contact, but still audience, frequently reads most of seldom returning returns to report. to notes. notes.
3 2 1

CATEGORY Preparedness

Student is completely Student seems pretty prepared and has prepared but might obviously rehearsed. have needed a couple more rehearsals.

The student is Student does not somewhat prepared, seem at all prepared but it is clear that to present. rehearsal was lacking.

Enthusiasm

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Sometimes stands up straight and establishes eye contact.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Slouches and/or does not look at people during the presentation.

Posture and Eye Stands up straight, looks relaxed and Contact

Stands up straight and establishes eye confident. contact with Establishes eye everyone in the room contact with during the everyone in the room presentation. during the presentation.

Content

Shows a full Shows a good Shows a good understanding of the understanding of the understanding of topic. topic. parts of the topic.

Does not seem to understand the topic very well.

Listens to Other Listens intently. Does Listens intently but not make distracting has one distracting Presentations
noises or movements.

noise or movement.

Sometimes does not Sometimes does not appear to be listening appear to be listening but is not distracting. and has distracting noises or movements.

CATEGORY

Enthusiasm

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Volume is loud enough to be heard by all audience members throughout the presentation.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Volume is loud enough to be heard by all audience members at least 90% of the time.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Volume is loud enough to be heard by all audience members at least 80% of the time.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Volume often too soft to be heard by all audience members.

Volume

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. Does not seem to understand the topic very well.

Content

Shows a full Shows a good Shows a good understanding of the understanding of the understanding of topic. topic. parts of the topic.

Posture and Eye Stands up straight, looks relaxed and Contact

Stands up straight and establishes eye confident. contact with Establishes eye everyone in the room contact with during the everyone in the room presentation. during the presentation. Stays on topic all (100%) of the time.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Stays on Topic

Stays on topic most Stays on topic some It was hard to tell (99-90%) of the time. (89%-75%) of the what the topic was. time.

Vocabulary

Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Speaks clearly and distinctly all (10095%) the time, and mispronounces no words.

Uses vocabulary appropriate for the audience. Includes 12 words that might be new to most of the audience, but does not define them. Speaks clearly and distinctly all (10095%) the time, but mispronounces one word.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Speaks clearly and distinctly most ( 9485%) of the time. Mispronounces no more than one word.

Uses several (5 or more) words or phrases that are not understood by the audience.

Speaks Clearly

Often mumbles or can not be understood OR mispronounces more than one word.

Time-Limit

Presentation is 10-12 Presention is 8-10 minutes long. minutes long.

Presentation is 6-8 minutes long.

Presentation is less than 4 minutes OR more than 12 minutes.

Preparedness

Student is completely Student seems pretty prepared and has prepared but might obviously rehearsed. have needed a couple more rehearsals.

The student is Student does not somewhat prepared, seem at all prepared but it is clear that to present rehearsal was lacking.

Making A Brochure : Spanish 1: Making a Brochure for a Spanish-Speaking Country

CATEGORY 4 3 2
Graphics go well with the text, but there are too few and the brochure seems "text-heavy".

1
Graphics do not go with the accompanying text or appear to be randomly chosen.

Graphics/Pictures Graphics go well

Graphics go well with the text and with the text, but there is a good mix there are so many of text and graphics. that they distract from the text.

Writing Grammar

There are no grammatical mistakes in the brochure.

There are no grammatical mistakes in the brochure after feedback from an adult. 99-90% of the facts in the brochure are accurate.

There are 1-2 grammatical mistakes in the brochure even after feedback from an adult. 89-80% of the facts in the brochure are accurate.

There are several grammatical mistakes in the brochure even after feedback from an adult.

Content Accuracy

All facts in the brochure are accurate.

Fewer than 80% of the facts in the brochure are accurate.

Attractiveness & Organization

The brochure has exceptionally attractive formatting and well-organized information.

The brochure has The brochure has attractive formatting well-organized and well-organized information. information.

The brochure's formatting and organization of material are confusing to the reader.

Content

All required items are present in the brochure

There is one There are several requirement missing required tems from the brochure. missing from the brochure.

There are many required items missing from the brochure.

CATEGORY

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow. The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand. Sentences lack structure and appear incomplete or rambling.

Capitalization & Punctuation (Conventions)

Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis.

Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read. Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are stiff and awkward or difficult to understand.

Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand.

Flow & Rhythm (Sentence Fluency)

Sentence Structure (Sentence Fluency) Word Choice

All sentences are Most sentences are Most sentences are well-constructed with well-constructed with well-constructed but varied structure. varied structure. have a similar structure.

Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced.

Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone.

Writer uses words that communicate clearly, but the writing lacks variety, punch or flair.

Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or cliches may be present and detract from the meaning.

CATEGORY

Organization

Details are placed in a logical order, and the way they are presented effectively keeps the interest of the audience. Student demonstrates full knowledge of the subject with explanations and elaboration.

Details are placed in a logical order, but the way in which they are presented sometimes makes the lesson less interesting. Student is at ease with the subject but fails to elaborate.

Some details are not in a logical or expected order, and this distracts the audience.

Many details are not in a logical or expected order. There is little sense that the presentation is organized. Student does not have grasp of the subject or presents inaccuracies.

Content

Student is uncomfortable with the subject and can only answer basic questions.

Preparedness

Student is Student is prepared completely prepared but needed a few and has obviously more rehearsals. rehearsed.

The student is Student does not somewhat prepared, seem at all prepared but it is clear that to present. rehearsal was lacking.

Delivery

Student uses a clear voice and pronounces words correctly.

Student uses a clear voice. Student mispronounces some words.

Student's voice is clear some of the time. Student mispronounces many words.

Student mumbles. Student mispronounces most words.

Visuals

Student uses effective visuals to reinforce the presentation.

Student uses some visuals to reinforce the presentation.

Student uses some visuals that rarely support the presentation

Student uses no visuals.

Comprehension

Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Contenido

Thorough Good explanation of Fair explanation of explanation of ideas; ideas; logical; variety ideas; logical;some logical; wide variety of ideas ideas of ideas

Inadequate explanation of ideas; illogical;one idea

Comprensin

Completely comprehensible

Comprehensible, with some thought

Comprehensible, but Barely needs interpretation comprehensible

Gramtica

Correct usage of grammar, especially imperfect subjunctive and conditional

Mostly correct usage Several errors of of grammar, grammar especially imperfect subjunctive and conditional

So many grammar errors that it is difficult to understand

Rubric for Podcasts

CATEGORY Introduction Exemplary Proficient Partially Proficient Incomplete

9 points Catchy and clever introduction. Provides relevant information and establishes a clear purpose engaging the listener immediately.

6 points Describes the topic and engages the audience as the introduction proceeds.

3 points Somewhat engaging (covers well-known topic), and provides a vague purpose.

0 points Irrelevant or inappropriate topic that minimally engages listener. Does not include an introduction or the purpose is vague and unclear. Speaker is not identified. No production date or location of the speaker is provided. 0 points Informatio n is inaccurate.

Tells who is speaking, date the podcast was produced, and where the speaker is located.
Content

Tells most of the following: who is speaking, date of the podcast, and location of speaker. 6 points

Alludes to who is speaking, date of the podcast, and location of speaker. 3 points Some information is inaccurate or long-winded.

9 points

Creativity and Accurate original content information is enhance the provided purpose of the succinctly. podcast in an innovative way. Accurate information and

succinct concepts are presented. Vocabulary Vocabulary is Vocabulary is Vocabular enhances content. appropriate. adequate. y is inappropriate for the audience. Includes a wide variety of appropriate, wellresearched and informative sources and has well-edited quotes from expert sources. Quotes and sources of information are credited appropriately. Keeps focus on the topic. Conclusion clearly summarizes key information.
Delivery

Includes appropriate and informative quotes from expert sources.

Includes some variety of informative quotes from some expert sources, and one or more source quotes need some Source quotes are editing.. credited One or more appropriately. source quotes are not credited.

Includes no source quotes or includes source quotes with multiple citation errors..

Stays on the topic. Conclusion summarizes information. 2 points

Occasionally strays from the topic. Conclusion vaguely summarizes key information 1 point

Does not stay on topic. No conclusion is provided. 0 points

3 points Well rehearsed, smooth delivery in a conversational style. Highly effective

Rehearsed, Appears Delivery is smooth delivery. unrehearsed with hesitant, and uneven delivery. choppy and sounds like the presenter is reading. Enunciation, expression, Enunciation, expression, Enunciatio n of spoken

enunciation and presenter's speech is clear and intelligible, not distant and muddled. Expression, and rhythm keep the audience listening.

pacing are effective throughout the podcast.

rhythm are sometimes distracting during the podcast.

word is distant and muddled and not clear. Expression and rhythm are distracting throughout the podcast.

Correct grammar is used throughout the podcast.

Interview

Correct grammar is used during the podcast. 4 points Open ended questions and follow-up questions are used appropriately.

Occasionally incorrect grammar is used during the podcast. 2 points Open ended questions and follow-up questions are occasionally irrelevant to the topic. 2 points The graphics/artwork sometimes enhance the quality and understanding of the presentation.

Poor grammar is used throughout the podcast. 0 points Only yesor-no questions are used. No follow-up questions are asked. 0 points The graphics are unrelated to the podcast. Artwork is inappropriate to podcast.

6 points Open ended questions and follow-up are used that draw interesting and relevant information from the interviewee.

Graphic and Music Enhancements

6 points The graphics/artwork used create a unique and effective presentation and enhance what is being said in the podcast and follow the rules for quality graphic design. Music

4 points The graphics/artwork relate to the audio and reinforce content and demonstrate functionality.

Music

Music

Music is

enhances the mood, quality, and understanding of the presentation. All graphic and music enhancements are owned by the creator of the podcast or copyright cleared with appropriate documentation.
Technical Production

provides supportive background to the podcast.

provides somewhat distracting background to the podcast.

distracting to presentation.

Graphic and Use of music copyrighted enhancements are works is owned by the questionable. creator of the podcast or copyright cleared. 4 points Presentation is recorded in a quiet environment with minimal background noise and distractions. 2 points Presentation is recorded in a semi-quiet environment with some background noise and distractions.

Copyright infringement is obvious.

6 points Presentation is recorded in a quiet environment without background noise and distractions. Transitions are smooth and spaced correctly without noisy, dead space.

0 points Presentatio n is recorded in a noisy environment with constant background noise and distractions. Transitions are abrupt and background noise needs to be filtered. Volume changes are highly distracting. Podcast is either too long or too short to keep the audience engaged.

Transitions Transitions are smooth with a are uneven with minimal amount inconsistent of ambient noise. spacing; ambient noise is present. Volume is occasionally inconsistent. Podcast length is somewhat long or somewhat short to keep audience engaged.

Volume of Volume is voice, music, and acceptable. effects enhance the presentation. Podcast length keeps the audience interested and engaged. Podcast length keeps audience listening.

Podcast Podcast Podcast linked from a site contained subject contains limited that included tags. subject tags. descriptive subject tags.
Group/Partner Work

Podcast has no subject tags and difficult to locate online. 0 points Contribute d little to the group effort during the editing process.

6 points All team members contributed equally to the finished product and assist in editing process by offering critique and sharing in skill development. Performed all duties of assigned team role and contributed knowledge, opinions, and skills to share with the team. Always did the assigned work.

4 points Assisted group/partner in the editing process.

2 points Finished individual task but did not assist group/partner during the editing process.

Performed nearly all duties of assigned team role and contributed knowledge, opinions, and skills to share with the team. Completed most of the assigned work.

Performed a few duties of assigned team role and contributed a small amount of knowledge, opinions, and skills to share with the team. Completed some of the assigned work.

Did not perform any duties of assigned team role and did not contribute knowledge, opinions or skills to share with the team. Relied on others to do the work.
TOTAL POINTS

COPYRIGHT 2007 Ann Bell