Please use the rubric outlined below to help plan your presentation, as it outlines the criteria that will be used for grading your performance.  Note, however, you should feel free to organize your presentation in a manner that best demonstrates your performance of understanding.  The purpose of the presentation is both to share aspects of your product and the process with the audience.  You are the expert, and thus should be ready to respond to questions and ideas presented by the audience.  

 

Evaluation Criteria

Unsatisfactory

Satisfactory

Proficient

Distinguished

Project description and rationale

 

·  Explanation of project goals and rationale

 

·  Description of project

 

·  Product selection

 

·  Evaluate in appropriate circle

Goals, rationale, personal relevance and historical context are only partially explained, prompting the panel to ask very basic questions in order to understand the project. What the student did is not clear, and details and product examples are not sufficiently relevant to be informative.

Goals, rationale, personal relevance and historical context explained, but prompt the panel to ask basic questions.  What the student did is clear, but details and product examples are not always offered to support or to illustrate the points being made

Goals, rationale, personal relevance and historical context explained sufficiently, but not comprehensively enough to provide depth for further discussion or questions.  What the student did is clear; details and product examples support  and illustrate the points being made, but not in an insightful or generative manner.

 

The presentation clearly leads to a comprehensive understanding of the goals, rationale and personal relevance and historical context of the project, prompting interesting follow-up questions and stimulating discussion.  Description of the project contains details and product examples that make it informative and insightful.

 


Evaluation Criteria
Unsatisfactory
Satisfactory
Proficient
Distinguished

Highlights and challenges of process

·  Description of process

 

·  Challenges and discoveries

 

·  Skills and/or knowledge acquired

 

Evaluate in appropriate circle

The description of the process is not fully represented.  The student does not identify challenges and discoveries. The student does not mention the role of new skills and/or knowledge that were learned during the project.

The description of the process is represented but steps from conception to final product are not clearly described. The student mentions challenges and discoveries, but does not make clear how they were addressed, or whether these had an effect on the process, product or project as a whole. The student mentions new skills and/or knowledge that were learned during the project, but does not communicate how these shaped the completed project.

The description of the process includes steps from conception to final product. The student describes challenges and discoveries and explains how they were addressed along with their effect on the process, product or project as a whole. The student mentions new skills and/or knowledge that were learned during the project, and communicates a basic understanding of how these shaped the completed project.

The description of the process relates the key aspects of the project from conception to final product. The student highlights significant challenges and how they were addressed, including important discoveries and their effect on the process, product or project as a whole. The student clearly discusses the role that learning new skills and/or knowledge played in completing the project and meaningfully discusses their impact on the student’s process.


Evaluation Criteria
Unsatisfactory
Satisfactory
Proficient
Distinguished

Performance of the presentation

· Evidence of preparation

 

· Self presentation

 

· Engagement with and awareness of audience

 

Evaluate in appropriate circle

The presentation is uneven and requires considerable reliance on notes. The student does not make eye contact with the audience, and does not speak at an appropriate voice level and pace, The student does not consider the audience when using terms and concepts that are unfamiliar to the general audience.                       

The presentation flows reasonably well but for some portions, requires reliance on notes. The student makes some eye contact with the audience, speaks at an appropriate voice level and pace, The student provides some explanation of terms and concepts that are unfamiliar to the general audience.

The presentation is consistently smooth and flows well and does not rely unduly on notes. The student engages the audience by making eye contact, speaking at an appropriate voice level and pace,. The student generally explains terms and concepts that may be unfamiliar to the general audience.                                        

The presentation is consistently smooth and flows well and does not rely on notes. The student engages the audience by making eye contact, speaking in an effectively measured voice and pace. The student clearly explains terms and concepts that may be unfamiliar to the general audience. 


Evaluation Criteria
Unsatisfactory
Satisfactory
Proficient
Distinguished

Communication strategies, tools and techniques

 

· Evidence of planning

for presentation

 

· Organization, timing and sequencing of presentation

 

· Integrated use of communications media

 

 

Evaluate in appropriate circle

The presentation shows little or no evidence that the student has thought strategically about how to present the project in a limited time. Lack of organization and/or poor timing make it difficult for the panel to follow the presentation. The minimal use of communications tools and techniques leave the panel with important questions about the project.                                                                                        

                         

The presentation shows evidence that the student has given some thought to how to complete the presentation in the allotted time. The presentation is sufficiently coherent for the panel to follow, but the timing and sequencing does not flow smoothly. Overall, the use of communication tools and techniques supports the panel’s understanding of the project, but leaves some questions.                                                                                                     

The presentation shows evidence that the student has thought strategically about how best to present the project in a limited time. The timing and sequencing of selected tools and techniques support an evenly paced presentation. Overall, the use of communication tools and techniques supports the panel’s understanding of the project.

                  

 

The presentation shows evidence that the student has thoughtfully organized an exemplary presentation for an within the allotted time. The timing and sequencing of selected tools and techniques results in a presentation that flows smoothly and demonstrates an eloquence of communication. Overall, the use of communication tools and techniques contributes to a deeper level of understanding of the project.                          


Evaluation Criteria

Unsatisfactory

Satisfactory

Proficient

Distinguished

Response to questions

  • Composure

  • Answers

 

 

 

 

 

Evaluate in appropriate circle

The student is significantly challenged by audience questions and may not be able to regain their composure. The student’s answers to questions are only partially relevant and do not indicate a command of the project.

 

The student is able to deal with a range of questions but cannot respond to all in a convincing manner. The student’s answers to questions are relevant but indicate that the student’s command of the project and it’s content is at a basic level.

 

The student capably deals with a range of questions and provides comprehensive answers. The student’s answers to most questions are relevant and informative, demonstrating command of the project and its content. Student’s responses fall within the framework of the project as developed by the student.        

The student is composed and confident in response to a range of questions. The student’s answers are relevant, thoughtful and complete, demonstrating an exceptional command of the project and its content. Student’s responses are in depth.


Evaluation Criteria

Unsatisfactory

Satisfactory

Proficient

Distinguished

Conclusions, implications and impact

  • Conclusions

 

  • Personal significance

 

  • Impact on future decisions

 

Evaluate in appropriate circle

Even after questions, the conclusions of the project are unclear, incomplete, and show little relation to the project goals and/or thesis. The student has difficulty describing his/her process of growth as a learner, and is unable to identify connections between the project and personal, academic and/or future aspirations.

The conclusions of the project are somewhat clear, and show some relation to the project goals and/or thesis. Through the presentation and responses to questions, the student identifies some personal lessons from the project, and possible impact on personal, academic and/or future aspirations, but does not adequately describe his/her process of growth as a learner.

The conclusions of the project are clear, complete, and show a direct relation to the project goals and/or thesis. Through the presentation and response to questions the student describes his/her process of growth as a learner by identifying personal lessons from the project, and impact on personal, academic and/or future aspirations.

The conclusions of the project are clear, succinct, complete, and well linked to the project goals and/or thesis. Through the presentation and responses to questions the student describes a dynamic process of growth as a learner. The student clearly identifies the lessons learned from the project and  the impact on personal, academic and/or future aspirations.

Comments :

 

 

Presentation Rubric-March 5 2013 v.2