| BEGINNING |
NOVICE |
PROFICIENT |
DISTINGUISHED |
|
ORGANISATION
| 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. |
|
SUBJECT
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. Some information is confusing, incorrect or flawed. |
Student is at ease with expected answers to all questions, but fails to elaborate. Information is clear, appropriate, and correct. |
Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. |
|
DESIGN
| No video, audio, or transition enhancements |
Limited video, audio, or transitions. Tendency toward random use of enhancements. |
Appropriate amounts of video or audio are used effectively to enrich the presentation. Clips are long enough to convey meaning without being too lengthy. |
Appropriate amounts of video or audio are used effectively to enrich the presentation. Clips are long enough to convey meaning without being too lengthy. |
|
USE OF
ENHANCEMENTS
| Student’s presentation has four or more spelling errors and/or grammatical errors. |
Presentation has three misspellings and/or grammatical errors. |
Presentation has not more than two misspellings and/or grammatical errors. |
Presentation has no misspellings or grammatical errors. |
|
MECHANICS
| Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. Speech has many pauses. |
Presentation has three misspellings and/or grammatical errors. |
Presentation has not more than two misspellings and/or grammatical errors. |
Presentation has no misspellings or grammatical errors. |
|
ORAL
PRESENTATION
| Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. Speech has many pauses. |
Student’s voice is low. Student incorrectly pronounces terms. Audience members have difficult hearing presentation. Speech has several pauses. |
Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. Speech has few pauses. |
Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. Speech is fluid. |
|
EYE CONTACT
| Student reads all of report with no eye contact. |
Student occasionally uses eye contact, but still reads most of report. |
Student maintains eye contact most of the time but frequently returns to notes. |
Student maintains eye contact with audience, seldom returning to notes. |
