|
__/3 | |||||
Note cards indicate you accurately researched a variety of information sources, recorded and interpreted significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view. | Note cards show you recorded relevant information from multiple sources of information, evaluated and synthesized relevant information. | Note cards show you misinterpreted statements, graphics and questions and failed to identify relevant arguments. | Note cards show you recorded information from four or less resources, did not find graphics or sounds, and ignored alternative points of view. | ||
| ___/3 | ||||
The storyboard illustrates the slide presentation structure with thumbnail sketches of each slide including: title of slide, text, background color, placement & size of graphic, fonts - color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any). All slides are numbered, and there is a logical sequence to the presentation. | The thumbnail sketches on the storyboard include titles and text for each slide and are in sequential order. | The thumbnail sketches on the storyboard are not in a logical sequence and have incomplete information. | There a very few thumbnail sketches on the storyboard and do not provide an overview of the presentation. | ||
2 points | ___/3 | ||||
The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals. | The introduction is clear and coherent and relates to the topic. | The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience. | The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the audience. | ||
___/3 | |||||
The content is written clearly and concisely with a logical progression of ideas and supporting information. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. Information is accurate, current and comes mainly from * primary sources. | The content is written with a logical progression of ideas and supporting information. Includes persuasive information from reliable sources. | The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. Sources used appear unreliable. | The content lacks a clear point of view and logical sequence of information. Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear. | ||
| ___/3 | ||||
The fonts are easy to read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text. | Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability. | Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text. | The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting. | ||
| ___/3 | ||||
The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space. | The layout uses horizontal and vertical white space appropriately. | The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background. | The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability. | ||
| ___/3 | ||||
Sources of information are properly cited and the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using appropriate citation format. | Most sources of information use proper citation format, and sources are documented to make it possible to check on the accuracy of information. | Sometimes copyright guidelines are followed and some information, photos and graphics do not include proper citation format. | No way to check validity of information. | ||
| ___/3 | ||||
The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme. | The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. Original images are used. Images are proper size, resolution. | Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clip art or recycled from the internet. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy. | The graphics, sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content. | ||
| ___/3 | ||||
The text is written with no errors in grammar, capitalization, punctuation, and spelling. | The text is clearly written with little or no editing required for grammar, punctuation, and spelling. | Spelling, punctuation, and grammar errors distract or impair readability. (three or more errors) | Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader, and major editing and revision is required. (more than five errors) | ||
TOTAL POINTS | ___ /27 |
* Primary sources can include original letters and diaries, personal observations, interviews, first-hand accounts, newspaper articles, magazine articles, journal articles, Web pages, audio recordings, video productions and photography.
Examples of Other Rubrics
Introduction.
Many instructors require students to give oral presentations, which they evaluate and count in students’ grades. It is important that instructors clarify their goals for these presentations as well as the student learning objectives to which they are related. Embedding the assignment in course goals and learning objectives allows instructors to be clear with students about their expectations and to develop a rubric for evaluating the presentations.
A rubric is a scoring guide that articulates and assesses specific components and expectations for an assignment. Rubrics identify the various criteria relevant to an assignment and then explicitly state the possible levels of achievement along a continuum, so that an effective rubric accurately reflects the expectations of an assignment. Using a rubric to evaluate student performance has advantages for both instructors and students. Creating Rubrics
Rubrics can be either analytic or holistic. An analytic rubric comprises a set of specific criteria, with each one evaluated separately and receiving a separate score. The template resembles a grid with the criteria listed in the left column and levels of performance listed across the top row, using numbers and/or descriptors. The cells within the center of the rubric contain descriptions of what expected performance looks like for each level of performance.
A holistic rubric consists of a set of descriptors that generate a single, global score for the entire work. The single score is based on raters’ overall perception of the quality of the performance. Often, sentence- or paragraph-length descriptions of different levels of competencies are provided.
When applied to an oral presentation, rubrics should reflect the elements of the presentation that will be evaluated as well as their relative importance. Thus, the instructor must decide whether to include dimensions relevant to both form and content and, if so, which one. Additionally, the instructor must decide how to weight each of the dimensions – are they all equally important, or are some more important than others? Additionally, if the presentation represents a group project, the instructor must decide how to balance grading individual and group contributions. Evaluating Group Projects
Creating Rubrics
The steps for creating an analytic rubric include the following:
1. Clarify the purpose of the assignment. What learning objectives are associated with the assignment?
2. Look for existing rubrics that can be adopted or adapted for the specific assignment
3. Define the criteria to be evaluated
4. Choose the rating scale to measure levels of performance
5. Write descriptions for each criterion for each performance level of the rating scale
6. Test and revise the rubric
Examples of criteria that have been included in rubrics for evaluation oral presentations include:
Examples of scales/ratings that have been used to rate student performance include:
Grading and Performance Rubrics Carnegie Mellon University Eberly Center for Teaching Excellence & Educational Innovation
Creating and Using Rubrics Carnegie Mellon University Eberly Center for Teaching Excellence & Educational Innovation
Using Rubrics Cornell University Center for Teaching Innovation
Building a Rubric University of Texas/Austin Faculty Innovation Center
Building a Rubric Columbia University Center for Teaching and Learning
Creating and Using Rubrics Yale University Poorvu Center for Teaching and Learning
Types of Rubrics DePaul University Teaching Commons
Creating Rubrics University of Texas/Austin Faculty Innovation Center
Oral Presentation Rubric Pomona College Teaching and Learning Center
Oral Presentation Evaluation Rubric University of Michigan
Oral Presentation Rubric Roanoke College
Oral Presentation: Scoring Guide Fresno State University Office of Institutional Effectiveness
Presentation Skills Rubric State University of New York/New Paltz School of Business
Oral Presentation Rubric Oregon State University Center for Teaching and Learning
Oral Presentation Rubric Purdue University College of Science
Group Class Presentation Sample Rubric Pepperdine University Graziadio Business School
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Higher Education
Almost all higher education courses these days require students to give a presentation, which can be a beast to grade. But there’s a simple tool to keep your evaluations on track.
Enter: The presentation grading rubric.
With a presentation grading rubric, giving feedback is simple. Rubrics help instructors standardize criteria and provide consistent scoring and feedback for each presenter.
How can presentation grading rubrics be used effectively? Here are 5 ways to make the most of your rubrics.
There’s practically no limit to how rubrics are used, and there are oodles of presentation rubrics on Pinterest and Google Images. But not all rubrics are created equal.
Professors need to be picky when choosing a presentation rubric for their courses. Rubrics should clearly define the target that students are aiming for and describe performance.
Make sure your rubric accurately reflects the expectations you have for your students. It may be helpful to ask a colleague or peer to review your rubric before putting it to use. After using it for an assignment, you could take notes on the rubric’s efficiency as you grade.
You may need to tweak your rubric to correct common misunderstandings or meet the criteria for a specific assignment. Make adjustments as needed and frequently review your rubric to maximize its effectiveness.
On her blog Write-Out-Loud , Susan Dugdale advises to not keep rubrics a secret. Rubrics should be openly discussed before a presentation is given. Make sure reviewing your rubric with students is listed on your lesson plan.
Set aside time to discuss the criteria with students ahead of presentation day so they know where to focus their efforts. To help students better understand the rubric, play a clip of a presentation and have students use the rubric to grade the video. Go over what grade students gave the presentation and why, based on the rubric’s standards. Then explain how you would grade the presentation as an instructor. This will help your students internalize the rubric as they prepare for their presentations.
Rubrics help maintain fairness in grading. When presentation time arrives, use a consistent set of grading criteria across all speakers to keep grading unbiased.
An effective application for rubrics is to apply a quantitative value to students across a cohort and over multiple presentations. These values show which students made the most progress and where they started out (relative to the rest of their class). Taken together, this data tells the story of how effective or ineffective the feedback has been.
If you’re using an electronic system, sharing feedback might be automatic. If you’re using paper, try to give copies to presenters as soon as possible. This will help them incorporate your feedback while everything is still fresh in their minds.
If you’re looking to use rubrics electronically, check out GoReact, the #1 video platform for skill development. GoReact allows you to capture student presentations on video for feedback, grading, and critique. The software includes a rubric builder that you can apply to recordings of any kind of presentation.
Presenters can receive real-time feedback by live recording directly to GoReact with a webcam or smartphone. Instructors and peers submit feedback during the presentation. Students improve astronomically.
A presentation grading rubric is a simple way to keep your evaluations on track. Remember to use a customizable rubric, discuss the criteria beforehand, follow a consistent set of grading criteria, make necessary adjustments, and quickly share your feedback.
By following these five steps, both you and your students can reap the benefits that great rubrics have to offer.
Choose your use case.
Teaching excellence & educational innovation, grading and performance rubrics, what are rubrics.
A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery. Rubrics can be used for a wide array of assignments: papers, projects, oral presentations, artistic performances, group projects, etc. Rubrics can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts, or both.
Using a rubric provides several advantages to both instructors and students. Grading according to an explicit and descriptive set of criteria that is designed to reflect the weighted importance of the objectives of the assignment helps ensure that the instructor’s grading standards don’t change over time. Grading consistency is difficult to maintain over time because of fatigue, shifting standards based on prior experience, or intrusion of other criteria. Furthermore, rubrics can reduce the time spent grading by reducing uncertainty and by allowing instructors to refer to the rubric description associated with a score rather than having to write long comments. Finally, grading rubrics are invaluable in large courses that have multiple graders (other instructors, teaching assistants, etc.) because they can help ensure consistency across graders and reduce the systematic bias that can be introduced between graders.
Used more formatively, rubrics can help instructors get a clearer picture of the strengths and weaknesses of their class. By recording the component scores and tallying up the number of students scoring below an acceptable level on each component, instructors can identify those skills or concepts that need more instructional time and student effort.
Grading rubrics are also valuable to students. A rubric can help instructors communicate to students the specific requirements and acceptable performance standards of an assignment. When rubrics are given to students with the assignment description, they can help students monitor and assess their progress as they work toward clearly indicated goals. When assignments are scored and returned with the rubric, students can more easily recognize the strengths and weaknesses of their work and direct their efforts accordingly.
Here are links to a diverse set of rubrics designed by Carnegie Mellon faculty and faculty at other institutions. Although your particular field of study and type of assessment activity may not be represented currently, viewing a rubric that is designed for a similar activity may provide you with ideas on how to divide your task into components and how to describe the varying levels of mastery.
In-class activity.
This activity helps students clarify the oral presentation genre; do this after distributing an assignment–in this case, a standard individual oral presentation near the end of the semester which allows students to practice public speaking while also providing a means of workshopping their final paper argument. Together, the class will determine the criteria by which their presentations should–and should not–be assessed.
Guide to Oral/Signed Communication in Writing Classrooms
To collaboratively determine the requirements for students’ oral presentations; to clarify the audience’s expectations of this genre
rhetorical situation; genre; metacognition; oral communication; rubric; assessment; collaboration
Here’s an example of one possible rubric created from this activity; here’s another example of an oral presentation rubric that assesses only the delivery of the speech/presentation, and which can be used by classmates to evaluate each other.
Home > Resources > Group presentation rubric
This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment.
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Office of the Professions
What is the Culminating Project?
Students may demonstrate the required level of proficiency for the New York State Seal of Biliteracy (NYSSB) in English and/or a world language by completing and presenting a Culminating Project, which can take the form of project, a scholarly essay, or a portfolio. The Culminating Project, when successfully completed and presented, may earn the student two (2) points for criterion 1E (English) and/or 2E (world languages) of the NYSSB.
What level of proficiency must a student demonstrate to satisfy the Culminating Project criteria?
Through the Culminating Project and Presentation, students must demonstrate the required level of proficiency based on the language of the project.
How is the Culminating Project presented?
Culminating Projects are presented by the student in the language being assessed to a panel of at least two qualified adult speakers of the language. Panelists may include classroom teachers, other faculty and staff, and community members. Students present their projects and then the panel interviews the students in the language being assessed.
How is the Culminating Project and Presentation evaluated?
Projects are evaluated using a rubric that is aligned with ACTFL proficiency levels. NYSED has created sample rubrics in English for each of the language categories that schools may use to evaluate student work.
The suggested NYSSB Culminating Project rubrics are also available in the following languages:
School-Developed Rubrics
Alternatively, schools may develop their own rubrics, which must be submitted to NYSED for approval with the NYSSB School Notification Form in December of each year. In order to be approved, school-based rubrics must meet the criteria established by NYSED based on the following essential questions:
Rubric used by NYSED to evaluate school-based rubrics
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IMAGES
VIDEO
COMMENTS
Oral Presentation Rubric 4—Excellent 3—Good 2—Fair 1—Needs Improvement Delivery • Holds attention of entire audience with the use of direct eye contact, seldom looking at notes • Speaks with fluctuation in volume and inflection to maintain audience interest and emphasize key points • Consistent use of direct eye contact with ...
The goal of this rubric is to identify and assess elements of research presentations, including delivery strategies and slide design. • Self-assessment: Record yourself presenting your talk using your computer's pre-downloaded recording software or by using the coach in Microsoft PowerPoint. Then review your recording, fill in the rubric ...
The rubric allows teachers to assess students in several key areas of oral presentation. Students are scored on a scale of 1-4 in three major areas. The first area is Delivery, which includes eye contact, and voice inflection. The second area, Content/Organization, scores students based on their knowledge and understanding of the topic being ...
Oral Presentation Rubric Criteria Unsuccessful Somewhat Successful Mostly Successful Successful Claim Claim is clearly and There is no claim, or claim is so confusingly worded that audience cannot discern it. Claim is present/implied but too late or in a confusing manner, and/or there are significant mismatches between claim and argument/evidence.
Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations. Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so ...
Rubric for Standard Research Talks This rubric is designed to help you evaluate the organization, design, and delivery of standard research talks and other oral presentations. Here are some ways to use it: Distribute the rubric to colleagues before a dress rehearsal of your talk. Use the rubric to collect feedback and improve your
Problematic Content, structure, and language of presentation geared to intended audience Presentation is missing some content required by audience; some language used inappropriately (e.g., unfamiliar jargon, too much jargon) Presentation is missing a substantial portion of content required by audience; uses some inappropriate or ineffective ...
Oral Presentation Rubric. Holds attention of entire audience with the use of direct eye contact, seldom looking at notes. Consistent use of direct eye contact with audience, but still returns to notes. Displayed minimal eye contact with audience, while reading mostly from the notes. No eye contact with audience, as entire report is read from notes.
The format of research presentations can vary across and within disciplines. Use this rubric (PDF) to identify and assess elements of research presentations, including delivery strategies and slide design. This resource focuses on research presentations but may be useful beyond.
Oral Presentation Evaluation Rubric, Formal Setting . PRESENTER: Non-verbal skills (Poise) 5 4 3 2 1 Comfort Relaxed, easy presentation with minimal hesitation Generally comfortable appearance, occasional hesitation Somewhat comfortable appearance, some hesitation Generally uncomfortable, difficulty with flow of presentation Completely
Oral Presentations Scoring Rubric. Oral presentations are expected to completely address the topic and requirements set forth in the assignment, and are appropriate for the intended audience. Oral presentations are expected to provide an appropriate level of analysis, discussion and evaluation as required by the assignment.
Oral Presentation: Scoring Guide. 4 points - Clear organization, reinforced by media. Stays focused throughout. 3 points - Mostly organized, but loses focus once or twice. 2 points - Somewhat organized, but loses focus 3 or more times. 1 point - No clear organization to the presentation. 3 points - Incorporates several course concepts ...
PowerPoint Rubric. Note cards indicate you accurately researched a variety of information sources, recorded and interpreted significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view. Note cards show you recorded relevant information from multiple sources of information, evaluated and synthesized relevant ...
Examples of criteria that have been included in rubrics for evaluation oral presentations include: Knowledge of content. Organization of content. Presentation of ideas. Research/sources. Visual aids/handouts. Language clarity. Grammatical correctness.
Rubrics can be used to provide feedback to students on diverse types of assignments, from papers, projects, and oral presentations to artistic performances and group projects. Benefitting from Rubrics A carefully designed rubric can offer a number of benefits to instructors. Rubrics help instructors to:
1. Find a Good Customizable Rubric. There's practically no limit to how rubrics are used, and there are oodles of presentation rubrics on Pinterest and Google Images. But not all rubrics are created equal. Professors need to be picky when choosing a presentation rubric for their courses. Rubrics should clearly define the target that students ...
Rubric for Oral Presentation Criteria Points 01 23 Content Knowledge The student cannot answer questions about the presentation. The student can answer rudimentary questions, but is unable to elaborate. The student answers questions without elaboration. The student's answers show mastery of the subject with full explanations. Delivery
Example 1: Oral Exam This rubric describes a set of components and standards for assessing performance on an oral exam in an upper-division history course, CMU. Example 2: Oral Communication. Example 3: Group Presentations This rubric describes a set of components and standards for assessing group presentations in a history course, CMU.
Oral Presentation Grading Rubric Name: _____ Overall Score: /40 Nonverbal Skills 4 - Exceptional 3 - Admirable 2 - Acceptable 1 - Poor Eye Contact Holds attention of entire audience with the use of direct eye contact, seldom looking at notes or slides. Consistent use of direct eye
Create a second list to the side of the board, called "Let it slide," asking students what, as a class, they should "let slide" in the oral presentations. Guide and elaborate, choosing whether to reject, accept, or compromise on the students' proposals. Distribute the two lists to students as-is as a checklist-style rubric or flesh ...
Presentation Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. All content throughout the presentation is accurate. There are no factual errors. Presentation has no misspellings or grammatical errors. All graphics are attractive (size and colors) and support the theme/content of the ...
Group presentation rubric. This is a grading rubric an instructor uses to assess students' work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment. Download this file. Page. /. 4.
Video Presentation Rubric Criteria 1 point 2 point 3 point 4 point Organization The presentation was difficult to follow due to disorganization of the utterances. The presentation was not easy to follow. The presentation was easy to follow. The presentation was very easy to follow. Accuracy of language use of vocabulary It was hard to
Sample rubric for classical languages (those from an earlier time in human history that have no living native speakers such as Latin and ancient Greek): Full-size rubric (multiple pages), Condensed rubric (one page) The suggested NYSSB Culminating Project rubrics are also available in the following languages: Arabic; Bengali; French; Haitian Creole