Rubric Template for Evaluating Student Presentations: 1

  • Used by permission of Caroline McCullen, Instructional Technologist
  • SAS inSchool, SAS Campus Dr., Cary, NC 27513, 888-760-2515 X12869 FAX: 919-677-4444
  • MidLink Magazine Original Page Location
    Developed by Information Technology Evaluation Services, NC Department of Public Instruction, Caroline McCullen
    1 2 3 4 Total
    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.
    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. Student is at ease with expected answers to all questions, but fails to elaborate. Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.
    Graphics Student uses superfluous graphics or no graphics Student occasionally uses graphics that rarely support text and presentation. Student's graphics relate to text and presentation. Student's graphics explain and reinforce screen text and presentation.
    Mechanics Student's presentation has four or more spelling errors and/or grammatical errors. Presentation has three misspellings and/or grammatical errors. Presentation has no more than two misspellings and/or grammatical errors. Presentation has no misspellings or grammatical errors.
    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.
    Elocution Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
    Total Points:

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