|
|
6 |
7 |
8 |
10 |
|
|
Organization/Transitions |
Audience cannot
understand presentation because there is no sequence of
information. |
Audience has difficulty
following presentation because because it does not
follow a logical or organized pattern. |
Students present
information in logical sequence which audience can
follow. |
Students present
information in logical, interesting sequence which
audience can follow. |
____ |
|
Handouts |
No handout was provided
for instructor |
Handout was provided
but difficult to read |
Handout was provided
but not in appropriate printout |
Handout was provided in
good quality. |
____ |
|
Visuals |
Student used no
graphics |
Student occasional used
graphics that rarely support text and
presentation. |
Graphics related to
text and presentation. |
Student used graphics to
reinforce screen text and presentation. |
____ |
|
Mechanics |
Student's presentation
had four or more spelling errors and/or grammatical
errors. |
Presentation had three
misspellings and/or grammatical errors. |
Presentation has no more
than two misspellings and/or grammatical
errors. |
Presentation has no
misspellings or grammatical errors. |
____ |
|
Design |
Design was not
consistent throughout presentation |
Design was somewhat
consistent. |
Design was consistent
but did not work well with content |
Design was consistent
and enhanced the material covered |
____ |
|
Sound/Extras |
Presentation had no sound
and no extras |
Presentation had sound but
it did not work, one extra added |
Presentation had sound but
was not appropriate for content; some extras added |
Sound enhanced the
presentation and extra effects added. |
____
|
|
Introduction/Conclusion |
Students had no proper
introduction and/or conclusion |
Students had either an
introduction or conclusion, but not both. |
Students had an
introduction and/or conclusion but were not complete. |
Complete and clear introduction and
conclusion. |
|
| |
|
|
|
Total----> |
____ |
