Evaluating Student Presentations

8/7/2019 Evaluating Student Presentations

1/15

Evaluating Student Presentations

Developed by Information Technology Evaluation Services, NC Department of Public Instruction

1 2 3 4 Total

OrganizationAudience cannot

understand presentationbecause there is no

sequence of information.

Audience has difficultyfollowing presentationbecause student jumps

around.

Student presentsinformation in logical

sequence which audiencecan follow.

Student presents informationin logical, interesting

sequence which audience canfollow.

SubjectKnowledge

Student does not havegrasp of information;student cannot answer

questions about subject.

Student is uncomfortablewith information and is ableto answer only rudimentary

questions.

Student is at ease withexpected answers to allquestions, but fails to

elaborate.

Student demonstrates fullknowledge (more than

required) by answering all

class questions withexplanations and elaboration.

GraphicsStudent uses superfluousgraphics or no graphics

Student occasionally usesgraphics that rarely support

text and presentation.

Student's graphics relate totext and presentation.

Student's graphics explainand reinforce screen text and

presentation.

Mechanics

Student's presentation hasfour or more spelling

errors and/or grammaticalerrors.

Presentation has three

misspellings and/orgrammatical errors.

Presentation has no more

than two misspellingsand/or grammatical errors.

Presentation has no

misspellings or grammaticalerrors.

Eye ContactStudent reads all of report

with no eye contact.

Student occasionally useseye contact, but still reads

most of report.

Student maintains eyecontact most of the timebut frequently returns to

notes.

Student maintains eyecontact with audience,

seldom returning to notes.

Elocution

Student mumbles,incorrectly pronouncesterms, and speaks too

quietly for students in theback of class to hear.

Student's voice is low.Student incorrectly

pronounces terms. Audiencemembers have difficultyhearing presentation.

Student's voice is clear.Student pronounces most

words correctly. Mostaudience members can hear

presentation.

Student uses a clear voiceand correct, precise

pronunciation of terms sothat all audience members

can hear presentation.

Total Points:


2/15

Report Rubric

Beginning1

Developing2

Accomplished3

Exemplary4

Score

Topic Totally unrelated Remotely related Somewhat relevant Directly relevant

OrganizationNot organized, events

make no sense

Some organization, eventsjump around, start and end

are unclear

Organized, events aresomewhat jumpy

Good organization, eventsare logically ordered, sharpsense of beginning and end

Quality ofInformation

Unable to find specificdetails

Details are somewhatsketchy

Some details are non-supporting to the subject

supporting details specificto subject

Grammar &Spelling

Very frequent grammarand/or spelling errors

More than two errors Only one or two errorsAll grammar and spelling

are correct

Interest Level Needs descriptive wordsVocabulary is constant,

details lack "color"

Vocabulary is varied,supporting details need

work

Vocabulary varied,supporting details vivid

Neatness

Illegible writing, loose

pages

Legible writing, some ill-formed letters, print too

small or too large, papersstapled together

Legible writing, well-formed characters, clean

and neatly bound in areport cover, illustrations

provided

Word processed or typed,clean and neatly bound in a

report cover, illustrationsprovided

TimelinessReport handed in more

than one week lateUp to one week late Up to two days late Report handed in on time

Total


3/15

Research Report RubricThe topic of research was clearly defined.

1 2 3 4 5

Concepts are accurately identified and clearly understood.

1 2 3 4 5

The information researched addressed a problem.1 2 3 4 5

The information researched addressed alternatives for solution.

1 2 3 4 5

The information researched addressed the best solution.

1 2 3 4 5

The end product has some kind of visual aspect.1 2 3 4 5

The student demonstrated understanding of topic during small group discussion.

1 2 3 4 5

Total Points Possible: 35 pointsTotal Points Earned:__________________


4/15

Paper Based on an Interview

Rating Criteria

A

y engaging, creative, and thoughtfuly precise, vivid, and sophisticated vocabulary; varied patterns and lengths of sentences

y coherent and organized structurey chosen form effectively and innovatively conveys content

y relevant and intriguing use of details to convey personality and experience of person interviewedy few surface feature errors; only noticeable if looking for them

B

y clear and thoughtfuly complex, precise vocabulary and varied sentences

y logical organizationy chosen form effectively conveys content

y relevant and careful use of details to convey personality and experience of person interviewedy few surface feature errors; occasional spelling or punctuation errors

C

y quite well developed and detailedy generally precise vocabulary and complex sentence structures containing minimal errors

y obvious organizationy chosen form appropriate for content

y relevant use of details to convey personality and experience of person interviewedy generally few surface feature errors; some punctuation, spelling, or pronoun reference errors

D

y direct and usually cleary straightforward vocabulary and effective sentences that are rarely complex or varied

y organization evidenty chosen form generally appropriate for content

ycompetent use of details to convey personality and experience of person interviewed

y surface feature errors such as comma splice, spelling, or pronoun reference errors

REWRITE

y limited clarity and thoughty unsophisticated and, at times, inappropriate vocabulary with simple sentences

y evidence of some organizationy chosen form rarely conveys content effectively

y inconsistent use of details to convey personality and experience of person interviewedy

surface feature errors may at times distract readery message is clear, understandable, and thought-provoking


5/15

DEBATE RUBRIC

Category Presidential Debates The Senate Floor Student Council Election Not Yet Score

4 3 2 1

AddressesIssues

Always addressestopic

Usually addresses topic Rarely addresses topic Did not address topic

Support withFacts

Uses many facts

that support topic

Uses some facts that

support topic

Uses few facts that support

topic Does not use facts thatsupport topic

Persuasiveness

Arguments clear andconvincing

Arguments are sometimesclear and convincing

Arguments are rarely clearand convincing

Arguments are neverclear and convincing

Teamwork

Used team membereffectivelyEqual timing

One member does thetalking 75 of the time One member does thetalking 100 of the time No one talks

Organization

Electrifies audience inopening statement

Closure convincesaudience

Grabs attentionBrings closure to the

debate

Introduces topic and bringssome closure to the debate

Does not introducetopic; no closure

TOTAL __________


6/15

Rubric for Assessment of the Narrative Essay(maximum of 20 points for each essay)

3 2 1 0

INTRODUCTION

Background/HistoryThesis StatementCONCLUSION

Well-developed

introduction engages thereader and creates interest.

Contains detailedbackground information.Thesis clearly states a

significant and compellingposition.

Conclusion effectivelywraps up and goes beyond

restating the thesis.

Introduction creates

interest. Thesis clearlystates the position.

Conclusion effectivelysummarizes topics.

Introduction adequately

explains the background,but may lack detail.

Thesis states the position.Conclusion is

recognizable and ties upalmost all loose ends.

Background details are a

random collection ofinformation, unclear, ornot related to the topic.

Thesis is vague orunclear.

Conclusion does notsummarize main points.

MAIN POINTSBody Paragraphs

Well developed main pointsdirectly related to the thesis.Supporting examples areconcrete and detailed.

The narrative is developedwith a consistent and

effective point-of-view,showing the story in detail.

Three or more mainpoints are related to thethesis, but one may lackdetails. The narrative

shows events from theauthor's point of viewusing some details.

Three or more mainpoints are present. The

narrative shows theevents, but may lack

details.

Less than three mainpoints, and/or poor

development of ideas.The narrative is

undeveloped, and tellsrather than shows, the

story.

ORGANIZATIONStructure

Transitions

Logical progression ofideas with a clear structurethat enhances the thesis.

Transitions are mature andgraceful.

Logical progression ofideas. Transitions are

present equally

throughout essay.

Organization is clear.Transitions are present.

No discernableorganization. Transitions

are not present.

STYLESentence flow, variety

Diction

Writing is smooth, skillful,coherent. Sentences are

strong and expressive withvaried structure. Diction isconsistent and words well

chosen.

Writing is clear andsentences have variedstructure. Diction is

consistent.

Writing is clear, butsentences may lackvariety. Diction is

appropriate.

Writing is confusing,hard to follow. Containsfragments and/or run-onsentences. Inappropriate

diction.

MECHANICS Punctuation, spelling, Punctuation, spelling, A few errors in Distracting errors in


7/15

Spelling, punctuation,capitalization

capitalization are correct.No errors.

capitalization aregenerally correct, with

few errors. (1-2)

punctuation, spelling,capitalization. (3-4)

punctuation, spelling,capitalization.

Introduction/Conclusion _______Main Points _______

Organization _______Style _______

Mechanics _______

Total Points ______ = grade of ______

Grade Equivalent (15 points maximum):A = 13 - 15 pointsB = 10 - 12 pointsC = 7 - 9 pointsD = 4 - 6 points

F = 0 - 3

Assessment Criteria: Standards and Criteria for Essay Evaluation

Standards Criteria

Areas ofAssessment A B C D

Format __includes typedfinal, prewrite oroutline, marked

draft, & Works Citedin prescribed format

__includes typed final,prewrite or outline, markeddraft, & Works Cited - some(minor) errors in prescribed

format

__includes typed final,prewrite/ outline, draft, &

Works Cited, butinsufficient editing of draft;several errors in prescribed

format

__ missing prewrite/outline,draft or Works Cited;

insufficient editing of draft oroutline; numerous errors in

format

Understanding ofliterature/ texts __ writing showsunusual insightunderstanding

__writing shows strong, clearunderstanding __writing shows adequateunderstanding but may betoo general or superficial

__writing shows little or nounderstanding of text

Idea Development __ presents freshthesis in an original

manner whiledisplaying unusual

insight

__ presents an effective thesisand development using aconsistent, careful mannerincorporating examples

__ presents a clearlydefined thesis, but thedevelopment is too

general or may not be

marked by independentthought

__ poorly defined orinconsistent development of

thesis that displays little insight

Text Support __more than __adequate/some errors in __inadequate/several errors __inadequate/numerous errors


8/15

adequate/correctMLA format;

smooth embedding

MLA format; generally smoothembedding

in MLA format; somefaulty embedding

in MLA format; ineffectiveembedding

Organizational

Pattern

__ strong,

interesting; clearbeg/middle/end;

strong thesis that ismarked on draft

__ organized; clear

beg/middle/end; clear thesisthat is marked on draft

__ somewhat organized;

attempt at beg/middle/end;thesis is weak or unclear -

not marked on draft

__ no attempt at organization;

lacks clear beg/middle/ end;thesis lacking or inappropriate

- not marked on draft

Word Choice _ fresh/vigorous;contributes to "voice"__ very limited useof 1st and 2nd person

& "to be" verbs

__vivid/interesting; attempt toestablish "voice"

__ limited use of 1st and 2ndperson & "to be" verbs

__ appropriate but notspecific or vivid; weak

"voice"__ weak attempt to limit

use of 1st and 2nd person &"to be" verbs

__ simple/vague; appears tolack "voice"

_excessive use of 1st and 2ndperson & "to be" verbs

Sentence Structure __ correct/varied __ correct, but lacks variety __ sometimes incorrect &lacks variety

__ frequent errors & lacksvariety

TransitionalDevices

__smooth &effective; marked on

draft

__ somewhat smooth &generally effective; most

marked on draft

__ many not smooth &some errors in usage;

many not marked on draft

__ not used &/or frequenterrors in usage; many not

marked on draft

LanguageMechanics

__ very few (if any)errors; very well

proofread

__ few errors; generally wellproofread

__ several errors; requiresadditional proofreading

__ numerous errors; appearsnot to have been proofread

Assessment Rubric for Essay


9/15

Question: Conscientious objection forces one to look closely at the distinction between self-interest and individual rights. It also raisesthe question what is oneos responsibility to oneos country and to oneself. Sometimes individual rights come into conflict with the

common good. (Smaller examples to illustrate this conflict might be playing your radio loud v. creating a noise disturbance in thecommunity or decorating your yard as you like v. meeting community rules and standards for curb appeal.) Do you think

conscientious objection is an instance where individual rights conflict with the common good or sustain and support it? Support yourresponse with resources from this lesson.

Excellent Good Fair Needs WorkThesis Statement is a clear,

compelling, specificthesis sentence whichtakes a position andencourages reader toexplore its supportive

material.

Statement clearlyprovides a specific

position andencourages reader toexplore supportive

evidence.

Statement takes aposition. Could be

more specific and clearin language.

Statement does notprovide a clear position

on the topic.

Supporting Evidence Essay provides at leastthree compelling

reasons supporting thethesis and gives specific

evidence fromappropriate material tosupport each of thosereasons. Uses primaryand secondary sources

of lesson with acuityand precision.

Essay provides at leastthree good reasons

supporting the thesisand gives specificevidence from

appropriate material tosupport each of those

reasons.

Essay provides at leastthree reasons

supporting the thesis.Supporting evidencefor those reasons maybe vaguely referenced

or weak.

Essay provides fewerthan three reasons

supporting the thesis.Supporting evidence is

inappropriate orlacking.

Critical Thinking Essay has not onlystrongly supported its

thesis sentence, but alsomentioned and refutedan alternative position.

Has consideredmultiple perspectives.Essay shows complex

Essay has convincinglysupported its thesis and

shows anunderstanding of

several components of

the essay question.

Essay has providedsupport to its thesis and

shows basic,perfunctory

understanding of

several concepts.

Essay does not provideadequate or appropriate

support to its stance.Shows confusion ontopic or lack of effort.


10/15

understanding ofseveral components ofthe essay question andhow they interactt

such as specificexperience ofconscientious objectors,individual rights, war

realities andconsequences,

definition of pcommongoodq, and government

role in society.

Conclusion Conclusion reiteratesthe supporting evidenceand the main thesis andleaves the reader with a

final strong thoughtand thoroughly

convinced of theposition.

Conclusion restates thesupporting evidence

and the main thesis andleaves the readerconvinced of the

position.

Conclusion isrecognizable, but does

not bring lesson tostrong completion.

There is no clearconclusion.

Organization Essay showsintroduction, clear

thesis, topic sentencesfor supportive

paragraphs, logical

placement of supportivetext, and smooth

transitions from oneidea to next. Reader istold what the essay will

discuss, discusses it,and what the essay did

discuss.

Essay showsintroduction, clear

thesis, topic sentencesfor supportive

paragraphs, logical

placement of supportivetext, and smooth

transitions from oneidea to next. Reader istold what the essay will

discuss, discusses it,and what the essay did

discuss.

Essay provides most ofthe following:

introduction, thesis,topic sentences for

supportive paragraphs,

logical placement ofsupportive text.

Transitions betweenideas may be rough.

Essay may occasionallyinclude relevant

material.

Essay lacks any sort ofstructural organization.

Writing Conventions Uses varying sentencestructure, precise

Uses varying sentencestructure, correct

Simple sentencestructure, basic

Essay does not providevarying sentence


11/15


12/15

Organization

My story has astrong lead thatdevelops readers'

interest, a

developed middlethat buildstension, and a

satisfying endingthat provides

closure, all in anorder that flows

like water.

My story has either astrong lead, a developed

middle or a satisfyingending but not all three.

Maybe the middle dragson too long or the

ending is a bit abrupt.

My story movesthrough thebeginning,

middle and endin a logical order.It takes the readeron a walk but ona sidewalk, not a

high wire.

My organization is

rough butworkable. Mystory may get off

topic once ortwice.

My story is aimlessor disorganized. It

lacks direction.

I didn't writeenough tosay one wayor the other.

Paragraphs

I indent thebeginnings of allparagraphs andhave one topicper paragraph. Iwrote more than

5 paragraphs.

I indent the beginningsof all paragraphs, haveone topic/paragraph,

and I wrote 5paragraphs.

Some of myparagraphs aretoo long or not

indented. I wroteat least 5

paragraphs.

I have severalproblems with

paragraphs and/orI wrote less than 5

paragraphs.

I use incorrectparagraph formatand/or I wrote lessthan 5 paragraphs.

I didn't writeenough tojudge.

The action

My story givesdetails about oneexciting, funny,sad or unusual

event and revealswhy it was

important to me.

I tell about one specificevent in detail but it isn't

clear why it wasimportant to me.

My story has onemain event but

also includes lessimportant eventsthat don't help

readersunderstand what'simportant to me.

I focus on morethan one event,none of which

have enough detailto give the story a

clear focus.

My story has nofocus and is

probably confusingto a reader.


The scene

I paint a mentalpicture for myreaders, vividlysetting the sceneby describing

important sights,sounds, smells,and/or tastes.

I describe the centralscene(s) in detail, but

not vividly.

I describe thescene at somepoint but somescenes are not

described well.

I use only 1 or 2descriptive words,

only describerelatively

unimportant

scenes, or giveirrelevant details.

I do not describethe setting of the

journey.



13/15

The cast ofcharacters

I create complexcharacters by

showing them inaction, describing

how they look &act, by usingdialogue and

letting the reader"overhear" theirinner thoughts.

I create characters bydescribing who they

are, what they look like,gestures, expressions,and using relevant

dialogue.

I tell who is inthe story and

their names andages but do not

show howcharacters behaveand feel. I uselittle or onlyirrelevantdialogue.

I only vaguelyrefer to characters(e.g., I talk about

"my brother" butnever say hisname, how he

acts, etc.). I use nodialogue.

I leave significantcharacters out (e.g.,

my father, who

took us on the tripI write about), and

do not usedialogue.

I didn't write

enough tojudge.

The point

My paper reveals

a profoundinsight gainedfrom this trip.The lesson

learned draws ona theme foundthroughout the

essay.

I reveal insights gainedfrom the trip, but they

may be just tacked on atthe end.

I describerelevant feelingsor ideas, but Idon't have a

central insight orlesson learned.

I describe a fewfeelings or ideasbut they aren't

well connected tothe story.

I don't share myfeelings, insights orlesson learned. Myessay seems to have

no point.


Conventions

I use first personform, and correct

sentencestructure,grammar,

punctuation andspelling.

My mechanics are good.Errors may be fromtaking risks, trying tosay things in new or

unusual ways.

I generally usethe correctsentencestructure,grammar,

punctuation andspelling.

I make frequenterrors which aredistracting but donot interfere with

meaning.

Numerousproblems with

grammar, spelling,etc. make my story

hard to read

I better getbusy writing!

ESSAY RUBRIC - STYLISTIC ANALYSIS OF TEXT

1 2 3 4 Weight


14/15

STRUCTUREAND

ORGANISATION

24 x2

* Opening contains oneelement of the

5 par. Planessay structure

contains two elements ofthe 5 par. Plan essay

structure

contains both elements withan attempt at originality

achieves all theabove in a

captivating manner

* Main bodyparagraphs

refers to theintention in

eachparagraph

and presents ideas in alogical sequence

with some supporting detailfrom text studied

with muchsupporting detialin a clear andfluent manner

* Conclusion contains oneelement of the

5 par. Planessay

conclusion

contains all requiredcomponents

with original insight in a captivatingmanner

MECHANICS 12 x1

* Grammar uses simplesentences

and compound sentences and complex sentences manipulates all toeffect

*Punctuation shows some

use of

uses it correctly and consistently with no errors

*Language uses subjectspecific vocab

sparingly

but correctly frequently manipulating it toeffect

CONTENT 36 x3


15/15

* Identifies allelements of style

acknowledgesthem

identifies them correctly analyses at least 2 analyses at leastthree withconviction

*Originality ofthought

expresses ownopinion onstyle used

with rationale for opinion consistently throughout theessay

with synthesis ofown ideas

* Use of examples provides 2pieces of

evidence

provides 4 pieces ofevidence

provides 5 pieces ofevidence

provides 6 ormore pieces of

evidence

MARK

PERCENTAGE ( ) 72

Evaluating Student Presentations

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