|
Student
Behavior
|
Inadequate
|
Acceptable
|
Accomplished
|
Exemplary
|
Score
|
|
1
|
2
|
3
|
4
|
|
| Organization |
Choppy
and confusing; format hard to follow; abrupt transitions; hard
for audience to follow |
Shows
some organization; some ideas hard to follow; transitions not
always smooth; distracting at times |
Good
signs of organization; thoughtful and logical; transitions easy
to follow |
Quite
well-organized; logical format; easy to follow; smooth flow
and transition throughout; organization enhances effectiveness |
|
| Persuasiveness/
Strength of Arguments |
Weak
arguments with no conviction; audience not swayed; unable to
provide details or answer questions; inaccurate or unclear information |
Solid
arguments but lack conviction; audience only somewhat open to
ideas presented; lacks detailed information; only able to answer
simple questions; some inconsistent information |
Logical
arguments supported with solid information; interesting to audience;
able to answer questions but without elaboration; shows good
understanding of role; accurate information |
Well-supported,
strong arguments; engaging, provocative; captures audience interest
and respect; able to elaborate in answering questions; shows
full understanding of role; facts precise and explicit |
|
| Quality
of Presentation |
Uses
few or no graphics; has numerous spelling/grammar errors; not
easy to hear; don't pronounce key terms correctly; lack creativity;
bland |
Uses
graphics but they don't support text and presentation; has several
spelling/grammar errors; hard to hear; mispronounce some key
terms; some original touches |
Graphics
relate to text and presentation; has few spelling/grammar erros;
good projection and pronunciation of terms; shows originality
and uniqueness |
Graphics
explain and reinforce presentation; has no spelling/ grammar
errors; clear, strong projection and precise pronunciation of
terms; shows much creativity and unique style |
|
| Participation
levels |
Only
one or two group members participate in delivery; exclusive
reliance on one student to complete task; little group interaction
during prep stages; group members disinterested |
Only
about half of group members participate in delivery; reliance
on one person to answer questions; responsibility not shared
evenly; some ability to interact with each other during prep;
evidence of discussing alternatives |
Most
group members participate in delivery and answering questions;
responsibility for task is shared by most group members; good
group interaction during prep stages; lively discussion centered
on task |
All
group members participate in delivery and answering questions;
responsibility for task is shared evenly; group listens well
to each other during prep stages; reflect appreciation for others'
views in discussions |
|
