CATEGORY

4

3

2

1

Required Elements

The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Labels

All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Labels are too small to view OR no important items were labeled.

Graphics - Relevance

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.

All graphics relate to the topic. One or two borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Attractiveness

The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Grammar

There are no grammatical/mechanical mistakes on the poster.

There are 1-2 grammatical/mechanical mistakes on the poster.

There are 3-4 grammatical/mechanical mistakes on the poster.

There are more than 4 grammatical/mechanical mistakes on the poster.

Evaluating Student Presentations

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

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:

Criteria

Master

Proficient

Novice

Amateur

Writes small using seed ideas, not watermelon topics

Writing focuses on a “seed idea” and includes many details, vivid description, and appropriate examples

Writing focuses on a seed idea, and includes some details, good description and some examples

Writing focuses on a seed idea, but ahs few details, little description and few examples.

Writing is drawn from a watermelon topic with no details, no description and no examples

Uses “mind” pictures to describe the events or people

Writing uses vivid imagery and the five sense to make words alive

Writing uses good imagery and some of the senses to make words alive

Writing uses little imagery and just a few of the senses to make words alive.

Writing does not use imagery or senses to make words alive.

Writing uses delicious language

Writes with powerful verbs, awesome adjectives, and a little rich language

Writing includes some powerful verbs, some awesome adjectives and a little rich language

Writes with very few powerful verbs, few awesome adjectives and poor use of language

Writing does not include powerful verbs, awesome adjectives or rich language.

Begins with a snappy lead

The beginning of the piece draws your attention

The beginning of the piece is good and makes you want to read more

The beginning of the piece is fair and you are not sure you want to read more

The beginning of the piece is not snappy and you do not want to read further

Good organization; makes sense

The writing flows very smoothly, is fluent, makes good sense and is very organized

The writing flows very smoothly, is fluent, makes good sense and is very organized.

The writing just flows, makes some sense and is somewhat organized

The writing is choppy, doesn’t make sense and is not organized.