GROUP ORAL PRESENTATION RUBRIC (Fleet Feet Group Presentation) Final Project/ Product 4 3 2 1 Content Successfully addresses the given task; clear focal point, ideas are well connected; data and facts are accurate and thorough Presents a novel or unique idea that addresses the task Addresses the given task, focal point connects ideas, data and facts are mainly accurate Presents a useful idea with novel elements that addresses the task Doesn’t address all aspects of the given task, vague focal point, not all ideas connected; some data and facts may be missing or inaccurate Presents a serviceable, but familiar idea that addresses the task Doesn’t address major aspects of the given task, lacks a focal point, ideas are not connected; data and facts missing or inaccurate Presents a too-familiar or repetitive idea that may or may not address the task Organization Information presented in a logical, interesting sequence which audience can follow Information presented in a logical sequence which audience can follow Some missteps in the sequence of information presented which may confuse audience Sequence of information is misleading or confusing, which confuses the audience Information is enhanced through skillful use of graphics, technology, space, lettering, coloring etc. Visuals can alone and provide useful information and are tightly tied to oral presentation. No errors in grammar, mechanics, word usage, etc. Information is through use of graphics, technology, space, lettering, coloring, etc. Visuals support oral presentation and provide information. Few errors in grammar, mechanics, word etc. Information may be diminished by use of graphics, technology, space, lettering, coloring, etc. Visuals may be inconsistent or inaccurate, require explanation and only partially support the oral presentation. Limited control of grammar, mechanics, word usage, etc. Incomplete or faulty use of graphics, technology, space, lettering, coloring etc. detract from the information. Visuals provide minimal value, and do not support oral presentation. Minimal control of grammar, mechanics, word usage, etc. Subject Knowledge during Q and A Responds to all questions with useful explanations and elaborations Responds to questions accurately Responses to questions may be minimal, misleading or contain inaccuracies Responses to questions are confusing, inaccurate, or non-existent
Non-Verbal Skills 4 3 2 1 Eye Contact/Poise Holds attention of the audience with direct and varied eye contact Relaxed self-confident manner, movement(s) enhance presentation, quickly recovers from any mistakes Uses eye contact, may focus mainly on one or two audience members Presents comfortably; movement(s) are aligned with presentation, recovers from any mistakes Minimal eye contact with audience members Presents with mild tension; movement(s) do not enhance presentation, may struggle to recover from any mistakes Virtually no eye contact with audience members Presents with tension; movement(s) or lack of movement detracts from presentation, significant struggle to recover from any mistakes Volume Uses a voice so all audience members can easily hear presentation Correct pronunciation of words, no fillers (um, so, etc.) strong, positive feelings about topic throughout presentation Uses a relatively clear voice, most audience members can hear presentation Mostly correct pronunciation of words, minimal use of fillers (um, so, etc.) positive feelings about topic during most of presentation Uses a voice that is too soft or too loud, audience members may have difficulty hearing presentation Incorrectly pronounces some words, use of fillers (um, so, etc.) minimal positive emotions about topic during presentation Uses a voice too quiet for the majority of audience to hear presentation Mumbles, incorrectly pronounces words, repetitive use of fillers (um, so, etc.) Shows negative feelings or no emotions during presentation
COLLABORATION RUBRIC (Used for Team Evaluations) 4 3 2 1 Task Focus and Participation Consistently stays focused on the task and what needs to be done. Focuses on the task and what to be done most of the time. Focuses on the task some of the time, at times is distracted or distracts others. Consistently unfocused on the task or distracts others from the task. Dependability Consistently in attendance and punctual for meetings, turns in all work on time. Usually in attendance and punctual for group meetings, turns in most work on time. Misses or is late for a number of group meetings, frequently turns in work late. Misses or is late for most or all group meetings, misses deadlines for turning in work. Shared Responsibility Follows through on assigned tasks, ensures shared responsibility for tasks, encourages and supports the efforts of others in the group. Follows through on most assigned tasks, participates in shared responsibility of tasks. Doesn’t always follow through on assigned tasks, sometimes depends of other to do the work. Rarely follows through on assigned tasks, depends on others to do the work or undermines others who are working. Listening, Questioning and Discussing Respectfully listens, interacts, discusses and questions to all members of the team, helps direct the group in reaching consensus. Listens, interacts, discusses and poses questions to others, participates in group consensus discussions. Has some difficulty respectfully listening, interacting and discussing. May not ask questions or others, dominate discussions or have limited interactions with others which may impede reaching consensus. Has great difficulty respectfully listening interacting and discussing. May argue, overtake conversation, or impede the group from reaching consensus. Research and Information Sharing Routinely gathers research and shares useful ideas. Usually provides useful research and ideas. Sometimes provides useful research and ideas. Rarely provides useful research and ideas. Problem Solving Actively looks for and suggests and refines solutions to problems. Participates in problem solving and refining. Struggles to suggest or refine solutions. try to solve or help others solve problems or interferes with the problem solving process
SENIOR SEMINAR: JOURNAL/BLOG RUBRIC *Points will be removed for the lack of proper grammar and spelling* 4 3 2 1 Thinking/ Growth inferences well, demonstrates insight, reflects honestly Clearly, honestly and accurately documents learning and growth Makes inferences, reflects adequately Adequately documents learning and growth Responses exist but include very limited or questionable inferences Struggles to document learning and growth Responses are incomplete, lack insight or are fabricated Fails to document learning and growth and/or fabricates responses Content Answers questions with specific, well explained responses and examples Answers questions with sufficient, explained responses with examples Answers questions with limited or confusing responses with limited explanations/examples Fails to answer questions, or gives inappropriate or thoughtless responses with no explanations/examples Completeness Meets or exceeds blogging requirements Meets blogging requirements at least 85% of the time Meeting blogging requirements at 70% of the time blogging requirements less than 70% of the time Clarity Responses reflect standard spelling, punctuation and English structures appropriate to blogging context Responses mainly reflect standard spelling, punctuation and English structures appropriate to blogging context Responses struggle to reflect standard spelling, punctuation and English structures appropriate to blogging context Responses fail to reflect standard spelling, punctuation and English structures appropriate to blogging context