Criteria | 3 Sophisticated (Level of Achievement) |
2 Competent Sophisticated (Level of Achievement) |
1 Not Yet Competent Sophisticated (Level of Achievement) |
---|---|---|---|
Organization |
Presentation is clear, logical and organized. Listener can follow line of reasoning. |
Presentation is generally clear and well organized. A few minor points may be confusing. |
Listener can follow presentation only with effort. Some arguments are not clear. Organization seems haphazard. |
Style |
Level of presentation is appropriate for the audience. Presentation is a planned conversation, paced for audience understanding. It is not a reading of a paper. Speaker is clearly comfortable in front of the group and can be heard by all. |
Level of presentation is generally appropriate. Pacing is sometimes too fast or slow. The presenter seems slightly uncomfortable at times, and the audience occasionally has trouble hearing him/her. |
Aspects of presentation are too elementary or too sophisticated for audience. Presenter seems uncomfortable and can be heard only if listener is very attentive. Much of the information is read. |
Use of communication aids |
Communication aids enhance the presentation. They are prepared in a professional manner
|
Communication aids contribute to the quality of the presentation. Font size is appropriate for reading. Appropriate information is included. Some material is not supported by visual aids. |
Communication aids are poorly prepared or used inappropriately. Font is too small to be easily seen. Too much information is included. Unimportant material is highlighted. Listeners may be confused. |
Depth of content |
Speaker provides an accurate and complete explanation of key concepts and theories, drawing upon relevant literature. Applications of theory are included to illuminate issues. Listeners gain insights. |
For the most part, explanations of concepts and theories are accurate and complete. Some helpful applications are included. |
Explanations of concepts and/or theories are inaccurate or incomplete. Little attempt is made to tie theory to practice. Listeners gain little from the presentation. |
Grammar and word choice |
Sentences are complete and grammatical, and they flow together easily. Words are chosen for their precise meaning. |
For the most part, sentences are complete and grammatical, and they flow together easily. With a few exceptions, words are chosen for their precise meaning. |
Listeners can follow the presentation, but they are distracted by some grammatical errors and use of slang. Some sentences are incomplete/hauling/, and or vocabulary is somewhat limited or inappropriate. |
Personal appearance |
Personal appearance is completely appropriate for the occasion and the audience. |
Personal appearance is generally appropriate for the occasion and audience. However, some aspects of appearance reflect a lack of sensitivity to nuances of the occasion or expectations of the audience. |
Personal appearance is inappropriate for the occasion and audience. |
Verbal interaction |
Consistently clarifies, restates, and responds to questions. Summarizes when needed. |
Generally responds to audience comments, questions and needs. Misses some opportunities for interaction. |
Responds to questions inadequately. |
Reference:
Huba, M. E. and Freed, J. E. 2000. Learner-centered assessment on college campuses. Needham Heights, MA: Allyn & Bacon.