iRubric: 21ST CENTURY SKILLS PRESENTATION rubric

Presentation moves in a clear, logical progression from an introduction to supporting details to a conclusion, with smooth transitions.

Presentation emphasizes key ideas/information that is accurate and appropriate for the purpose of the presentation.

Presentation’s introduction uses techniques to engage audience; the conclusion leaves audience with a clear message and/or strong impression

Approaching Proficiency

Presentation does not move in a logical progression from introduction to supporting details to conclusion

Presentation does not emphasize key ideas/information that is accurate and appropriate for the purpose of the presentation

Presentation’s introduction does not use techniques to engage audience; the conclusion does not leave audience with a clear message or strong impression

Presentation aides are clearly visible to the audience, and free of mistakes (e.g., are neat and carefully produced)

Presentation aides include features that effectively enhance communication (e.g., use of graphics, color, sound, images, or animation to help achieve purpose of presentation, convey meaning, or emphasize key points)

Approaching Proficiency

– Presentation aides are not used, not clearly visible to the audience, or have significant mistakes
– Presentation aides do not include features that effectively enhance communication (e.g., uses ineffective or distracting graphics, color, sound, images, or animation

Student chooses the style of presentation most appropriate for its goals (e.g., to persuade, inform, explain, entertain)

Student adjusts wording, style of delivery, and the amount and kind of information communicated to fit the needs of the specific audience (e.g., does not say too little or too much, or use unfamiliar terms and concepts without explaining them)

Approaching Proficiency

Student does not choose the style of presentation most appropriate for its goals (e.g., is too informal or does not take it seriously)

Student does not adjust wording, style of delivery, and the amount and kind of information communicated to fit the needs of the specific audience (e.g., says too little or too much, or uses unfamiliar terms and concepts without explaining them)

Student’s response is precise and to the point of the question (e.g., not too brief or long, or off topic)

Student responds appropriately to questions that are unclear or problematic (e.g., politely asks clarifying questions, repeats or rephrases questions to be sure of understanding, explains that the question is beyond the scope of the project and would require more research)

Approaching Proficiency

Student does not have a response or the response is not precise or to the point of the question (e.g., too brief or long, or off topic)

Student does not respond appropriately to questions that are unclear or problematic (e.g., is impolite in his/her response, gives an answer that shows the question was misunderstood, or tries to give an answer even though he or she does not know enough)