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iRubric: 21ST CENTURY SKILLS  PRESENTATION rubric

iRubric: 21ST CENTURY SKILLS PRESENTATION rubric

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21ST CENTURY SKILLS PRESENTATION built by Mr_Dorrough

Rubric Code: G56868
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Keywords: Presentation, 21st Century Skills
Categories: Subjects: (General)  
Types: Presentation  
Grade Levels: Undergraduate

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75 % Enter rubric description
  PROFICIENT
4 pts
APPROACHING
2.5 pts
BASIC
1 pts
Organization & Selection of Content
Enter description
PROFICIENT

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

Approaching Proficiency
BASIC

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
Timing & Participation
Enter description
PROFICIENT

Presentation stays within time limits, and no part is too long or too brief

Presentation is structured so that all members of the group participate equally (e.g. everyone speaks or answers questions, on topics of significance, for about the same length of time)
APPROACHING

Approaching Proficiency
BASIC

Presentation does not stay within time limits, and/or significant parts are too long or too brief

Presentation is not structured so that all members of the group participate equally (e.g., only one or two members of the group spoke substantially)
Use of Presentation Media
Enter description
PROFICIENT

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

Approaching Proficiency
BASIC

– 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
Individual
25 %
  PROFICIENT
4 pts
APPROACHING
2.5 pts
BASIC
1 pts
Style of Presentation
PROFICIENT

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

Approaching Proficiency
BASIC

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)
Delivery
(appearance, voice, eye contact)
PROFICIENT

Student has appropriate body posture, movement, use of gestures, and attire

Student’s voice is consistently audible and clear; delivery is not too rushed and is without interruptions or hesitations, with minimal use of filler words (e.g., “um,” “you know,” “so…”)

Student makes frequent eye contact (e.g., if notes are used they are only glanced at)
APPROACHING

Approaching Proficiency
BASIC

Student does not have appropriate body posture, movement, use of gestures, or attire

Student’s voice is too quiet or unclear; delivery may be too rushed and/or have interruptions, hesitations, or excessive use of filler words (e.g., “um,” “you know,” “so…”)

Student does not make frequent eye contact (e.g., screen or notes are read or referred to excessively, without looking at audience)
Response to Questions
(from audience or teacher)
PROFICIENT

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

Approaching Proficiency
BASIC

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)



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