iRubric: AT Informational PRESENTATION rubric

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AT Informational PRESENTATION rubric

21ST CENTURY SKILLS PRESENTATION

Rubric Code: LX6AAW5

By tifreita

Ready to use

Public Rubric

Subject: Education

Type: Presentation

Grade Levels: 6-8, 9-12

Presentation
	PROFICIENT 20 pts	APPROACHING 10 pts	BASIC 5 pts
Organization & Selection of Content	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 and the conclusion is evident.	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 and the conclusion is not evident.
Use of Presentation Media	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
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	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	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)<BR> <BR> 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)
Time	PROFICIENT The presentation time fits the content covered effectively and efficiently.	APPROACHING The presentation time is either a little too long or a little too short and does not cover the appropriate content effectively or efficiently.	BASIC The presentation does not cover any of the content specified and the time is way over time or way too short to appropriately cover the content.
'Ōlelo Hawaii	PROFICIENT Video has appropriately posted subtitles clearly presented. Font and size of subtitles are clearly visible. Subtitles remain long enough to understand materials presented.	APPROACHING Approaching Proficiency	BASIC Video subtitles are not clearly presented. Font and size of subtitles are not clearly visible or are too big and distracting from the content. Subtitles are too long or too short for the materials presented.

Keywords:

Presentation, 21st Century Skills

Subjects:

Types:

Presentation

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