iRubric: YOU TEACH A LESSON(Group Presentation) rubric

soft voice, hard to understand, weak, poor confidence and competence, poor eye contact, unclear directions, just read the slides/papers/
vocabulary list...

normal voice tone, some eye contact, some confidence and competence, unclear directions, read most of the slides/papers/ vocabulary list....

Passion in voice some of the time, good eye contact, confident and competent, clear directions, did not read most of the slides,papers/ vocab. list, expounded on some of the slides...

Excited about topic, great eye contact; very confident and competent, clear, directions, expounded well on content of slides...

Text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting.
The graphics, sounds, and/or animations are missing or unrelated to the content.
Drama

Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.

Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts.

Most images are clip art or recycled from the internet.
Drama was

Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.

The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content.

The fonts are easy-to-read and point size varies appropriately for headings and text.

Use of italics, bold, and indentations enhances readability.

Text is appropriate in length for the target audience and to the point.

The background and colors enhance the readability of text.

The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concept, ideas and relationships.

Questions are vague or not relative to the lesson components. No evidence of having given the test questions real thought.

Requests some specific information. Addressed many of the lessons components. Not detailed.
Poorly thought out test questions.

Requests specific information. Addressed most of the lessons components. Does not require critical and reflective thinking.
Fairly well thought out test questions.

Requests very specific information. Addressed all of the lessons components. Requires critical and reflective thinking.
Well thought out test questions.