Oral Presentation (High School Level)

Exemplary Proficient Novice Beginning

Content Information is Information is Important The presentation

complete and complete with basic information is does not include
well supported by supporting details, missing, or there information on the
detail, increasing audience are few supporting major points.
significantly knowledge at least to details.
increasing the some degree.
audience's
knowledge of the
topic.
Thinking and The presentation The presentation The presentation The presentation
Communication conveys deep conveys good seems to convey does not express
and thorough understanding of the only limited main points clearly,
understanding of topic, with some understanding of thoroughly, or
the topic. lapses. the topic. persuasively.

The speaker's The speaker's main The main points

main points are points are clear but are not clearly
logical and are not persuasive. stated or
persuasive. persuasive.
Organization, The introduction The introduction The introduction is No introduction is
Mechanics, captures states the purpose unclear or fails to used to capture
and Vocabulary audience but does not capture capture audience audience attention.
attention and the attention of the attention.
gives a clear audience. The body of the
statement of The body of the presentation needs
purpose. The main part of the presentation is organization and
presentation is confusing with supporting details.
The main part of organized and limited supporting
the presentation sequential with some details. A suitable closing is
is well organized, supporting details. missing.
sequential, and The closing is
well supported by The closing provides unclear or does not The speaker has not
detail. a basic summary of include many of the mastered key words
the most major major points. and phrases relevant
The closing points. to the topic.
provides a The speaker's topic
thorough Vocabulary is related vocabulary
summary of all of appropriate to the is limited.
the major points. topic, with some
lapses.
The speaker
demonstrates a
rich vocabulary
appropriate to the
topic.
Illustration Presentation aids Presentation aids are Presentation aids No presentation aids.
are clearly linked appropriate to the do not enhance
to the material, topic but are not well audience
well executed, integrated into the understanding or
and informative overall presentation. are confusing.
to the audience.
Presentation Strong, clear Good speaking voice; Clarity of speech is Control of speaking
speaking voice recovers easily from uneven; delivery is tone, clarity, and
easily understood speaking errors. halting. volume is not evident.
by audience.
Creativity apparent, Limited evidence of No evidence of
Use of creativity but is not well creativity. creativity.
keeps audience integrated into
engaged. presentation. Speaker is not Speaker is visibly
completely sure of nervous and does not
Speaker conveys Speaker is in topic but appears convey interest in the
confidence in command of the topic nervous or topic.
talking about the but appears slightly disengaged.
topic. nervous in delivery. Speaker does not
Limited or sporadic make eye contact
Excellent eye Good eye contact eye contact with with audience.
contact with with audience audience.
audience throughout most of Physical gesture and
throughout the presentation. Limited or awareness of facial
presentation. inappropriate use expression are
Use of physical of physical gesture absent.
Use of physical gesture and facial and facial
gesture and facial expression is good, expression.
expression but appears forced or
conveys energy artificial at times.
and enthusiasm.
 PowerPoint Presentation
Category 18-20 16-17 14-15 0-13
Content In-depth coverage of Good coverage of Topic in Coverage of topic, topic
topic, topic is topic, topic is adequately is inappropriate to
appropriate to appropriate to covered, topic is assignment, not based
assignment, strong assignment, basis appropriate to on research-based
basis in sound, in sound, research- assignment, not information, unclear and
research-based based information, based on research- difficult to understand,
information, clear and based information no hyperlinks.
outstanding clarity, understandable, clear and
hyperlinks to credible hyperlinks to understandable,
sites. credible sites. hyperlinks to non-
credible sites.
Presentation Attractive, easy to Attractive, easy to Attractive, difficult Unattractive, difficult to
interpret, pleasing interpret, pleasing to interpret, interpret, poor color
colors with high colors with good pleasing colors choice and slide
contrast, slide contrast, slide with high contrast, contrast, slide
presentation well- presentation slide presentation presentation
organized, excellent organized, good disorganized, unorganized, bullets,
use of bullets, use of bullets, bullets, graphics, graphics, transitions, and
graphics, transitions, graphics, transitions, and slide effects detract from
and slide effects transitions, and slide effects the content.
which enhance the slide effects which detract from the
presentation of the enhance the content.
content. presentation of the
content.

Mechanics No misspellings or Three or fewer Four misspellings More than four

grammatical errors. misspellings and/or misspellings and/or
and/or grammatical grammatical errors.
grammatical errors.
errors.
Organization Presenter and oral Presenter and oral Presenter and oral Presenter and oral
(presenter and oral presentation are well- presentation are presentation are presentation are well-
presentation) organized, he/she organized, he/she poorly organized, organized, he/she reads
discusses content discusses content he/she relies slides and or notes to
seldom referring to occasionally frequently relies conduct presentation.
notes to conduct referring to notes on notes to
presentation. to conduct conduct
presentation. presentation.
Appearance Engages the audience Engages the Engages the Presenter does not
(presenter) well, displays audience, displays audience poorly, engage the audience,
professional professional displays a poor displays unprofessional
appearance, uses appearance, uses professional appearance, is inaudible,
volume and elocution volume and appearance, uses does not maintains eye
appropriate to elocution volume and contact, displays poor
setting, maintains appropriate to elocution posture and lack of
excellent eye contact, setting, maintains inappropriate to composure.
posture and good eye contact, setting, maintains
composure. posture and minimal eye
composure. contact, posture
and composure.
 Research Paper

Beginning Novice Proficient Exemplary

The research The research The research The research paper is
paper is at a paper may show papers acceptable. exemplary
beginning stage. flashes of quality,
but could be
improved in
several ways.

Content Piece is lacking Provides basic Provides Provides complete,

information information, partially accurate, and
and/or some of which complete, relevant information;
information is may be incorrect accurate, and based firmly on
inaccurate and and/or relevant extensive and careful
irrelevant. irrelevant; information; research.
based on based on
minimal adequate
research. research.

Thinking and Demonstrates Demonstrates Demonstrates a Demonstrates in-

Communication little some general depth understanding
understanding understanding of understanding and insight into the
of the topic. the topic, but of the topic. issue(s) under
Ideas are not with limited Ideas are discussion, through
expressed analysis and generally careful analysis and
clearly or reflection. expressed reflection.
supported by Ideas are not clearly through Ideas are developed
examples, expressed adequate use of and expressed fully
reasons, details, clearly and examples, and clearly, using
and examples, reasons, details, many appropriate
explanations. reasons, details, or explanations. examples, reasons,
No and explanations Examines the details, or
interpretation are lacking. issues from explanations.
and analysis of Examines the more than one Examines the issue
the material. issue from a perspective. from three or more
single perspectives.
perspective.

The written Language is The work is All idea's are in the

Organization, sections lack copied from written in the author's own, well-
Mechanics, organizational another source. author's own chosen words.
and Vocabulary devices, such as Organizational words. Organizational
paragraphs, devices, such as There are some devices, such as
sections, paragraphs, problems with paragraph sections,
chapters, and sections, organizational chapters, and
transitions. chapters, and devices, such as transitions, have
Numerous errors transitions, are paragraphs, been used
in grammar, flawed or sections, effectively.
punctuation, lacking. chapters, and With minor
spelling, and/or Numerous errors transitions. exceptions,
capitalization. in grammar, There are grammar,
A bibliography punctuation, several errors in punctuation, spelling,
 or reference spelling, and/or grammar, and/or capitalization
section is capitalization. punctuation, are correct.
missing. The bibliography spelling, and/or A bibliography or
or reference capitalization. reference section
sections A bibliography identifies a variety of
contains an or reference primary and
inadequate section identifies secondary sources.
number of an adequate
primary or number of
secondary primary and
sources. secondary
sources.

Illustration Illustrations do Visuals are The work is The work is well

not help the unrelated or supported by supported by
audience offer little visuals. carefully illustrated
understand the support of the There is some and useful tables,
content and core work. mislabeling of charts, diagrams,
message(s). Graphics, tables, graphics or pictures, and/or a
charts, design mistakes model-all properly
diagrams, (e.g., a picture labeled and
pictures, and/or is confusing captioned.
models are because it
mislabeled or doesn't have a
irrelevant. caption).

Presentation The piece is not The work is not The presentation The work is well
neat or neat and is good. The presented and
organized, and includes minor overall includes all required
it does not flaws or appearance is elements. The overall
include all omissions or generally neat, appearance is neat
required required with a few minor and professional.
elements. elements. flaws or missing
elements.
 Critical Thinking
Criteria Unsatisfactory Proficient Advanced
Below performance Acceptable criteria Demonstrates
standards exceptional performance
Appropriateness Material (photo, sound files, Student selects material In addition to Proficient
video clips, apparel, (photos, sound files, video criteria:
illustrations, etc.) is not clips, apparel, illustrations,
The student selects appropriate for the audience etc.) that is appropriate for
Student shows a deep
and the situation. the audience and the
material, objects, situation.
understanding of the audience
and/or techniques that and the situation by selecting
Language is not appropriate material that enhances
meet the needs, for the audience and the Student uses language understanding.
requirements, and situation (as defined by appropriate for the audience
rules of the time, school and district guideline). and the situation.
Student uses language that
place, and audience. creates a strong, positive
No evidence that students has Student selects an effective reaction in audience.
selected an effective tool, tool, technique, or paradigm
technique, or paradigm to to achieve the desired goal as
Student creates tools,
achieve the goal as defined in defined in the project or
techniques, or paradigms that
the project or course course guideline.
effectively achieve the desired
guideline.
goal.
Student uses humor that
Humor doesn't enhance enhances understanding and
understanding and may doesn't offend audience.
offend audience.
Application Ability to apply theories, Student demonstrates an In addition to Proficient
principles, and/or skills to ability to apply theories, criteria:
new situations, settings, or principles, and/or skills to
The student uses this problems not demonstrated. new situations, settings, or
Student actively seeks new
problems.
material, environment and situations to
understanding, and/or Student is not able to modify apply theories, principles,
theories, products, behaviors, and/or skills.
skill in new situations. or skills to fit new or changed
environment.
Student provides multiple
examples of how theory,
principals, or skill can be
applied.
Analysis Student does not demonstrate Student demonstrates a clear In addition to Proficient
a clear understanding of the understanding of the rules, criteria:
rules, definitions, laws, definitions, laws, concepts,
The student breaks concepts, theories, and theories, and principals of
Student uses his/her analysis
principals of topic or skill topic or skill under study.
down this material under study.
to teach the definitions, laws,
and/or skill into its concepts, theories, and
Analysis includes diagrams, principals under study.
component parts so Analysis does not include models, timelines,
that its structure can diagrams, models, timelines, illustrations, or step-by-step
Student and/or audience is
be understood. illustrations, or step-by-step progression of
able to differentiate between
progression of object/principal/problem
similar definitions, laws,
object/principal/problem under study.
concepts, theories, and
under study.
principals.
The student can identify
relationships between ideas,
The student can differentiate
data sets, and phenomena.
between correlation and
cause and effect.

Evaluation Student does not demonstrate Student demonstrates In addition to Proficient

understanding of the criteria understanding of the criteria criteria:
used for evaluation. used for evaluations.
The student judges Evaluation includes references
the quality (based on Student does not defend Student is able to defend (comparison/contrast) to
three or more
both subjective and his/her evaluation (critique). his/her evaluation (critique). objects/ideas/materials.
objective standards)
Evaluation is not supported by Evaluation in supported by Student creates clearly
of the material,
reference to standards. reference to standards. defined criteria (e.g. rubric,
object, or standards, guidelines) for
performance. Evaluation does not include Evaluation includes
evaluation.
comparison and contrast to comparison and contrast to
other ideas/objects/materials. other ideas/objects/materials.

Synthesis Synthesis does not Synthesis integrates ideas, In addition to Proficient

successfully integrate ideas, images, and/or objects to criteria:
images, and/or objects to form a cohesive whole.
The student combines form a cohesive whole.
Synthesis is unique.
more than one object Student is able to summarize
or idea and forms a Student does not summarize his/her thinking during the
Synthesis shows careful
his/her thinking during the process of synthesis.
new, cohesive whole. process of synthesis.
planning and attention to how
disparate elements fit
Combination of elements is together.
Combination of elements is logical and justified.
not logical and/or verifiable.
Student is able to create new
synthesis based on changing
circumstances, input, or
environment.

Combination of elements is
verified.
 Peer Collaboration and Teamwork
Criteria Weight Unsatisfactory Proficient Advanced
Leadership 25% Group member Group members In addition to Proficient
and Initiative played a passive played an active criteria: The group member
role, generating role in generating provided leadership to the
few new ideas; new ideas, took group by thoughtfully
tended to do only initiative in getting organizing and dividing the
what they were tasks organized work, checking on progress,
told to do by and completed, or providing focus and
others or did not and sought help direction for the project.
seek help when when needed.
needed.
Facilitation 25% Group member Group members In addition to Proficient
and Support seemed unable or demonstrated criteria: The group member
unwilling to help willingness to help actively checked with others
others, made other group to understand how each
nonconstructive members when member was progressing and
criticisms toward asked, actively how he or she may be of
the project or listened to the help.
other group ideas of others,
members, or and helped create
distracted other a positive work
members. environment.
Contributions 50% Group member Group member In addition to Proficient
and Work Ethic was often off-task, was prepared to criteria: The group member
did not complete work each day, made up for work left undone
assignments or met due dates by by other group members and
duties, or had completing demonstrates willingness to
attendance assignments/dutie spend significant time outside
problems that s, and worked of class/school to complete
significantly hard on the project the project.
impeded progress most of the time.
on project. May If absent, other
have worked hard, group members
but on relatively knew the reason
unimportant parts and progress was
of the project. not significantly
impeded.