|
|
A |
B |
C |
D |
F |
|
Grammar |
No mistakes |
Very few mistakes |
Minor mistakes, but clarity achieved |
Multiple mistakes - enough to hinder clarity |
Too many mistakes to receive passing grade |
|
Spelling |
No mistakes |
Very few mistakes |
Minor mistakes, but not a distraction to the message |
Multiple mistakes - enough to distract from the message |
Too many mistakes- grossly distracts the message |
|
Punctuation |
No mistakes |
Very few mistakes |
Minor mistakes |
Many mistakes |
Constant Errors |
|
Expression |
Clear purpose, sense of audience and engaging vocabulary |
Clear purpose, sense of audience and appropriate vocabulary |
Clear purpose and appropriate vocabulary |
Shows an idea using minimal vocabulary |
Purpose unclear, no engaging vocabulary, and ideas are not clear |
|
|
A |
B |
C |
D |
F |
|
Number of Slides or Video or Multimedia Program |
In depth coverage |
Appropriate to clearly communicating the message |
More than a few slides/scenes or cards are used to communicate the message |
Only a few slides/scenes or cards are used to communicate a message that clearly requires more slides. |
Not enough slides/scenes or cards to cover depth |
|
Graphics or Video Props |
Highly varied graphics/props clearly complement slide's message |
Varied graphics/props clearly complement slide's message |
Graphics/props clearly complement slide's message |
Graphics/props are used to communicate the message |
No use of graphics/props used to complement slide's message |
|
Sound and Animation or Video Scenes |
A wide variety engages listener in the presentation idea |
A variety engages listener in the presentation idea |
Sounds and animation or scenes engage listener in the presentation idea |
Sounds and animation or scenes are used sparingly |
No sound or animation/scenes are used to present the idea |
|
Text Fields |
A wide variety is used |
Variety is used |
Consistent use throughout |
Limited number of fields used |
Poor use throughout or very inconsistent |
|
Transitions |
Clearly complement every change to expand or move to a new idea |
Clearly signal a change to expand or move to a new idea |
Routinely signal a change to expand or move to a new idea |
Few transitions used |
No transitions used and no signals to indicate a move to a new idea |
|
Layout |
Variety used that engagingly delivers the message with a clear graphical theme |
Variety used that clearly delivers the message with a clear graphical theme |
Some Variety used that delivers the message with graphics |
Routine graphics and sound used to attract interest |
Hardly any graphics or sound used -no effort displayed to attract interest |
Communication/Presentation
|
|
A |
B |
C |
D |
F |
|
Communication |
Extensively communicates other than through screen/notes or script reading |
Mostly communicates other than through screen/notes or script reading |
Adequately communicates other than through screen/notes or script reading |
Sometimes Communicates other through screen/notes or script reading |
Total dependence on the screen/notes or script during presentation |
|
Slide/Card Use or Video Scenes |
Each slide/card/scene leads into a wealth of verbal information |
Each slide/card/scene leads into a lot verbal information |
Each slide/card/scene leads into some verbal information |
Each slide/card/scene leads into very little information |
Each slide/card/scene leads into hardly any information |
|
Eye Contact |
Almost constant audience/camera eye contact |
Most of the time eye contact is maintained |
Sometimes eye contact is maintained |
Very little eye contact is used |
No eye contact made with the audience/camera |
|
Voice Modulation |
Highly varied and appropriate for the message |
Varied and appropriate for the message |
Varied most of the time and appropriate for the message |
Some variation appropriate for the message |
No variation not appropriate for the message or audience |
|
Rehearsal / Delivery |
Well rehearsed, showing ease in delivery techniques |
Rehearsed, showing effective use of delivery techniques |
Some rehearsal using limited delivery techniques |
Little rehearsal, showing minimal use of delivery techniques |
Evidence of lack of rehearsal and showing no delivery techniques |