EVALUATION RUBRIC FOR SENIOR PROJECT ORAL PRESENTATION
Note: While you are not required to use this scale, the following numbers are meant to provide guidance when deciding between the pass/and fail levels. There is of course some subjectivity involved in making these distinctions, but to ensure some uniformity across teams, these numbers may serve as a general guideline.
Assign a numerical rating to each of the 3 major areas listed below, based on the degree to which the student’s presentation shows successful inclusion and development of the required components.
0 = unacceptable; 1 = poor; 2 = fair; 3 = good; 4 = excellent.
__________ Pre-presentation requirements. Student should:
be prompt, arriving ahead of time to prepare presentation set-up
dress professionally, wear appropriate attire and exhibit a sharp, neat appearance
pre-request necessary audio-visual equipment at least three days before the presentation
bring the appropriate number of handouts (if used), photocopied, bound, and ready for distribution at the beginning of the presentation
__________ Presentation content should:
articulate the reasons for choosing the project and explain what student hoped to get out of the experience
demonstrate organization of thought and logical flow of ideas
contain main ideas which are supported by accurate details and anecdotes
articulate a sense of self-discovery and lessons learned from the project experience
be honest! Not every moment of the experience was wonderful, and the student didn’t likely succeed at everything he or she tried. The presentation should contain both successes and failures – the good and the bad encountered in the work experience. When addressing any problems or dissatisfaction, the student should articulate possible solutions or reflections as to what he or she might have done to improve the situation.
sum up reflection points from journal entries
Demonstrate evidence that you completed 50 hours
__________ Quality of oral presentation. Student should:
exhibit clear evidence of advanced practice and preparation for oral presentation
maintain appropriate eye contact with all members of the presentation team throughout the presentation
present in a conversational tone, varying the volume and pitch of voice and speed of presentation
avoid simply reading from a powerpoint or handout. Note cards are acceptable but should not be used to excess
employ the use of appropriate language (appropriate word choice and style, with a smooth transition from topic to topic). There should be no use of improper slang terminology or “filler” words such as “like” or “you know”
ensure that all visuals are appropriate, effective, and relative to the presentation content, and that they do not overshadow the oral presentation
keep the formal presentation within the 15-minute to 20-minute time frame
be prepared to field questions from the team after the formal presentation
A suggested scoring rubric:
Final Score for presentation = (Pre-requirements score) + (Content score x 3) + (Quality score x 3)
________ Final score for presentation
EVALUATION RUBRIC FOR SENIOR PROJECT OPTIONS
Note: While you are not required to use this scale, the following numbers are meant to provide guidance when deciding between the pass/and fail levels. There is of course some subjectivity involved in making these distinctions, but to ensure some uniformity across teams, these numbers may serve as a general guideline.
Assign a numerical rating to each of the 3 major areas listed below, based on the degree to which the student’s presentation shows successful inclusion and development of the required components.
0 = unacceptable; 1 = poor; 2 = fair; 3 = good; 4 = excellent.
__________ Explore a career field of interest to you
Is there evidence this project meets the requirements of 50 hours?
Evidence of video, pictures of engaging in your career field of interest to you
_________ Engage in service learning or volunteer at a non-profit
Is there evidence this project meets the requirements of at least 50 hours?
Evidence of video, pictures of participating in your service learning or act of volunteering