TOTAL SCORE 4This rubric was taken from a working draft of an ITAC resource guide. Used with permission. 26 Oral Presentation Rubric 115 Instructions: Use the quality descriptions listed to determine the level of performance achieved in the following criteria. Criteria 3 2 1 Informative Used a variety of sources Important, relevant information was identified Well organized Thorough; sequence of information effective Used 2-4 sources Covered most information Organized Adequately sequenced Used 1-2 sources Information lacks depth or did not address topic . _. Somewhat unorganized Sequence is hard to follow and understand Accurate Evaluated reliability of all sources Identified values, credentials, and intent of authors for various sources Evaluated reliability of a few sources Evaluated reliability of main source Interesting Used good voice tone Made good eye contact Used a variety of media during presentation to hold audience interest Used fair voice tone Avoided reading presentation; made fair eye contact Used little media to add interest and emphasis Used poor voice tone Did not make eye contact Used no media to add interest and emphasis Creative Used several examples or case studies to creatively present information Used additional strategies to involve audience Used one example or case study to creatively present information Did not use examples or case studies to present information 5Source unknown. Written Presentation Assessment Rubric6 Instructions: Use the quality descriptions listed to determine the level of performance achieved in the following criteria. 4 3 2 1 Focus Uses a broad range of critical information selected from varied sources to address the specific focus idea. Considers different points of view. Topic is clear and sharply focused. Develops and thoroughly explains topic using information from sources. Makes thoughtful interpretations and insightful connections. Goes beyond factual information found in sources to interpret and analyze. Stays focused upon the topic throughout. Includes information from several sources. Some of the information is elaborated and explained through examples. The thesis or perspective presented is focused. Some connections are made between and among ideas. There is evidence of thoughtfulness but the work does not demonstrate deep understanding or insight into the topic. Includes information from limited sources. Information requires elaboration and development. The thesis or perspective presented is vague and unclear at times. Some connections are made between and among ideas, but pieces are missing and the central focus is unclear or lost at times. Needs significantly more information from varied sources and perspectives. Information presented is superficial and the topic was not thought about deeply. The main idea or perspective is difficult to understand, vague, or absent. Connections are not made between and among ideas. Content Develops and elaborates ideas clearly and fully using many supportive and relevant details from information sources. Develops ideas clearly with numerous supporting details and illustrations from the sources used. Develops ideas too simply or superficially with few supporting details and illustrations from sources. Ideas are fragmented and undeveloped. Information from sources is not used or is used ineffectively. Organization Writing has a distinctive organizing shape and structure. Ideas are presented in a clear logical sequence with transitions used to link ideas back to the thesis. The work has an introduction, body, and conclusion. Ideas are presented in a clear order and logical sequence. Writing is easy to understand and follow. The work has an introduction, body, and conclusion. Ideas have some sort of order or logic to them but it is unclear or ineffective in developing the essential idea of the work. Ideas are difficult to follow and have no obvious or effective organizational scheme. Ideas seem randomly placed on the page. Grammar and Spelling Writing is generally free of errors in spelling, punctuation, and grammar. Contains some errors in spelling, punctuation, and grammar, but the meaning of the writing is communicated. Frequent errors in spelling, punctuation, and grammar impair the effectiveness of the work, although meaning is still distinguishable. Spelling, punctuation, and mechanics seriously interfere with understanding. Attention to accuracy is missing. 6Source unknown. 28 Career Portfolio Assessment Rubric? Instructions: Use the quality descriptions listed to determine the level of performance achieved in the following criteria. Criteria 3 2 1 Content Information is accurate. Information is complete. Information is accurate. Information is not complete; one item is not included or several sub-parts are missing. Information is