Standard Powerpoint Presentation Rubric

Standard PowerPoint Presentation Rubric Beacon Charter High School for the Arts

Substantially Below Name: Proficient w/Distinction – 20 Proficient – 16 Partially Proficient – 10 Proficient – 9-0  All graphics enhance  Most graphics enhance  Few graphics are used  Graphics, if used, do not ______understanding of concepts and understanding of concepts and when used only enhance understanding of ideas of presentation topic. and ideas of presentation sometimes enhance the content and or are  Original images are created topic. understanding of unrelated to presentation using proper size and  Original images are used. concepts, and ideas of topic. Project: resolution.  Background makes text presentation topic.  Images are distracting  Background is original and easy to read and is  Most images are clipart decorations that create a enhances understanding of the relevant to topic. or recycled from the busy feeling and detract ______i topic; background makes text  Title slide is included internet. from the content. t e easy to read. with author(s) and date.  Background is  Background makes the h t  Title slide is included with  Movements and sounds distracting but text is still presentation difficult or s e author(s) and date and has are added but did not able to be read, impossible to read and or Class:

A graphics and background that affect overall background has little has no relevance to topic. s c supports topic. understanding of the relevance to topic.  Title slide is missing. ______ Movement and sounds are are topic.  Title slide missing either  Movements and sounds used effectively to enhance author(s) or date. are added and cause understanding of topic.  Movements and sounds confusion, distraction, are added however do and have no relevance to Teacher not enhance presentation topic. understanding of the topic. ______

 There are no errors in spelling,  There very minor errors in  There are several errors  There are many errors in grammar and punctuation. spelling, grammar, and in spelling, grammar, spelling, grammar, and t  The font is easy to read and size punctuation. (1 or 2) that and punctuation (3 or 4). punctuation. (more than Date x

e varies appropriately for do not interfere with the  Overall readability is 4). T headings and text. Use of overall message. somewhat difficult with  The text is extremely ______d italics, bold, and indentations  Most fonts are easy to lengthy paragraphs, too difficult to read with long n

a enhances readability. read, but in a few places many different fonts, sections of text and small

s the use of fonts, italics, overuse of bold or lack size of fonts, c i bold, long paragraphs or of appropriate inappropriate detracting

n SCORING

a color choice makes the indentations of text. choice of font colors, and h text hard to read. poor use of headings, c Aesthetics ______e subheadings,

M indentations, or bold formatting. Mech./Text ______

 All information is organized in  Most information is  Some information is  There is no evidence that Organization ______a very clear and logical way. organized in a clear and logically sequenced. there is a clear plan for No slides appear to be out of logical way. One slide There are sections or the organization of n Oral Skills ______o place. may appear to be out of slides where information information. i t  Content is well organized using place. is not clear and concise.  There was no clear or a z i headings, sub headings and  Content is mostly well  Content is logically logical organizational Content ______n bulleted lists to group related organized with the use of organized most of the structure, facts were just a g material. headings or bulleted lists. time however there is no piled on to a slide. r use of headings or O bulleted lists. TOTAL _____ (out of 100 points)  Presenter knew the information  Presenter knew the  Presenter did not know  Presenter did not know and progressed smoothly information and the information very the information very well through the presentation. It was progressed smoothly well and stumbled/ and stumbled/paused obvious that the presenter through most of the paused and/or got lost and/or got lost regularly practiced before presenting. presentation. once or twice during the during the entire  Presenter uses a clear voice and  Presenter’s voice is clear. presentation. presentation. correct, precise pronunciation Presenter pronounces  Presenter’s voice is low.  Student mumbles, s l of terms so that all audience most words correctly. Presenter incorrectly incorrectly pronounces l i members can hear presentation. Most audience members pronounces terms. terms, and speaks too k

S  Presenter did not read directly can hear presentation. Audience members have quietly for students in the l off slides at all but used the  Presenter rarely read difficulty hearing back of class to hear. a r slides as a tool for the audience directly off slides. presentation. Presenter cussed during O

to better understand the topic of  Presenter made eye-  Presenter consistently presentation. s

’ the presentation. contact with the audience read directly off slides.  Presenter read everything r e  Presenter made eye-contact during most of the  Presenter rarely made directly off slides. t

n with the audience during the presentation. eye-contact with the  Presenter never made e

s entire presentation.  Presenter is able to audience during the eye-contact with the e

r  Presenter demonstrates full effectively respond to presentation. audience during the

P knowledge (more than audience questions and  Presenter failed to invite presentation. required) by answering all class feedback. questions, is  Student does not have questions with explanations and uncomfortable with grasp of information; elaboration. information, and is able student cannot answer to answer only questions about subject. rudimentary questions. r e     h c a e     T t n e t n     rev. 03.15.11 o C

Applicable Standards:

Guidelines for PowerPoint Presentations (Beacon Charter High School for the Arts Document)

GSE’s: Oral Communication (Note 9-10 and 11-12 GSE’s are the same for the following): OC-10-2.1 In oral communication, students make oral presentations by ... Exhibiting logical organization and language use, appropriate to audience, context, and purpose. OC-10-2.2 In oral communication, students make oral presentations by ... Maintaining a consistent focus. OC-10-2.3 In oral communication, students make oral presentations by ... Including smooth transitions, supporting thesis with well-chosen details, and providing a coherent conclusion. EXAMPLES (of support and elaboration): Using anecdotes, analogies, illustrations, visuals, detailed descriptions, restatements, paraphrases, examples, comparisons, artifacts. OC-10-2.4 In oral communication, students make oral presentations by ... Effectively responding to audience questions and feedback. OC-10-2.5 In oral communication, students make oral presentations by ... Using a variety of strategies of address (e.g., eye contact, speaking rate, volume, articulation, enunciation, pronunciation, inflection, voice modulation, intonation, rhythm, and gesture) to communicate ideas effectively. OC-10-2.6 In oral communication, students make oral presentations by ... Using tools of technology to enhance message.

GSE’s: Written Communication (Note 9-10 and 11-12 GSE’s are the same for the following): W-10-6.1 In informational writing, students organize ideas/concepts by ... Using a text structure appropriate to focus/controlling idea or thesis (e.g., purpose, audience, context). EXAMPLES (of text structures): sequence (in procedures), chronology, proposition/support, compare/contrast, problem/solution, cause/effect, investigation, deductive/inductive reasoning. W-10-6.2 In informational writing, students organize ideas/concepts by ... Selecting appropriate and relevant information (excluding extraneous details) to set context. W-10-6.3 In informational writing, students organize ideas/concepts by ... Using transitional words or phrases appropriate to text structure to enhance ideas. W-10-6.4a In informational writing, students organize ideas/concepts by ... Drawing a conclusion by synthesizing information. W-10-6.4b In informational writing, students organize ideas/concepts by ... Synthesizing information from multiple sources to draw conclusions beyond those found in any single source. W-10-6.5 In informational writing, students organize ideas/concepts by ... Listing and citing sources using standard format. W-10-7.1 In informational writing, students effectively convey purpose by ... Establishing a topic. W-10-7.2 In informational writing, students effectively convey purpose by ... Stating and maintaining a focus/controlling idea/thesis. W-10-7.3 In informational writing, students effectively convey purpose by ... Selecting and using formal, informal, literary, or technical language appropriate to audience and context . W-10-7.4 In informational writing, students effectively convey purpose by ... Establishing an authoritative voice. W-10-7.5 In informational writing, students effectively convey purpose by ... Using precise and descriptive language that clarifies and supports intent and enhances meaning. W-10-8.1 In informational writing, students demonstrate use of a range of elaboration strategies by ... Including facts and details relevant to focus/controlling idea or thesis, and excluding extraneous information. W-10-8.2 In informational writing, students demonstrate use of a range of elaboration strategies by ... Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, contrasting, or using visual images to support intended purpose. W-10-8.3 In informational writing, students demonstrate use of a range of elaboration strategies by ... Addressing readers' concerns (anticipating and addressing potential problems, mistakes, or misunderstandings that might arise for the audience). W-10-8.4 In informational writing, students demonstrate use of a range of elaboration strategies by ... Commenting on the significance of the information (in reports, throughout the piece; in procedural or persuasive writing, as appropriate). W-10-9.1 In independent writing, students demonstrate command of appropriate English conventions by ... Applying rules of standard English usage to correct grammatical errors. EXAMPLES: subject-verb agreement, pronoun-antecedent, consistency of verb tense, case of pronouns W-10-9.2 In independent writing, students demonstrate command of appropriate English conventions by ... Applying capitalization rules. W-10-9.3 ... Subsumed in W-12-9.4 W-10-9.4 In independent writing, students demonstrate command of appropriate English conventions by ... Applying appropriate punctuation to various sentence patterns to enhance meaning (Local) EXAMPLES: brackets W-10-9.5 In independent writing, students demonstrate command of appropriate English conventions by ... Applying conventional and word-derivative spelling patterns/rules. EXAMPLES: identifying relationships among roots and common pre/suffixes, including foreign derivation.

Applied Learning Standards (New Standards Performance Standards): A2 a The student makes an oral presentation of project plans or findings to an audience with expertise in the relevant subject matter; that is, the student:  organizes the presentation in a logical way appropriate to its purpose;  adjusts the style of presentation to suit its purpose and audience;  speaks clearly and presents confidently;  responds appropriately to questions from the audience;  evaluates the effectiveness of the presentation and identifies appropriate revisions for a future presentation. A2 b The student prepares a formal written proposal or report to an organization beyond the school; that is, the student:  organizes the information in the proposal or report in a logical way appropriate to its purpose;  produces the proposal or report in a format similar to that used in professionally produced documents for a similar purpose and audience. A2 c The student develops a multi-media presentation, combining text, images, and/or sound; that is, the student:  selects an appropriate medium for each element of the presentation;  uses the selected media skillfully, including editing and monitoring for quality;  achieves coherence in the presentation as a whole;  communicates the information effectively, testing audience response and revising the presentation accordingly. A3 a The student gathers information to assist in completing project work; that is, the student:  identifies potential sources of information to assist in completing the project;  uses appropriate techniques to collect the information, e.g., considers sampling issues in conducting a survey;  interprets and analyzes the information;  evaluates the information in terms of completeness, relevance, and validity;  Shows evidence of research in the completed project. A3 c The student uses word-processing software to produce a multi-page document; that is, the student:  uses features of the software to create and edit the document;  uses features of the software to format the document, including a table of contents, index, tabular columns, charts, and graphics;  uses features of the software to create templates and style sheets for the document.