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.