Name: ________________________ _ Teacher __________________________________
Date of Presentation: ____________

Title of PowerPoint:: __________________

Criteria Points
1 2 3 4 Points
Organization
Audience cannot understand presentation because there is no sequence of information.
Audience has difficulty following presentation because student jumps around.
Student presents information in logical sequence which audience can follow. Student presents information in logical, interesting sequence which audience can follow. ____
Content Knowledge Student does not have grasp of information; student cannot answer questions about subject. Student is uncomfortable with information and is able to answer only rudimentary questions. Student is at ease with content, but fails to elaborate. Student demonstrates full knowledge (more than required) with explanations and elaboration. ____
Visuals Student used no visuals. Student occasional used visuals that rarely support text and presentation. Visuals related to text and presentation. Student used visuals to reinforce screen text and presentation. ____
Mechanics Student's presentation had four or more spelling errors and/or grammatical errors. Presentation had three misspellings and/or grammatical errors. Presentation has no more than two misspellings and/or grammatical errors. Presentation has no misspellings or grammatical errors. ____
Delivery Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student's voice is clear. Student pronounces most words correctly. Student used a clear voice and correct, precise pronunciation of terms. ____
Total----> ____

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These pages were made through TeacherTECH, the teacher professional development component of GirlTECH, which is sponsored by the Center for Excellence and Equity in Education (CEEE) with support from the National Science Foundation through EOT-PACI and Rice University. Copyright© July 30, 2004 2004 by Judy Salmon

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