Presentation Rubric Descriptions | |||||
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A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.
Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.
Best practices, moodle how-to guides.
The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:
Types of rubrics: holistic, analytic/descriptive, single-point
Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.
Advantages of holistic rubrics:
Disadvantages of holistic rubrics:
Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.
Advantages of analytic rubrics:
Disadvantages of analytic rubrics:
Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.
Advantages of single-point rubrics:
Disadvantage of analytic rubrics: Requires more work for instructors writing feedback
You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.
Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.
Helpful strategies for defining grading criteria:
Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:
Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.
For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.
For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.
Well-written descriptions:
Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric
Prior to implementing your rubric on a live course, obtain feedback from:
Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.
Above Average (4) | Sufficient (3) | Developing (2) | Needs improvement (1) | |
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(Thesis supported by relevant information and ideas | The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work. | The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas. | The central purpose of the student work is identified. Ideas are mostly focused in a way that supports the thesis. | The purpose of the student work is not well-defined. A number of central ideas do not support the thesis. Thoughts appear disconnected. |
(Sequencing of elements/ ideas) | Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience. | Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty. | Information and ideas are presented in an order that the audience can mostly follow. | Information and ideas are poorly sequenced. The audience has difficulty following the thread of thought. |
(Correctness of grammar and spelling) | Minimal to no distracting errors in grammar and spelling. | The readability of the work is only slightly interrupted by spelling and/or grammatical errors. | Grammatical and/or spelling errors distract from the work. | The readability of the work is seriously hampered by spelling and/or grammatical errors. |
The audience is able to easily identify the central message of the work and is engaged by the paper’s clear focus and relevant details. Information is presented logically and naturally. There are minimal to no distracting errors in grammar and spelling. : The audience is easily able to identify the focus of the student work which is supported by relevant ideas and supporting details. Information is presented in a logical manner that is easily followed. The readability of the work is only slightly interrupted by errors. : The audience can identify the central purpose of the student work without little difficulty and supporting ideas are present and clear. The information is presented in an orderly fashion that can be followed with little difficulty. Grammatical and spelling errors distract from the work. : The audience cannot clearly or easily identify the central ideas or purpose of the student work. Information is presented in a disorganized fashion causing the audience to have difficulty following the author’s ideas. The readability of the work is seriously hampered by errors. |
Advanced (evidence of exceeding standards) | Criteria described a proficient level | Concerns (things that need work) |
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Criteria #1: Description reflecting achievement of proficient level of performance | ||
Criteria #2: Description reflecting achievement of proficient level of performance | ||
Criteria #3: Description reflecting achievement of proficient level of performance | ||
Criteria #4: Description reflecting achievement of proficient level of performance | ||
90-100 points | 80-90 points | <80 points |
Rubric Code: By Ready to use Public Rubric Subject: Type: Grade Levels: (none) |
Black History Presentation /25 | |||||
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Resource type.
The 1949 Geneva Conventions and their Additional Protocols are international treaties that contain the most important rules limiting the barbarity of war. They protect people who do not take part in the fighting (civilians, medics, aid workers) and those who can no longer fight (wounded, sick and shipwrecked troops, prisoners of war).
Useful links, from the international review of the red cross.
People have always used violence to settle disputes, and all cultures through the ages have believed that there have to be limits on that violence if we are to prevent wars from descending into barbarity. For instance, there are rules protecting non-participants, prisoners and the wounded. These rules are set out in international humanitarian law. Yes, even wars have limits.
The Geneva Conventions and their Additional Protocols are international treaties that contain the most important rules limiting the barbarity of war. They protect people who do not take part in the fighting (civilians, medics, aid workers) and those who can no longer fight (wounded, sick and shipwrecked troops, prisoners of war).
The Geneva Conventions – one of humanity's most important accomplishments of the last century – turned 70 on 12 August 2019. It was an opportunity to celebrate all the lives the Conventions have helped save, determine what further work needs to be done and remind the world of the importance of protecting people from the worst of war.
The Geneva Conventions and their Additional Protocols are at the core of international humanitarian law , the body of international law that regulates the conduct of armed conflict and seeks to limit its effects. They specifically protect people who are not taking part in the hostilities, including civilians, health workers and aid workers, and those who are no longer participating, such as wounded, sick and shipwrecked soldiers and prisoners of war. The Conventions and their Protocols call for measures to be taken to prevent or put an end to all breaches. They contain stringent rules to deal with what are known as "grave breaches". Those who commit grave breaches must be pursued and tried or extradited, whatever their nationality.
The ICRC has produced Commentaries on each of the Geneva Conventions and their Additional Protocols to promote better understanding of and respect for these vital treaties. They are currently being updated to incorporate developments in the application and interpretation of these treaties since their negotiation. The main aim of the updated Commentaries is to give people an understanding of the law as it is currently interpreted so that it can be applied effectively in today's armed conflicts. They are an essential tool for practitioners, reaffirming the continued relevance of the Conventions, generating respect for them and strengthening protection for people affected by armed conflict.
IMAGES
VIDEO
COMMENTS
Example 1: Oral Exam This rubric describes a set of components and standards for assessing performance on an oral exam in an upper-division history course, CMU. Example 2: Oral Communication. Example 3: Group Presentations This rubric describes a set of components and standards for assessing group presentations in a history course, CMU.
Oral Presentation Rubric 4—Excellent 3—Good 2—Fair 1—Needs Improvement Delivery • Holds attention of entire audience with the use of direct eye contact, seldom looking at notes • Speaks with fluctuation in volume and inflection to maintain audience interest and emphasize key points • Consistent use of direct eye contact with ...
Ideas flow within each oral history. APPEARANCE The work does not reflect e"ort or care in presentation. The work reflects some e"ort and care in presentation. The work is visually appeal-ing and reflects e"ort and care in presentation. The work is visually appealing and reflects e"ort, attention to detail and care in presentation.
The following are guidelines for making an effective rubric: Identify the most important aspects of the student's performance. Explain the outcomes that need to be measured in the project. Include some technology skills. Include a grade measure to help the students gauge the detail of their work. There are some websites that can help teachers ...
Example 1: Oral Exam This rubric describes a set of components and standards for assessing performance on an oral exam in an upper-division course in history (Carnegie Mellon). Example 2: Oral Communication This rubric is adapted from Huba and Freed, 2000. Example 3: Group Presentations This rubric describes a set of components and standards ...
iRubric ZX7536B: Oral communication takes many forms. This rubric is specifically designed to evaluate oral presentations of a single speaker at a time. An oral answer to a single question not designed to be structured into a presentation does not readily apply to this rubric.. Free rubric builder and assessment tools.
History Presentation Rubric History Presentation Rubric Oral Presentation Rubric Code: P96AA5. By jdglendo Ready to use Public Rubric Subject: History Type: Presentation Grade Levels: 9-12, Undergraduate ...
Oral Presentation Rubric. Speaks distinctly and clearly with sufficient volume to be heard by audience (100-95%). Usually talks to the audience about the topic area; very rarely reads directly from the slides or notes. Shows enthusiasm and body language that generate strong interest about topic. Speaks distinctly and clearly with sufficient ...
iRubric UX97B92: Oral communication takes many forms. This rubric is specifically designed to evaluate oral presentations of a single speaker at a time. An oral answer to a single question not designed to be structured into a presentation does not readily apply to this rubric.. Free rubric builder and assessment tools.
iRubric NB48AX: Oral Presentation. Free rubric builder and assessment tools. iRubric: Oral Presentation of History Project rubric - Roger Williams University-RCampus
The rubric allows teachers to assess students in several key areas of oral presentation. Students are scored on a scale of 1-4 in three major areas. The first area is Delivery, which includes eye contact, and voice inflection. The second area, Content/Organization, scores students based on their knowledge and understanding of the topic being ...
Grading Rubric. Criteria Levels of Achievement. Sophisticated. (3 points each)Competent. (2 points each)Not Yet Competent. (1 point each) Research. Quality (e.g. use of varied sources, evaluated and validated sources, accurate information) Information is accurate; resources are legitimate; resources are varied when appropriate Information is ...
This rubric evaluates oral history presentations on several criteria in four levels from 1 to 4. It assesses nonverbal skills like eye contact, body language, and poise. It also evaluates verbal skills such as enthusiasm for the topic, elocution or clarity of speech, subject knowledge, and organization. For each criteria, it provides descriptors for performance at each of the four levels to ...
Oral Presentation Rubric Criteria Unsuccessful Somewhat Successful Mostly Successful Successful Claim Claim is clearly and There is no claim, or claim is so confusingly worded that audience cannot discern it. Claim is present/implied but too late or in a confusing manner, and/or there are significant mismatches between claim and argument/evidence.
This rubric evaluates students on an oral presentation about a historical figure based on several categories: preparedness, staying on topic, content, posture/eye contact, oral presentation, attire. Students can receive a maximum, satisfactory, minimal, or unsatisfactory score in each category based on criteria such as being completely prepared, using relevant sources, speaking clearly, and ...
Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations. Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so ...
Oral History Rubrics Resource Handout (4A) Oral History Work Rubric http://codmanacademy.org/branches/bestpractices/files/justice_injustice/oral_history/OHRubric.
Oral Presentation Rubric. Holds attention of entire audience with the use of direct eye contact, seldom looking at notes. Consistent use of direct eye contact with audience, but still returns to notes. Displayed minimal eye contact with audience, while reading mostly from the notes. No eye contact with audience, as entire report is read from notes.
Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Time-Limit Presentation is 5-6 minutes long. Presentation is 4 minutes long. Presentation is 3 minutes long. Presentation is less than 3 minutes OR more than 6 minutes. Oral Presentation Rubric : Black History Project Oral Presentation.
iRubric Y533A6: Oral Presentation. Free rubric builder and assessment tools.
Presentation Rubric for History - Download as a PDF or view online for free ... This document provides a sample rubric for teachers to assess students' oral presentations. The rubric contains criteria in several areas: introduction of topic, development of topic, ability to engage audience, voice, vocabulary/grammar, pronunciation, use of ...
Students will incorporate information from individual research investigations into a visual representation following the specified criteria. Rubric Code: Y5X953. By mizdiggs. Ready to use. Public Rubric. Subject: English. Type: Presentation. Grade Levels: (none) Black History Presentation.
There are three different rubrics included: 1. Oral Fluency Rubric - perfect for assessing student oral reading, can be used with any text. 2. Reader's Theatre Rubric - great for assessing the presentation stage of students' reader's theatre performances.
The rules of war in a nutshell People have always used violence to settle disputes, and all cultures through the ages have believed that there have to be limits on that violence if we are to prevent wars from descending into barbarity.