| Category |
5 Points |
4 Points |
3 Points |
2 Points |
| Pauses |
Pauses
were effectively used 2 or more times to improve meaning and/or
dramatic impact. |
Pauses
were effectively used once to improve meaning and/or dramatic
impact. |
Pauses
were intentionally used but were not effective in improving
meaning or dramatic impact. |
Pauses
were not intentionally used. |
| Preparedness |
Student
is completely prepared and has obviously rehearsed. |
Student
seems pretty well prepared but might have needed a couple more
rehearsals. |
The
student is somewhat prepared, but it is clear that rehearsal was
lacking. |
Student
does not seem at all prepared to present. |
| Speaks Clearly |
Speaks
clearly and distinctly all (100-95%) the time, and mispronounces
no words. |
Speaks
clearly and distinctly all (100-95%) the time, but mispronounces
one word. |
Speaks
clearly and distinctly most (94-85%) of the time. Mispronounces
no more than two words. |
Often
mumbles or cannot be understood OR mispronounces more than two
word. |
| Stays on Topic |
Stays
on topic all (100%) of the time. |
Stays
on topic most (90%) of the time. |
Stays
on topic some (80%) of the time. |
It
was hard to tell what the topic was. |
| Content |
Shows
a full understanding of the topic. |
Shows
a good understanding of the topic |
Shows
a good understanding of parts of the topic. |
Does
not seem to understand the topic very well. |
| Volume |
Volume
is loud enough to be heard by all audience members throughout
the presentation. |
Volume
is loud enough to be heard by all audience members at least 90%
of the time. |
Volume
is loud enough to be heard by all audience members at least 80%
of the time. |
Volume
often too soft to be heard by all audience members. |
| Time
Limit |
Presentation
is 7-8 minutes long. |
Presentation
is 5-6 minutes long. |
Presentation
is 3-4 minutes long. |
Presentation
is 2 minutes long or less. |