presentations

AACE Presentation Rubric

	1	2	3	4	total
Focus and Organization	Project shows no focus and is very hard to follow. No attempt to transition with other presentation.	Project remains on topic, but does not flow within the topic. Organization is loose and there are gaps in the sequence or content. Transition between presentation is labored.	Project is well focused, but there are some organizational flaws. Transition between presentations is effective.	Project demonstrates strong, consistent focus and is organized to maximize the benefit to the audience. Transition between presentations is seamless.
Subject Knowledge	Student does not have a grasp of the information they are presenting; student cannot answer questions about the subject.	Student is uncomfortable with the material and is only able to discuss material at a rudimentary level.	Student is at ease with material. They can answer questions but are not able to elaborate on their answers.	Student demonstrates full knowledge and ease of recall and discussion of their topic.
Technology in presentation	Technology used not appropriate to the presentation	Limited use of technology.	Good, consistent use of technology.	Technology used in appropriate, interactive ways throughout the presentation to enhance the experience and learning of the audience.
Mechanics (written)	Student written work has four or more spelling and/or grammatical errors	Written work has three spelling and/or grammatical errors.	Written work has one or two spelling and/or grammatical errors.	Written presentation has no spelling or grammatical errors.
Eye Contact and Poise	Student has no eye contact and reads the majority of the report.	Student occasionally uses eye contact, but still reads their report.	Student has good eye contact with a few people, but uses notes as a crutch.	Student has excellent eye contact with all members of the class and seldom refers to notes.
Elocution	Student mumbles and pronounces terms incorrectly. Speaking is too low for all audience members to hear.	Student's voice is low but clear. Voice may be monotone. Words are still pronounced incorrectly. Speaking is still too low to be heard in the back.	Student's voice is clear and words are pronounced correctly. Most audience members can hear.	Student uses a dynamic, engaging voice with appropriate pronunciation. All members of the audience can hear.
Interactive Component	A limited interactive component of inappropriate length is included.	An interactive component that is the correct length, but does not increase understanding or apply knowledge is used.	Some students are engaged by the interactive component but it has limited ability to increase understanding or apply knowledge.	The interactive component is appropriate, engaging, and greatly enhances student understanding.
Web Page Summary	Web summary is merely a placeholder.	Summary is an incomplete reflection of the overall presentation	Summary is a complete and accurate reflection of the presentation	Web page summary is an excellent companion piece to the presentation. It uses information from the presentation and extends it further.
Bibliography	Limited Bibliography	Bibliography unclear and sources are questionable	Bibliography clear with consistent format. Some sources are questionable	Bibliography is clear, with sources that are reputable and links are provided for all online resources. Due day of presentations.

**As with other assessment tools you'll see in this course, you should feel free to offer some feedback if things are not clear.

last revised 3-24-10 lb