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Click on the following links to view the assessment rubrics for the project.

Multimedia Project

 

Multimedia Project

There are 4 separate rubrics for evaluating this part of the project


1. The written content

2. The overall presentation

3. The oral content

4. The overall oral presentation

4. Bibliography

An additional rubric has been created to evaluate student attentiveness during group oral presentations.

 

Content of PowerPoint Presentation

Category
Exemplary
Proficient
Developing
Limited
Points
20 - 18
17 - 15
14 - 11
10 - 0

Accuracy of material presented in PowerPoint

In-Depth

All content is accurate. There are no factual errors. All topics are addressed and all questions answered.

All requirements are met and exceeded.

Most of the content is accurate but there is one piece of information that is inaccurate. All topics are addressed and most questions answered.

All requirements are met.

The content is generally accurate, but a few pieces of information are clearly flawed or inaccurate. Most topics are addressed, and most questions answered about each.

One requirement was not completely met

Content is typically confusing or contains several factual errors. Many topics were not addressed.

More than one requirement was not completely met.

Plan Proposal Presentation shows in-depth analysis of accumulated material to answer the essential question. Shows much originality Plan shows some analysis, but does not always represent a consensus of what needs to be done to answer the essential question. Limited analysis. Plan is not well thought out. Much information is lacking. Presentation does not answer the essential question. No analysis or consensus to present a plan for restoration.

 

Appearance of PowerPoint Presentation

Category Exemplary Proficient Developing Limited
Points
10 - 9
8 - 7
6 - 5
4 - 0

Presentation

 

(Effects = font, color, text, transitions, etc.)

Exemplary choice effects that enhance presentation.

No grammatical, spelling or punctuation errors

Choice of background is consistent throughout and does not detract from text or other graphics. Text is clearly visible against background

Choice of effects almost always enhances presentation.

Almost no grammatical, spelling or punctuation errors

Choice of background is almost always consistent throughout and almost always does not detract from text or other graphics.

Text is almost always clearly visible against background

Effects sometimes enhance presentation. It may be a little hard to read

A few grammatical spelling, or punctuation errors.

content.

Choice of background is inconsistent and sometimes detracts from text or other graphics. Text is sometimes obscured by background.

Poor choice of effects is distracting.

Many grammatical, spelling, or punctuation errors.

Choice of background is inconsistent and makes it difficult to see text and/ or graphics.

Organization

Information is always organized in an exceptionally clear, logical, consistent way

 

Most information is organized in a clear, logical, consistent way.

Some information is logically sequenced. Some information seems out of place There is no clear plan for the organization of information.

Graphics

And Music

All graphics are clear and attractive, appropriately sized and placed, and support the theme/content of the presentation.

Careful planning has gone into sounds. All sounds improve the content or "feel" of the presentation

No Power Point built-in sound effects are used.

Most graphics are clear and attractive (a few are not), appropriately sized and placed , but all support the theme/content of the presentation.

Some planning has gone into sounds. Most enhance the content or "feel" of the presentation, but 1-2 seem to be added for no real reason. None detract from the overall presentation

No Power Point built-in sound effects are used.

Some graphics are clear and attractive (many are not), not always appropriately sized and placed , and some do not seem to support the theme/content of the presentation

Sounds that are chosen are appropriate for the topic, but some detract from the overall presentation

A few Power Point built-in sound effects are used.

Several graphics are unattractive and irrelevant AND detract from the content of the presentation

Sounds are not appropriate for the presentation

Many Power Point built-in sound effects are used.

Navigation

Navigation is clear and easy. Navigation has several examples of nonlinear progression..

Buttons are appropriately labeled and all similar buttons (e.g., Back, Home, Next, etc.) appear in the same place on different pages

All buttons and links work correctly.

Navigation is usually clear and easy. Navigation has some examples of nonlinear progression.

Buttons are appropriately labeled. Most similar buttons (e.g., Back, Home, Next, etc.) appear in the same place on different pages.

Most (99-90%) buttons and links work correctly

Navigation is sometimes confusing. Navigation has few examples of nonlinear progression. Buttons are appropriately labeled. Placement of buttons appears random from page to page.

Many (89-75%) of the buttons and links work correctly.

Navigation is unclear and confusing. No examples of nonlinear progression were used. Buttons are not adequately labeled and placement of buttons appears random from page to page.

Fewer than 75% of the buttons work correctly
Originality Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. Presentation shows an attempt at originality and inventiveness on a few pages. Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.

 

Oral Presentation - Content

Category
Exemplary
Proficient
Developing
Limited
Points
40 - 36
35 - 32
31 - 28
>28
Content/ Quality of Explanation of Proposed plan/ Comprehension

Students elaborate extensively on the text on the slide.

Students have completed an extensive analysis and evaluation of all material in order to produce a plan which answers the essential question.

All students show a thorough understanding of all aspects the topic, especially the plan proposal.

Uses vocabulary appropriate for the audience. Extends audience vocabulary by correctly pronouncing and defining words that might be new to most of the audience.

Students almost always elaborate on presentation text.

Students have made a good attempt to analyze the material to answer the essential question, but have not always evaluated completed an in depth evaluation.

Students show a good understanding of the topic. More reference could be made to the plan which answers the essential question. tudents show a good understanding of the topic .

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not correctly pronounce and/or define them.

Students frequently read the presentation text without elaborating.

Students have not completed a thorough analysis of the material and as a result the proposed plan has several flaws.

Students show a moderate understanding of parts of the topic, but do not adequately address the essential question by producing a plan for restoration.

Usually uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. OR Includes 3-4 words that might be new to most of the audience, but does not correctly pronounce and/or define them.

Students read presentation text word for word.

Students do not seem to understand the topic very well. Analysis and evaluation is limited resulting in a poorly developed plan.

Uses several (5 or more) words or phrases that are mispronounced and not thoroughly explained so that they can be understood by the audience.

 

Oral Presentation

Category
Exemplary
Proficient
Developing
Limited
Points
10 - 9
8 - 7
6 - 5
4 - 0

Preparedness/ Coordination/ Collaboration/ Timing

Exceeds 10 minute minimum.

All students are completely prepared and have obviously rehearsed.

Smooth delivery holds audience attention.

Every person in the group speaks an equal amount of time. All group members are always focused and listen to and support the efforts of others in the group.

Meets 10 minute minimum.

Students seem pretty prepared but might have needed a couple more rehearsals.

Fairly smooth delivery holds audience attention most of the time . Every person in the group speaks, however speaking roles are divided unequally. Group members are usually focused and usually listen to, and supports the efforts of others in the group.

Does not quite meet 10 minute minimum (8-9 minutes)

Students are somewhat prepared, but it is clear that rehearsal was lacking.

Delivery not smooth, but able to maintain interest of the audience most of the time. Not every group member speaks. Speaking roles are divided unequally. Group members not always focused and behavior distracts from efforts of others in the group

Project is too short (7 minutes or less)

Students do not seem at all prepared to present.

Delivery not smooth and audience attention often lost Only one group member speaks. Group members are unfocused and rarely listen to or support the efforts of others in the group. .

Voice

Volume is always loud enough to be heard by all audience members throughout the presentation. All group members always speak clearly and slowly

Volume is loud enough to be heard by all audience members at least 90% of the time. Group members speak clearly and slowly 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time. Group members speak clearly and slowly 80% of the time.

Volume often too soft to be heard by all audience members. Group members hard to understand and speak too quickly.

Body Language

All students always stand up straight, look relaxed and confident. Speaker establishes and maintains eye contact with audience during the presentation.

All students stand up straight most of the time. Speaker establishes and maintains eye contact with the audience during 90% of the presentation

Students sometimes stand up straight and look nervous. Speaker sometimes establishes eye contact with the audience.

Students slouches and look nervous. Speaker does not look at people during the presentation.

 

Bibliography

Category
Exemplary
Proficient
Developing
Limited
10 - 9
8 - 7
6 - 5
4 - 0
Bibliography All sources (information and graphics) are accurately documented in the desired format. All sources (information and graphics) are accurately documented, but a few are not in the desired format. All sources (information and graphics) are accurately documented, but many are not in the desired format. Some sources are not accurately documented

 

Listens to Others

Category
Exemplary
Proficient
Developing
Limited
0
-5
-10
-15
Listens to Other Groups All group members l isten intently. Group members do not make distracting noises or movements All group members listen intently but have one distracting noise or movement. Group members sometimes do not appear to be listening but is not distracting Group members sometimes do not appear to be listening and have distracting noises or movements

 

 

Peer Evaluation of Group Members

The peer evaluation form will ask each member to evaluate other group members based on the following criteria:

Category
Exemplary
Proficient
Developing
Limited
Points
4
3
2
1
Work Load
The workload was divided and shared equally by all team members for all sections of the project.
The workload was divided and shared fairly most of the time.
The workload was divided, but one person in the group was viewed as not doing his/her fair share of the work.
The workload was not divided OR several people in the group were viewed as not doing their fair share of the work.
Time Management

Individual used time well throughout the project to ensure things got done on time.

Deadlines never had to be extended

Individual usually used time well throughout the project, but may have procrastinated on one thing.

Group had to adjust deadlines or work responsibilities once because of this person's procrastination

Individual tended to procrastinate, and sometimes did not get things done by the deadlines.

Group had to adjust deadlines or work responsibilities 2-3 times because of this person's procrastination.

Individual rarely got things done by the deadlines.

Group had to adjust deadlines or work responsibilities on most sections because of poor time management.

Research Quality

Individual provided research that exceeded requirements.

Individual provided quality research that met expectations.
Individual provides research but it wasn't always of sufficient quality to meet project criteria
Individual rarely provided research that was of sufficient quality to meet project criteria
Plentiful Resources
Individual provided plentiful resources that exceeded requirements.
Sufficient resources that met requirements.
Sometimes resources were inadequate and did not meet requirements.
Resources were inadequate for project.
Willingness to Compromise
Individual was always willing to compromise for the good of the group.
Individual was usually willing to compromise for the good of the group.
Individual was rarely willing to compromise for the good of the group.
Individual was always unwilling to compromise for the good of the group.