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Student is completely prepared and has obviously rehearsed the presentation.
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Student seems pretty prepared but might have needed a couple more rehearsals of the presentation.
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The student is somewhat prepared, but it is clear that rehearsal of the presentation was lacking.
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Student does not seem at all prepared to present.
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Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.
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Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.
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Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.
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Often mumbles or can not be understood OR mispronounces more than one word.
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Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.
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Student uses 1 prop that shows considerable work/creativity and which make the presentation better.
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Student uses 1 prop which makes the presentation better.
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The student uses no props OR the props chosen detract from the presentation.
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Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.
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Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.
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Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.
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Uses several (5 or more) words or phrases that are not understood by the audience.
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Stays on topic all (100%) of the time.
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Stays on topic most (99-90%) of the time.
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Stays on topic some (89%-75%) of the time.
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It was hard to tell what the topic was.
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Shows a full understanding of the topic.
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Shows a good understanding of the topic.
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Shows a good understanding of parts of the topic.
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Does not seem to understand the topic very well.
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Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.
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Stands up straight and establishes eye contact with everyone in the room during the presentation.
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Sometimes stands up straight and establishes eye contact.
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Slouches and/or does not look at people during the presentation.
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Pitch was often used and it conveyed emotions appropriately.
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Pitch was often used but the emotion it conveyed sometimes did not fit the content.
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Pitch was rarely used OR the emotion it conveyed often did not fit the content.
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Pitch was not used to convey emotion.
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Pauses were effectively used 2 or more times to improve meaning and/or dramatic impact.
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Pauses were effectively used once to improve meaning and/or dramatic impact.
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Pauses were intentionally used but were not effective in improving meaning or dramatic impact.
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Pauses were not intentionally used.
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Volume is loud enough to be heard by all audience members throughout the presentation.
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Volume is loud enough to be heard by all audience members at least 90% of the time.
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Volume is loud enough to be heard by all audience members at least 80% of the time.
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Volume often too soft to be heard by all audience members.
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Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.
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Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.
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Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.
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Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
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Business attire, very professional look.
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Casual business attire.
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Casual business attire, but wore sneakers or seemed somewhat wrinkled.
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General attire not appropriate for audience (jeans, t-shirt, shorts).
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Presentation is 5-6 minutes long.
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Presentation is 4 minutes long.
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Presentation is 3 minutes long.
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Presentation is less than 3 minutes OR more than 6 minutes.
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Listens intently. Does not make distracting noises or movements.
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Listens intently but has one distracting noise or movement.
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Sometimes does not appear to be listening but is not distracting.
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Sometimes does not appear to be listening and has distracting noises or movements.
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Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).
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Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).
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Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).
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Fills out most of the peer evaluation but scoring appears to be biased.
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Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.
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Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \\\\\\\\\\\\"waves\\\\\\\\\\\\" in the group.
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Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.
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Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
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Student is able to accurately answer almost all questions posed by classmates about the topic.
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Student is able to accurately answer most questions posed by classmates about the topic.
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Student is able to accurately answer a few questions posed by classmates about the topic.
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Student is unable to accurately answer questions posed by classmates about the topic.
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