Assessments (Total
value = 75%)
Presentation1: 5X5 (= 25sec)
… Ss select 5 photos and put them in a ppt
and speak for 5 seconds on each picture as it advances automatically (Ss prepare/practice
and speak on a personally relevant topic they know and are interested in within
very limited time frame)
Value = 10%
Presentation2: 10X10 (= 1min. 40sec)
… building on the experience of
presentation 1, Ss select 10 photos and put them in a ppt and speak for 10
seconds on each picture as they advance automatically (Ss prepare/practice and
speak on a personally relevant topic they know and are interested in within a
limited time frame)
Value = 15%
Presentation3: 20X20 (= 6min. 40sec)
… building on the experience of
presentation 1 & 2, Ss select 20 photos and put them in a ppt and speak for
20 seconds on each picture as they advance automatically (Ss prepare/practice
and speak on a personally relevant topic they know and are interested in within
an expanded but limited time frame)
Value = 20%
Written TED script + Oral interview (topic/message/goal)
… Ss show that they have a measurable start
to a written script for their TED presentation (i.e.: topic is… Sculpting
as a hobby/ message is about the personal benefits of having a hobby / goal is
to inspire others to discover and pursue their personal interests) + be able to
speak about their topic (subject knowledge as per rubric) and how their talk
is/will be organized (organization as per rubric)
Value = 10%
Presentation4: TEDshort (~10min.)
… a short TED type presentation on a topic
Ss have selected (i.e.; my hobby, my vacation, my major, my life, sex, alcohol,
politics, religion, etc.), with a message (personal benefits of having a hobby,
how not to spend a lot on vacation, why choosing the right major is important,
etc.), that is meaningful to them and
their target audience, and a clear goal of how they hope their message will affect
the members of the audience (i.e.; I want people to be inspired by my TED talk
to think about a hobby and start one / I want people to use my vacation planning
techniques to have a better vacation, etc.)
Value = 20%
NOTE:
*See evaluation rubric for assessment details
Attendance = 10%
Participation = 15%
*Evaluation Rubric
|
Evaluating Student Presentations
|
|
|
|
Developed by Information Technology Evaluation
Services, NC Department of Public Instruction
|
|
|
1
|
2
|
3
|
4
|
Total
|
|
Organization
|
Audience
cannot understand presentation because there is no sequence of information.
|
Audience
has difficulty following presentation because student jumps around.
|
Student
presents information in logical sequence which audience can follow.
|
Student
presents information in logical, interesting sequence which audience can
follow.
|
|
|
Subject
Knowledge
|
Student
does not have grasp of information; student cannot answer questions about
subject.
|
Student
is uncomfortable with information and is able to answer only rudimentary
questions.
|
Student
is at ease with expected answers to all questions, but fails to elaborate.
|
Student
demonstrates full knowledge (more than required) by answering all class
questions with explanations and elaboration.
|
|
|
Graphics
|
Student
uses superfluous graphics or no graphics
|
Student
occasionally uses graphics that rarely support text and presentation.
|
Student's
graphics relate to text and presentation.
|
Student's
graphics explain and reinforce screen text and presentation.
|
|
|
Mechanics
|
Student's
presentation has four or more spelling errors and/or grammatical errors.
|
Presentation
has three misspellings and/or grammatical errors.
|
Presentation
has no more than two misspellings and/or grammatical errors.
|
Presentation
has no misspellings or grammatical errors.
|
|
|
Eye
Contact
|
Student
reads all of report with no eye contact.
|
Student
occasionally uses eye contact, but still reads most of report.
|
Student
maintains eye contact most of the time but frequently returns to notes.
|
Student
maintains eye contact with audience, seldom returning to notes.
|
|
|
Elocution
|
Student
mumbles, incorrectly pronounces terms, and speaks too quietly for students in
the back of class to hear.
|
Student's
voice is low. Student incorrectly pronounces terms. Audience members have
difficulty hearing presentation.
|
Student's
voice is clear. Student pronounces most words correctly. Most audience
members can hear presentation.
|
Student
uses a clear voice and correct, precise pronunciation of terms so that all
audience members can hear presentation.
|
|
|
|
|
|
Total
Points:
|
|
