Title: PRESENTATION EVALUATION FORM Category: Assessment Example Subject: Any
CONTEXT
This presentation assessment criteria sheet makes provision for the assessment of student engagement with the group and the handling of questions. The different features of the assessment criteria can be adjusted and given different weightings in the overall grid as required.
STUDENT NAME UNIT TITLE DATE
| Excellent | Very Good | Good | Meets standard | Below standard | ||||||
| Information | Detailed, accurate, relevant, key points highlighted. | Detailed, accurate, relevant. | Generally accurate and relevant, but some gaps and/or irrelevant material. | Limited knowledge, with some significant gaps and/ or errors. | Very limited, with many errors and gaps. | |||||
| Structure | Rigorously argued, logical, easy to follow. | Generally clearly argued and logical. | Not always clear or logical, may be overly influenced by secondary literature rather than the requirements of the topic. | Argument underdeveloped and not entirely clear. | Muddled, incoherent. | |||||
| Interpretation | Extensive evidence of independent thought and critical analysis. | Attempts to go beyond the ideas presented in secondary literature. | Little attempt to go beyond or criticise secondary literature. | Fairly superficial and generally derivative and uncritical. | Entirely derivative, generally superficial. | |||||
| Use of Evidence | Key points supported with evidence, critically evaluated. | Most points illustrated with relevant evidence. | Some illustrative material, but not critically evaluated. | Some evidence mentioned, but not integrated into presentation or evaluated. | Little or no evidence discussed. | |||||
| Presentation Skills | Clear , lively, imaginative, good use of visual aids. | Generally clear and lively, use of appropriate visual aids. | Conveys meaning, but sometimes unclear or clumsy. | Not always clear or easy to follow; unimaginative and not engaging. | Clumsy, disjointed, difficult to follow, dull. | |||||
| Time Management | Perfectly timed, well organised. | Well organised, more or less to time. | More or less right length, but some material not covered properly as a result of overruns by five minutes or more. | Significantly over time, material fairly disorganised and rushed. | Significantly under or over time, clearly have not tested out material beforehand; disorganised. | |||||
| Group Skills | Engaged well with group, encouraged discussion, and responded well to questions. | Attempts to engage with group and responded reasonably well to questions. | Responded reasonably well to questions, but made little attempt to engage with group or promote discussion. | Uncomfortable responding to questions; no attempt at engaging with group. | Poor engagement with the group and did not respond to questions in an appropriate manner. |
Suggestions for Improvement:
Mark Awarded…….. Marker …………………………………Internal Assessor 1 / 2 Date………….
Contact vhingley@ccn.ac.uk
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