DE LA SALLE LIPA

College of Education, Arts and Sciences

English Language Area

Presenters:______________________________________________________________________________________________________________________
Project Name:__________________________________
TEAM PRESENTATION RUBRIC

CATEGORY 5 = exemplary 4 = accomplished 3 = developing 2 = beginning

Whole group presentation is within 1
Time Limit minute +/-of allotted time.
Whole group presentation is 5 or
Whole group presentation is within 2 Whole group presentation is within 3-4
minutes +/- of allotted time. minutes +/- of allotted time.
more minutes above or below the
allotted time.

Presenters worked as part of a team,

Evidence of team work; transitions Some evidence of team work; some No evidence of team work; no
providing effective transitions to
Collaboration next/previous speaker or making
made to next/previous speaker or transitions made to next/previous transitions made to next/previous
topics speaker or topics speaker or topics
references to previous/next topics.

Strong and engaging introduction provides

Introduction provides overview of Some overview is given; connection
overview of presentation; presentation Introduction does not give overview;
presentation; presentation supports between introduction and presentation is
Organization supports introduction; conclusion
introduction and ends with sometimes unclear; conclusion is
organization is unclear, or
reinforces main points in memorable presentation ends without conclusion.
appropriate conclusion. limited.
fashion.

Content throughout the presentation is

Content is presented succinctly for the Content shows problems with research Presentation of content is disjointed
well-researched and presented succinctly;
Content / Preparedness presentation is well-prepared and has
most part. Research and preparation and succinct presentation; more and incoherent; little evidence of
are evident. preparation of the material is necessary. preparation.
obviously been rehearsed.

Main ideas are unclear; facts,

Main ideas are presented with depth and Main ideas are supported with Some main ideas are supported with
examples, and details are lacking or
effectively supported with facts, vivid appropriate facts, examples, and facts, examples, or details. More than
Evidence / fail to support ideas; presentation
details, and engaging examples. All key details. One or two key elements may two key elements are missing; only 1-2
Sources lacks several key elements or
elements are included. Several sources (3 be missing; 2-3 sources are used, sources are used OR mentioned/cited
contains inaccuracies; no sources are
+) are used, mentioned, and cited. mentioned, and cited. inappropriately.
used/mentioned/cited.
 Clear articulation/pronunciation but Volume too high or too low; rate too
Poised, clear articulation/pronunciation;
not as polished; volume, rate, and fast / slow; speakers seemed
proper volume, speaking rate, and pauses. Some mumbling; uneven rate and
Speaking Skills / Voice Presenters show enthusiasm through
pauses mostly appropriate. Presenters'
volume; little enthusiasm and emphasis
uninterested and used monotone;
show of enthusiasm through emphasis articulation/pronunciation often not
emphasis.
is adequate. clear
Verbal Presenters effectively explain content- Presenters use content-specific terms Presenters use mostly general terms and Presenters do not use content-specific
Expression specific terms and concepts. Presenters and concepts, speak mostly in have difficulty speaking in complete terms and rarely speak in complete
always speak in complete sentences that complete sentences and is easy to sentences OR have difficulty sentences OR use sentences that are
(grammar, vocabulary, are easy to understand and follow. understand and follow. Most source pronouncing key words or phrases; difficult to understand and follow OR
summarizing/ Presenters summarize or paraphrase source material is summarized or some source material may not be do not summarize or paraphrase
paraphrasing) material. paraphrased. summarized or paraphrased. source material.
Presenters communicate interest in topic Presenters do not communicate
Presenters communicate interest in Presenters have difficulty
with energy and poise, maintain eye interest in topic; maintain little eye
topic, maintain eye contact for the communicating interest in topic and
Physical contact with audience, use facial contact; do not use facial expressions
most part, use appropriate facial maintaining eye contact. Some facial
Expression expressions and gestures effectively; and gestures effectively;
expressions, gestures, and posture. expressions, gestures, posture, or
posture and appearance convey confidence inappropriate posture and/or
Appearance is appropriate. appearance may not be appropriate.
and credibility. appearance.
Visuals are attractive and effectively
A few visuals are not attractive but all All visuals are attractive but a few do
enhance the presentation; show Visuals are unattractive AND detract
Visuals considerable originality illustrate
support the theme/content of the not seem to support the theme/content of
from the content of the presentation.
presentation. the presentation.
important points.
Background, font formats, or
Background, font formats, and
Background, font formats (colors, size, Some interference of background, font graphics make reading and
graphics generally support the
type), and graphics significantly enhance formats, or graphics with readability and understanding the material difficult
Mechanics / Formatting the presentation; no misspellings or
readability and content of the
content of the presentation; several OR detract from the presentation;
presentation; only 1-2 misspellings or
grammatical errors. misspellings or grammatical errors. many misspellings or grammatical
grammatical errors
errors.
Question/
Presenters answer questions confidently Presenters are able to respond to Presenters have difficulty responding to Presenters' answers to questions are
Answer and completely. questions. questions. incorrect or incomplete.
Techniques
OVERALL
EVALUATION / GRADE
 PROJECT PLAN CHECKLIST (Please check if the group plan meets the set description for each criteria. The number of checks determines the score for the criteria. Total score:30)
Begin with the End in Mind
The project meets all initial criteria
for an authentic, standards-focused
project.
Craft the Driving Question
The project poses an authentic
problem or significant
question.
Creation of the Plan
Content outcomes aligned with the goal of the business.
Requires students to develop, apply, and demonstrate literacy or numeracy skills.
Organized around an open ended driving question or problem that inspires higher order thinking, encourages focused problem-solving
skills, and requires core knowledge to answer.
Requires students to construct knowledge.
Requires students to engage in targeted inquiry, including using prior knowledge, gaining in-depth understanding of subject, and mastering
core conventions of the discipline/field.
Addresses issues, problems, or questions faced by people in the business.
Encourages students to reflect on and develop personal strengths.
Incorporates activities and tasks that encourage student autonomy.
Encourages and honors student voice and choice.
Students have contact with adults outside the classroom.
Student work reviewed by a real audience.
Students do extensive exploration and research, including field-based activities.
Involves students and teachers in a wide range of communication patterns, roles, and activities.
Is of sufficient duration for students to engage in a complex, problem-focused process of assimilating facts, using skills, contemplating
solutions, and creating worthwhile products.
Involves presentation of student work to an audience beyond the teacher and classroom.
The driving question or problem has meaning and relevance to students and may be generated by them.
The driving question is neither too open-ended nor too concrete.
The driving question is appropriate to the content outcomes for the project.
The driving question serves as a guide to the direction of inquiry and products for the project.
The goals set for the project were answered in the entire project plan.

Products and criteria are aligned
with standards and outcomes for the
project.
Map the Project
The project includes well thought out
tasks and activities.
Manage the Process
The project incorporates pervasive
management approaches.
Products address the goals of the project.
Products and performances are varied and sufficient to provide the opportunity for students to be adequately assessed on all outcomes,
including performance assessments for skills, and self-report or similar assessments for personal strengths.
The project includes a culminating exhibition, presentation, or product in which students demonstrate that they can apply their
knowledge.
Individuals are assessed based on their strengths for their different assigned tasks.
Target dates and tasks are feasible.
Everybody in the group is aware of the roles and responsibilities for the project.
Clarity of the details on the plan is evident.
Appropriate scaffold activities have been built into the project timeline.
Project includes an appropriate, engaging introduction or launch activity.
Students will use a variety of time and task management tools during the project.
Students have opportunities to develop workplace competencies.
Appropriate timeline is established.
Project plans for differentiated instruction; students of varying skill levels can approach the project appropriately.
Driving question/goal is discussed and posted.
Solutions to the problem or approaches to the question are discussed at the beginning of the project.
Project materials are organized and available to students.
Alternatives are presented for different risks.
Students understand what is required of them.
Reflection is built into the project plan.
Students demonstrated an analysis of the process of their project.