Essays, Technical Report and Presentation Rubric

Item Issue Wgt Exceptional (3) Acceptable (2) Marginal (1) Unacceptable (0) Points

Writing Overall The writer’s decisions about focus,
effectiveness of organization, style/tone, and content
communication made reading a pleasurable experience.
Writing could be used as a model of how
to fulfill the assignment. The purpose
5 and focus of the writing are clear to the
reader and the organization and content
achieve the purpose well. Writing
follows all requirements for the
assignment.
The writer has made good decisions
about focus, organization,
style/tone, and content to
communicate clearly and effectively.
The purpose and focus of the
writing are clear to the reader and
the organization and content
achieve the purpose well. Writing
follows all requirements for the
assignment.
The writer’s decisions about
focus, organization, style/tone,
and/or content sometimes
interfere with clear, effective
communication. The purpose of
the writing is not fully achieved.
All requirements of the
assignment may not be fulfilled.
The writer’s decisions about
focus, organization,
style/tone, and/or content
interfere with communication.
The purpose of the writing is
not achieved. Requirements
of the assignment have not
been fulfilled.

Writing Writing process Writing flows smoothly from one idea to
another. Evidence of analysis, reflection
and insight. Sequencing of ideas within
paragraphs and transitions between
4 paragraphs make the writer’s points
easy to follow.
Sentences are structured and words
are chosen to communicate ideas
clearly. Some idea development
supported by relevant details.
Transitions between paragraphs
make the writer’s points easy to
follow.
Sentence structure and/or word
choice sometimes interfere with
clarity. Idea development and
sequencing between paragraphs
need improvement.
Unelaborated and/or repetitious
details.
Sentence structure, word
choice, lack of transitions
and/or sequencing of ideas
make reading and
understanding difficult.
Minimal idea development,
limited and/or unrelated
details.

Writing Demonstration Demonstration of full knowledge of the Writer is at ease with content and Writer is uncomfortable with No grasp of required subject
of subject with explanations and able to elaborate and explain to content. Only basic concepts are matter. No understanding of
knowledge 4 elaboration. some degree. demonstrated and interpreted. major issues. No
interpretation of results.

Organization Flow of Information is presented in a logical, Information is presented in a logical Work is hard to follow as there is Sequence of information is
information interesting way, which is easy to follow. manner, which is easily followed. very little continuity. Some difficult to follow. No apparent
2 Organizes material in a clear, Organizes material in an evidence of a cohesive plan. structure or continuity. Little
appropriate, and precise manner. appropriate manner. evidence of a cohesive plan.

Mechanics Spelling and Negligible errors. Effective editing and Minor errors. Much evidence of Several errors. Some evidence of Numerous errors. Little
Grammar 2 revisions improve overall quality of work. revision and editing. revision and editing. evidence of revision or
editing.

Research Research and Correct interpretation of data or Correctly interprets data or Correctly interprets data or Incorrectly interprets data or
Interpretation information. Analysis and conclusion are information, but analysis or information but provides little or information with little or no
of Data 3 based on research. conclusion may not be supported by no evidence of analysis or analysis or conclusion. Little
research. conclusion. Research is limited. or no evidence of research
presented.

Readability Clarity of Report was free of “noise issues.”
writing Describes all examples with detail and
clarity. Articulates appropriate
2 vocabulary and terms associated with
the subject matter.
Some instances of “noise.”
Describes some examples with
detail and clarity. Articulates
appropriate vocabulary but is still
limited somewhat.
Many instances of “noise.”
Describes simple examples with
little detail. Some inappropriate
vocabulary present, or limited
use of appropriate vocabulary.
Report plagued with
distractions and ‘noise.” Has
trouble describing examples
used to support the
adjectives. Inappropriate
vocabulary use occurs.

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 References References Reference section complete,
1 comprehensive and follows required
format.
Overall Exceptional (A-Level)
Performance
Item Issue Wgt Exceptional (3)
Overall Poised, clear articulation; proper volume;
effectiveness of steady rate; enthusiasm; confidence.
presentation Presenter is clearly comfortable in front
of the group. Correct, precise
Presentation 5
pronunciation of terms. Selects rich
and varied words for context and uses
correct grammar.
Media and Graphics are designed, reinforce
graphics presentation thesis and maximize
audience understanding; use of media is
varied and appropriate, with media not
being added simply for the sake of use.
Visual aids were colorful and large
Presentation 4 enough to be seen by all, even those in
back of the class. Media are prepared in
a professional manner. Details are
minimized so that main points stand out.
Audience Encourages audience interaction. Calls
interaction on classmates by name. Involved the
audience in the presentation; held the
audience's attention throughout.
Demonstrates extensive knowledge
Presentation 4 of the topic by responding
confidently, precisely and
appropriately to all audience
questions. Maintains eye contact;
seldom returning to notes; presentation
is like a planned conversation.
Flow of Introduces the purpose of the
information presentation clearly and creatively.
Student presents information in logical,
Organization 2
interesting sequence which audience
can follow. Ends with an accurate
conclusion showing thoughtful, strong
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Minor inadequacies in references or
inconsistencies in format.
Acceptable (B-C Level)
Acceptable (2)
Clear articulation but not as
polished. Presenter slightly
uncomfortable at times. Most can
hear presentation. Pronounces
most words correctly. Selects words
appropriate for context and uses
correct grammar.
While graphics relate and aid
presentation thesis, these media
are not as varied and not as well
connected to presentation thesis.
Font size is appropriate for reading.
Appropriate information is prepared.
Some material is not supported by
visual aids.
Encourages audience interaction.
Held the audience's attention most
of the time. Demonstrates
knowledge of the topic by
responding accurately and
appropriately addressing questions.
At ease with answers to all
questions but fails to elaborate.
Student maintains eye contact most
of the time but frequently returns to
notes.
Introduces the purpose of the
presentation clearly. Most
information presented in logical
sequence. A few minor points may
be confusing. Ends with a summary
of main points showing some
Inadequate list of references or
failure to follow required format.
Marginal (C-D Level)
Marginal (1)
Audience occasionally has
trouble hearing the presentation.
Presenter seems uncomfortable.
Sometimes incorrectly
pronounces terms. Selects
words inappropriate for
context; uses incorrect grammar.
Occasional use of graphics that
rarely support presentation
thesis; visual aids were not
colorful or clear. Choppy, time
wasting use of multimedia; lacks
smooth transition from one
medium to another. Font is too
small to be easily seen.
Communication aids are poorly
prepared or used inappropriately.
Too much information is
included. Unimportant material is
highlighted.
Reluctantly interacts with
audience. Goes off topic.
Demonstrates some knowledge
of topic in response to questions.
Some eye contact, but not
maintained, and at least half the
time reads report.
Introduces the purpose of the
presentation. Student jumps
around topics. Several points are
confusing. Ends with a summary
or conclusion; little evaluation of
content based on evidence.
No referencing system used.
Unacceptable (D-F Level)
TOTAL
Unacceptable (0) Points
Presenter is obviously
anxious and cannot be heard
or is monotone with little or
no expression. Student
mumbles, pronounces words
incorrectly. Selects words
inappropriate for context;
Uses incorrect grammar.
Student uses superfluous
graphics, no graphics, or
graphics that are so poorly
prepared that they detract
from the presentation.
Font is too small to be easily
seen.
Avoids or discourages active
audience participation.
Audience lost interest.
Demonstrates incomplete
knowledge of the topic by
responding inaccurately and
inappropriately to questions.
Student reads all or most of
report with no eye contact.
Does not clearly introduce
the purpose of the
presentation. Presentation is
choppy and disjointed; no
apparent logical order of
presentation. Ends without a
 evaluation of the evidence presented. evaluation of the evidence summary or conclusion.
presented.

Mechanics Level of presentation is appropriate for
the audience. Personal appearance is
completely appropriate for the occasion
Presentation 2 and the audience. Within 1 minute of
allotted time.
Level of presentation is generally
appropriate. For the most part,
personal appearance is appropriate
for the occasion and the audience.
Within 3 minutes of allotted time
Portions of presentation are too
elementary or too sophisticated
for audience. Personal
appearance is somewhat
inappropriate for the occasion
and audience. Within 5 minutes
of allotted time
Presentation consistently is
too elementary or too
sophisticated for the
audience. Personal
appearance is inappropriate
for the occasion. Well
outside of allotted time.

Overall Exceptional (A-Level) Acceptable (B-C Level) Marginal (C-D Level) Unacceptable (D-F Level)
TOTAL
Performance

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