Research Presentation Grading Rubric
Presenter Name(s)
1 Does not meet
Organization
Audience cannot understand
presentation because there is no
logical use of transitions to
sequence information.
Knowledge
Grasp of information on the
Content
topic is unclear; presentation
does not engage the class.
Visual
Does not use any visual aids in a
Aids
relevant or meaningful way.
Supporting
Presentation states claims about the
Evidence
Claims
topic, but does not cite researched
with
sources as evidence to verify the
claims.
Presenter is does not engage with
Engagem
Audienc
ent with
audience by making deliberate eye
e
contact; little if any evidence of
prep is present
Presenter(s) is/are obviously
Communication
uncomfortable; may use fillers
such as “um,” “uh”; may include
Oral
unintentional pauses or breaks;
may mispronounce terms, or
speaks too quietly.
Duration
Student rushes through
presentation in two or less
minutes.
Holistic Score:
Date Period
Title/Topic
2 Emerging 3 Proficient 4 Exceeds
Transitions are used superficially, and as Transitions are thoughtfully selected
Transitions are used to present information in
a result, the audience has difficulty and enhance information shared in
logical sequence which audience can follow.
following presentation in a clear and logical, interesting sequence which
logical sequence. audience can follow.
Information is clearly explained, connections Presentation demonstrates mastery by
While engaging, information provided is
to the relevance of the topic is clear and exceeding proficient standards and engages
superficial; topic’s relevance or significance
engaging elaborations on research and the audience in an informative and
to the audience is not explicit.
thoughtful analysis are evident. entertaining way. Depth and breadth of
topic is explored.
Visual aids are thoughtful selected,
Visual aids demonstrate purpose and
Use of visual aids is superficial; enhance presentation, makes clear the
enhance the presentation; relationship to the
relationship to the topic is awkward. relevance and timeliness of the topic to the
topic is clear.
audience.
Presentation contains claims which are Presentation states clear claims which are
Presentation is supported by clear
supported by some references to sources; but supported by clear references to sources which
references to the most relevant evidence
the connection between the evidence and its logically connect to the relevance of the topic.
resulting in audience’s enhanced
relevance to the topic and/or thesis may be Audience has a better understanding of the
understanding of the topic and lending
vague or incomplete. topic due to the presenter’s(s’) credibility.
credibility to the presenter.
Presenter(s) occasionally make(s) eye Presenter(s) engage(s) with audience by
Presenter(s) maintain(s) eye contact most of
contact, but still reads most of report. making frequent and natural eye contact
the time, obvious presenter(s) prepared.
Evidence of preparation is not evident with audience.
Presenter(s) are comfortable presenting;
Presenter(s) gets through the voice(s) is/are audible to the entire audience;
Presenter(s) is/are confident and clear;
presentation using some fillers (“uh” “ah” or while some “fillers” might be heard, but not so
obvious that thoughtful planning and
“um”) and/or unnecessary pauses. many that it’s distracting. It is clear
rehearsal(s) took place prior to
Audience members may experience periods presentation was planned and practiced in
presentation.
of difficulty hearing presentation. advance. Student pronounces most words
correctly
Student meets minimum time limitations (3 Student meets time limitations (3-5 Student uses time effectively and
minutes) minutes). economically (3-5 minutes)
Grade: