Common Core Presentation Rubric

PRESENTATION RUBRIC for PBL (for grades 9-12; Common Core ELA aligned)
	Below Standard	Approaching Standard	At Standard	Above Standard ✔
Explanation of Ideas & Information	•   does not present information, arguments, ideas, or findings clearly, concisely, and logically; argument lacks supporting evidence; audience cannot follow the line of reasoning •   selects information, develops ideas and uses a style inappropriate to the purpose, task, and audience (may be too much or too little information, or the wrong approach) •   does not address alternative or opposing perspectives	•   presents information, findings, arguments and supporting evidence in a way that is not always clear, concise, and logical; line of reasoning is sometimes hard to follow •   attempts to select information, develop ideas and use a style appropriate to the purpose, task, and audience but does not fully succeed •   attempts to address alternative or opposing perspectives, but not clearly or completely	•   presents information, findings, arguments and supporting evidence clearly, concisely, and logically; audience can easily follow the line of reasoning (CC 9-12.SL.4) •   selects information, develops ideas and uses a style appropriate to the purpose, task, and audience (CC 9-12.SL.4) •   clearly and completely addresses alternative or opposing perspectives (CC 11-12.SL.4)
Organization	•   does not meet requirements for what should be included in the presentation •   does not have an introduction and/or conclusion •   uses time poorly; the whole presentation, or a part of it, is too short or too long	•   meets most requirements for what should be included in the presentation •   has an introduction and conclusion, but they are not clear or interesting •   generally times presentation well, but may spend too much or too little time on a topic, a/v aid, or idea	•   meets all requirements for what should be included in the presentation •   has a clear and interesting introduction and conclusion •   organizes time well; no part of the presentation is too short or too long
Eyes & Body	•   does not look at audience; reads notes or slides •   does not use gestures or movements •   lacks poise and confidence (fidgets, slouches, appears nervous) •   wears clothing inappropriate for the occasion	•   makes infrequent eye contact; reads notes or slides most of the time •   uses a few gestures or movements but they do not look natural •   shows some poise and confidence, (only a little fidgeting or nervous movement) •   makes some attempt to wear clothing appropriate for the occasion	•   keeps eye contact with audience most of the time; only glances at notes or slides •   uses natural gestures and movements •   looks poised and confident •   wears clothing appropriate for the occasion

	Below Standard	Approaching Standard	At Standard	Above Standard ✔
Voice	•   mumbles or speaks too quickly or slowly •   speaks too softly to be understood •   frequently uses “filler” words (“uh, um, so, and, like, etc.”) •   does not adapt speech for the context and task	•   speaks clearly most of the time •   speaks loudly enough for the audience to hear most of the time, but may speak in a monotone •   occasionally uses filler words •   attempts to adapt speech for the context and task but is unsuccessful or inconsistent	•   speaks clearly; not too quickly or slowly •   speaks loudly enough for everyone to hear; changes tone and pace to maintain interest •   rarely uses filler words •   adapts speech for the context and task, demonstrating command of formal English when appropriate (CC 9-12.SL.6)
Presentation Aids	•   does not use audio/visual aids or media •   attempts to use one or a few audio/visual aids or media, but they do not add to or may distract from the presentation	•   uses audio/visual aids or media, but they may sometimes distract from or not add to the presentation •   sometimes has trouble bringing audio/visual aids or media smoothly into the presentation	•   uses well-produced audio/visual aids or media to enhance understanding of findings, reasoning, and evidence, and to add interest (CC 9-12.SL.5) •   smoothly brings audio/visual aids or media into the presentation
Response to Audience Questions	•   does not address audience questions (goes off topic or misunderstands without seeking clarification)	•   answers audience questions, but not always clearly or completely	•   answers audience questions clearly and completely •   seeks clarification, admits “I don’t know” or explains how the answer might be found when unable to answer a question
Participation in Team Presentations	•   Not all team members participate; only one or two speak	•   All team members participate, but not equally	•   All team members participate for about the same length of time •   All team members are able to answer questions about the topic as a whole, not just their part of it

Presentation Rubric / Grades 9-12 / Page 2