Make a video of the presentation which you planned in Task 7. Refer to the rubric below to assist you with the presentation. Check Unit 2, Presentation Skills, for tips.
CATEGORY 4 3 2 1
Research Group researched the subject and integrated 3 or more significant items from their research into their presentation.
Group researched the subject and integrated 2 significant items from their research into their presentation.
Group researched the subject and integrated 1 significant item from their research into their presentation.
Either no research was done or it was not clear that the group used it in the presentation.
Graphics in PowerPoint
Graphics include some original material and are clearly related to the topic being presented.
Graphics are clearly related to the material being presented, but none are original.
Graphics include some original material but are only somewhat related to the material being presented.
Graphics are not related to the material being presented.
Posture and Eye Contact
Stands or sits up straight and looks confident and relaxed. Maintains eye contact with audience during most of presentation.
Stands or sits up straight. Maintains eye contact with audience during most of presentation.
Slouches or appears too casual but establishes good eye contact with audience during most of presentation.
Slouches or appears too casual and does not maintain eye contact with audience during presentation.
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat insincere.
Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Attire Very professional look regarding clothing and accessories.
Business casual look. Clean and attractive look. Attire does not detract from credibility of presentation.
Sloppy appearance which detracts from credibility of presentation.
Awareness of Audience
All students in group can clearly explain why they felt the vocabulary, audio and graphics they chose suit their intended audience.
All students in group can explain why they felt the vocabulary, audio and graphics they chose suit their intended audience.
There was some awareness of the audience, but not all of the students can describe how the vocabulary, audio and graphics they chose suit their intended audience.
Limited attention to audience in designing presentation and/or one or fewer members of the group can explain how the elements relate to the audience.
Purpose – Point of View
The presentation establishes a purpose at the beginning and maintains that focus throughout.
A cohesive presentation.
Time: 5 minutes
Establishes a purpose at the beginning, but occasionally wanders from that focus.
Time: 4 minutes
The purpose is somewhat clear but many aspects of the presentation seem only slightly related.
Time: 3 – 4 minutes
It was difficult to determine the purpose of the presentation.
Time: less than 3 minutes
On completion of your video, discuss and evaluate each group presentation using a copy of the rubric on the next page.
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Project 4 – Public Relations – Task 8 Filmed oral presentation rubric – pitching your web video idea
Student name: Class: Date:
CATEGORY 4 3 2 1
Speaks Clearly Speaks clearly and distinctly all (95-100%) the time, and mispronounces no words.
Speaks clearly and distinctly all (95-100%) the time, but mispronounces one word.
Speaks clearly and distinctly most (85-94%) of the time.
Mispronounces more than one word.
Often mumbles, cannot be understood or mispronounces more than one word.
/4
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat insincere.
Very little use of facial expressions or body language. Does not generate much interest in topic being presented.
/4
Props Uses several props (could include costumes) that show considerable work/creativity and which improve the presentation.
Uses 1 prop that shows considerable work/creativity and which improves the presentation.
Uses 1 prop which improves the presentation.
Uses no props or the props chosen detract from the presentation.
Vocabulary Uses vocabulary /4 appropriate to the audience. Extends audience vocabulary by defining words that might be new to most of the audience.
Uses vocabulary appropriate to the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.
Uses vocabulary appropriate to the audience. Does not include any vocabulary that might be new to the audience.
Uses several (5 or more) words or phrases that are not understood by the audience.
/4
Uses Complete Sentences
Always (99-100%
of time) speaks in complete sentences.
Mostly (80-98%) speaks in complete sentences.
Sometimes (70-80%) speaks in complete sentences.
Rarely speaks in complete sentences.
/4
Posture and Eye Contact
Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.
Stands up straight and establishes eye contact with everyone in the room during the presentation.
Sometimes stands up straight and establishes eye contact.
Slouches and/or does not look at people during the presentation.
/4
Content Shows a full understanding of the topic.
Shows a good understanding of the topic.
Shows a good understanding of parts of the topic.
Does not seem to understand the topic very well.
/4
Pitch Pitch often used and it conveys emotions appropriately.
Pitch often used but the emotion it conveys sometimes does not suit the content.
Pitch rarely used OR the emotion it conveys often does not suit the content.
Pitch not used to convey emotion.
/4
Pauses Pauses effectively used 2 or more times to improve meaning and/or dramatic impact.
Pauses effectively used once to improve meaning and/or dramatic impact.
Pauses intentionally used but were not effective in improving meaning or dramatic impact.
Pauses not intentionally used.
/4 Total: /36