EVALUATION CHECKLIST

PEER EVALUATION
ORAL PRESENTATION: WORLDTECH
STUDENT NAME SPEAKS CLEAR
AND LOUD

SHOWS NATURALITY

PRONOUNCES
CORRECTLY AND HAS
GOOD INTONATION

MANAGES THE TOPIC
YES NO YES NO YES NO YES NO














Apprentice Basic Learned Exemplary

Writing
Process


Little
evidence of
plan/focus.
Little
evidence of
revision.
Little
attempt at
editing.

Some evidence
of plan/focus.
Some
evidence
of revision.
Some
attempt at
editing.

Much evidence
of plan/focus.
Much
evidence
of revision.
Much
attempt at
editing.

Plan improves
overall quality of
work.
Revisions
improve overall
quality of work.
Effective
editing
.
Storyline-
Development
of Focus/
Theme

Many ideas
donot relate to
theme.
Details are
missing or
lacking
direction.
Topic is
insufficiently
developed.

Develops
idea that usually
relate to the
focus/theme.
Events are
covered with
some detail.
Deals with
the topic in an
ordinary
and functional
Develops
ideas
so that they
relate to
the
focus/theme.
Events are
covered with
sufficient
detail.
Deals with
Develops ideas
clearly relating
to
the focus/theme.
Events are
covered with
exceptional
detail.
Deals with
the topic in a
unique and
fashion.

the topic in an
interesting and
creative
fashion.

creative
fashion.

Organization Ineffective
opening doesnt
catch the readers
interest.
Sequence of
events is
confusing.
Occasionally
uses paragraphs
correctly.



.
Beginning
to use
paragraphs.


Follows
some sequence
of events.

.

Effective
opening catches
the readers
interest.










Apprentice
(needs
improvement)
1
Basic
(good)

2
Learned
(very good)

4
Exemplary
(excellent)

5

Uses his/her
own
techniques to
clarify the
concepts
Audience
cannot
understand
presentation
because
there is no
sequence
of information.
Audience has
difficulty
following
presentation
because
student jumps
around.
Student
presents
information in
logical
sequence
which
audience can
follow.
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Manage of
Content
Student does
not have grasp
of information;
student
Student is
uncomfortable
with
information and
Student is at
ease
with expected
answers to all
Student
demonstrates full
knowledge (more
than required) by
cannot answer
questions about
subject.

is able to answer
only
rudimentary
questions.

questions, but
fails
to elaborate.

answering all class
questions with
explanations and
elaboration.
Graphics Student uses
superfluous
graphics
or no graphics
Student
occasionally
uses graphics
that rarely
support text
and presentation.
Students
graphics
relate to text
and
presentation.

Students graphics
explain and
reinforce screen
text and
presentation.

Mechanics
(Grammar
rules use)
Students
presentation has
more than five
grammatical
errors.
Presentation has
Three or four
grammatical
errors.

Presentation
has no more
than two
grammatical
errors.
Presentation has no
grammatical errors.

Eye Contact Student reads
all of report
with no eye
contact.

Student
occasionally
uses eye contact,
but
still reads most
of report.

Student
maintains
eye contact
most of
the time but
frequently
returns to
notes.

Student maintains
eye contact with
audience, seldom
returning to notes
Pronunciation
and Intonation
Student
mumbles,
incorrectly
pronounces
terms, and
speaks too
quietly for
students in the
back of class
to hear.

Students voice
is low. Student
incorrectly
pronounces
terms.
Audience
members
have difficulty
hearing
presentation.

Students
voice is clear.
Student
pronounces
most words
correctly.
Most audience
members can
hear
presentation.

Student uses a clear
voice and correct,
precise
pronunciation of
terms so that all
audience members
can hear
presentation.