Rubik Perbentangan

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<ul>
<center>
<h3>Oral Presentation Rubric : mari bincang perb
ezaan jantina</h3>
</center>
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<div id = "div_content">
<ul>
Teacher Name: <b>Mr. Chun Xiang</b>
<br> <br> <br>
Student Name:
__________________________
______________
</ul>
</div>
<table width = "600" border = "1" cellpadding = "2" cell
spacing = "0"
>
<tr>
<td
valign = "bottom" align = "center" bgcolor = "#fffff7" width = "
130" >
<div id = "div_header">
CATEGORY
</div>
</td>
<td
valign = "bottom" align = "left" bgcolor = "#fffff7" width = "13
0" >
<div id = "div_header_bold">
4
</div>
</td>
<td
0" >
3
</div>
</td>
<td
0" >
2
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</td>
<td
0" >
1
</div>
</td>
</tr>
<tr>
<td
valign = "top" align = "left" width = "130" height = "100" >
Pitch
</div>
</td>
<td
valign = "top" align = "left" width = "130" >
Pitch was often used and it conveyed emotions appropriat
ely.
</div>
</td>
<td
Pitch was often used but the emotion it conveyed sometim
es did not fit the content.
</div>
</td>
<td
Pitch was rarely used OR the emotion it conveyed often d
id not fit the content.
</div>
</td>
<td
Pitch was not used to convey emotion.
</div>
</td>
</tr>
<tr>
<td
Pauses
</div>
</td>
<td
Pauses were effectively used 2 or more times to improve
meaning and/or dramatic impact.
</div>
</td>
<td
Pauses were effectively used once to improve meaning and
/or dramatic impact.
</div>
</td>
<td
Pauses were intentionally used but were not effective in
improving meaning or dramatic impact.
</div>
</td>
<td
Pauses were not intentionally used.
</div>
</td>
</tr>
<tr>
<td
Comprehension
</div>
</td>
<td
Student is able to accurately answer almost all question
s posed by classmates about the topic.
</div>
</td>
<td
Student is able to accurately answer most questions pose
d by classmates about the topic.
</div>
</td>
<td
Student is able to accurately answer a few questions pos
ed by classmates about the topic.
</div>
</td>
<td
Student is unable to accurately answer questions posed
by classmates about the topic.
</div>
</td>
</tr>
<tr>
<td
Attire
</div>
</td>
<td
Business attire, very professional look.
</div>
</td>
<td
Casual business attire.
</div>
</td>
<td
Casual business attire, but wore sneakers or seemed some
what wrinkled.
</div>
</td>
<td
General attire not appropriate for audience (jeans, t-sh
irt, shorts).
</div>
</td>
</tr>
<tr>
<td
Preparedness
</div>
</td>
<td
Student is completely prepared and has obviously rehears
ed.
</div>
</td>
<td
Student seems pretty prepared but might have needed a co
uple more rehearsals.
</div>
</td>
<td
The student is somewhat prepared, but it is clear that r
ehearsal was lacking.
</div>
</td>
<td
Student does not seem at all prepared to present.
</div>
</td>
</tr>
<tr>
<td
Evaluates Peers
</div>
</td>
<td
Fills out peer evaluation completely and always gives sc
ores based on the presentation rather than other factors (e.g., person is a clos
e friend).
</div>
</td>
<td
Fills out almost all of the peer evaluation and always
gives scores based on the presentation rather than other factors (e.g., person i
s a close friend).
</div>
</td>
<td
Fills out most of the peer evaluation and always gives
scores based on the presentation rather than other factors (e.g., person is a cl
ose friend).
</div>
</td>
<td
Fills out most of the peer evaluation but scoring appea
rs to be biased.
</div>
</td>
</tr>
<tr>
<td
Listens to Other Presentations
</div>
</td>
<td
Listens intently. Does not make distracting noises or mo
vements.
</div>
</td>
<td
Listens intently but has one distracting noise or moveme
nt.
</div>
</td>
<td
Sometimes does not appear to be listening but is not dis
tracting.
</div>
</td>
<td
Sometimes does not appear to be listening and has distra
cting noises or movements.
</div>
</td>
</tr>
<tr>
<td
Time-Limit
</div>
</td>
<td
Presentation is 5-6 minutes long.
</div>
</td>
<td
Presentation is 4 minutes long.
</div>
</td>
<td
Presentation is 3 minutes long.
</div>
</td>
<td
Presentation is less than 3 minutes OR more than 6 minut
es.
</div>
</td>
</tr>
<tr>
<td
Speaks Clearly
</div>
</td>
<td
Speaks clearly and distinctly all (100-95%) the time, an
d mispronounces no words.
</div>
</td>
<td
Speaks clearly and distinctly all (100-95%) the time, bu
t mispronounces one word.
</div>
</td>
<td
Speaks clearly and distinctly most ( 94-85%) of the time
. Mispronounces no more than one word.
</div>
</td>
<td
Often mumbles or can not be understood OR mispronounces
more than one word.
</div>
</td>
</tr>
<tr>
<td
Props
</div>
</td>
<td
Student uses several props (could include costume) that
show considerable work/creativity and which make the presentation better.
</div>
</td>
<td
Student uses 1 prop that shows considerable work/creativ
ity and which make the presentation better.
</div>
</td>
<td
Student uses 1 prop which makes the presentation better
.
</div>
</td>
<td
The student uses no props OR the props chosen detract fr
om the presentation.
</div>
</td>
</tr>
<tr>
<td
Vocabulary
</div>
</td>
<td
Uses vocabulary appropriate for the audience. Extends au
dience vocabulary by defining words that might be new to most of the audience.
</div>
</td>
<td
Uses vocabulary appropriate for the audience. Includes 1
-2 words that might be new to most of the audience, but does not define them.
</div>
</td>
<td
Uses vocabulary appropriate for the audience. Does not i
nclude any vocabulary that might be new to the audience.
</div>
</td>
<td
Uses several (5 or more) words or phrases that are not u
nderstood by the audience.
</div>
</td>
</tr>
<tr>
<td
Uses Complete Sentences
</div>
</td>
<td
Always (99-100% of time) speaks in complete sentences.
</div>
</td>
<td
Mostly (80-98%) speaks in complete sentences.
</div>
</td>
<td
Sometimes (70-80%) speaks in complete sentences.
</div>
</td>
<td
Rarely speaks in complete sentences.
</div>
</td>
</tr>
<tr>
<td
Stays on Topic
</div>
</td>
<td
Stays on topic all (100%) of the time.
</div>
</td>
<td
Stays on topic most (99-90%) of the time.
</div>
</td>
<td
Stays on topic some (89%-75%) of the time.
</div>
</td>
<td
It was hard to tell what the topic was.
</div>
</td>
</tr>
<tr>
<td
Posture and Eye Contact
</div>
</td>
<td
Stands up straight, looks relaxed and confident. Establi
shes eye contact with everyone in the room during the presentation.
</div>
</td>
<td
Stands up straight and establishes eye contact with ever
yone in the room during the presentation.
</div>
</td>
<td
Sometimes stands up straight and establishes eye contact
.
</div>
</td>
<td
Slouches and/or does not look at people during the pres
entation.
</div>
</td>
</tr>
<tr>
<td
Content
</div>
</td>
<td
Shows a full understanding of the topic.
</div>
</td>
<td
Shows a good understanding of the topic.
</div>
</td>
<td
Shows a good understanding of parts of the topic.
</div>
</td>
<td
Does not seem to understand the topic very well.
</div>
</td>
</tr>
<tr>
<td
Collaboration with Peers
</div>
</td>
<td
Almost always listens to, shares with, and supports the
efforts of others in the group. Tries to keep people working well together.
</div>
</td>
<td
Usually listens to, shares with, and supports the effort
s of others in the group. Does not cause \"waves\" in the group.
</div>
</td>
<td
Often listens to, shares with, and supports the efforts
of others in the group but sometimes is not a good team member.
</div>
</td>
<td
Rarely listens to, shares with, and supports the efforts
of others in the group. Often is not a good team member.
</div>
</td>
</tr>
<tr>
<td
Volume
</div>
</td>
<td
Volume is loud enough to be heard by all audience member
s throughout the presentation.
</div>
</td>
<td
s at least 90% of the time.
</div>
</td>
<td
s at least 80% of the time.
</div>
</td>
<td
Volume often too soft to be heard by all audience member
s.
</div>
</td>
</tr>
<tr>
<td
Enthusiasm
</div>
</td>
<td
Facial expressions and body language generate a strong i
nterest and enthusiasm about the topic in others.
</div>
</td>
<td
Facial expressions and body language sometimes generate
a strong interest and enthusiasm about the topic in others.
</div>
</td>
<td
Facial expressions and body language are used to try to
generate enthusiasm, but seem somewhat faked.
</div>
</td>
<td
Very little use of facial expressions or body language.
Did not generate much interest in topic being presented.
</div>
</td>
</tr>
</table>
<br>
Date Created: <b>Mar 15, 2014 06:33 am
(CDT)</b>
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