English W231 Team Presentations: Evaluation
Your team presentation is the public culmination of your team’s work on this final project. It allows you to test your presentation of the problem, the research, and the
recommendations with a supportive audience. The presentation also allows you to celebrate your team’s contributions to the class over the semester. This rubric will allow
all of us to offer constructive feedback on your presentation. It maps the relationship of the assignment’s goals to the course goals and the IUPUI Principles of
Undergraduate Learning (PULs), which are excerpted throughout this rubric.
PUL: Core Communication and Quantitative Skills
The ability of students to write, read, speak, and listen, perform quantitative analysis, and use information resources and technology and the foundation skills necessary for
all IUPUI students to succeed. This set of skills is demonstrated, respectively, by the ability to:
communicate orally in one-on-one and group settings;
solve problems that are quantitative in nature, and
make efficient use of information resources and technology for personal and professional needs.
Excellent
Good
Fair
Poor
Presentation provides adequate
Presentation provides some
Presentation provides cursory
Presentation provides very
Handles audience
background on the organization and
background on the organization
background on the organization and
little background on the
needs
problem; details are selected to
and problem, with details
problem, although little overt
organization and problem,
illuminate the persistence of the
offering a clear picture of the
connection to the research and
and there is little to no
problem and appropriateness of
organization and problem.
recommendations. Presentation
connection to the research
research and recommendations.
Background sets the stage for
attends to shared course background
and recommendations.
Presentation uses shared course
discussion of research and
but repeats course features without
Presentation fails to
background as backdrop for
recommendations, although ties
including specific discussion of
address shared course
discussion of particular challenges in may be less strong compared to
challenges and progress for the team.
background and alludes to
the project
an excellent presentation.
team work in very general
Presentation assumes shared
terms.
course background and mentions
at least one specific challenge in
research and recommendation
development.
Members speak clearly and
Most members speak clearly and Most members speak clearly and
Most members do not
Speaks well
distinctly, maintaining eye contact.
distinctly most of the time, with
distinctly some of the time, but
speak clearly or distinctly
Pacing is appropriate.
some lapses in clarity and/or eye significant portions of the
much of the time. Eye
contact. Pacing is mostly
presentation require extra audience
contact is limited, and
appropriate, although some
attention. Eye contact is erratic, and
pacing is not appropriate.
sections of the talk may proceed pacing is adequate, but there are
too quickly or too slowly.
significant moments where the talk
proceeds too quickly or too slowly.
Presentation uses quantitative
Presentation mentions quantitative
Presentation includes
Presents quantitative Presentation uses quantitative
information to illuminate the nature
information to describe the
information with minimal
minimal to no quantitative
information
and extent of the problem and/or
problem and/or associated
connections to research and/or
information with very little
associated issues. Graphics are
issues. Graphics are mostly
background. Graphics are present
connection to research
clear, appropriately labeled and
clear, with labels and titles that
and offer accurate representation of
and/or background.
titled, and draw the eye to important
draw the eye to important
some data, with labels and titles.
Graphics may not be clear.
and relevant details.
details.
Uses Technology
Effectively
Use of time
Excellent
Presentation uses clear slides,
with appropriate contrast,
highlights, and parallelism. The
language of the presentation is
clear, indicating command of the
issues and ability to
communicate with nonspecialists.
Good
Presentation uses clear slides,
with some contrast, highlights,
and parallelism. The language
of the presentation is mostly
clear, indicating understanding
of the issues and basic ability to
with non-specialists.
Presentation uses the allotted
ten-fifteen minutes for
presentation. Team members
encourage discussion and
questions.
Presentation comes close to the
allotted ten-fifteen minutes.
Team members welcome
discussion and questions but do
not encourage them.
Fair
Presentation uses slides, with
uneven quality of contrast,
highlights, and parallelism. The
language of the presentation is
often, but not always, clear.
Presentation indicates basic, but
sometimes shaky, grasp of the
issues and an uneven ability to
communicate with nonspecialists.
Presentation goes significantly
over or under the allotted tenfifteen minutes. Team members
do not mind discussion or
questions but do not overly
encourage them.
Poor
Presentation may lack slides, or
may use slides of poor quality,
with little contrast, highlights, or
parallelism. The language of the
presentation is often unclear.
Presentation does not indicate a
basic grasp of the issues or
ability to communicate with
non-specialists.
ten-fifteen
PUL: Critical Thinking
The ability of students to analyze information and ideas carefully and logically from multiple perspectives. This skill is demonstrated by the ability of students to:
analyze complex issues and make informed decisions;
synthesize information in order to arrive at reasoned conclusions;
evaluate the logic, validity, and relevance of data;
solve challenging problems, and;
use knowledge and understanding in order to generate and explore new questions.
PUL: Values and Ethics
The ability of students to make judgments with respect to individual conduct, citizenship, and aesthetics. A sense of values and ethics is demonstrated by the ability of
students to:
make informed and principled choices regarding conflicting situations in their personal and public lives and to foresee the consequences of these choices
Presentation highlights relevant
Presentation highlights primary
Presentation discusses primary
Presentation may fail to discuss
Synthesizes and applies
portions of quality primary and
and secondary research, offering and secondary research, but
both primary and secondary
research
secondary research. Informed
mostly consistent quality and
quality and relevance has
research, or may discuss
recommendations are clearly
relevance. A small portion of the noticeable lapses. A section of
research only perfunctorily. The
tied to quality research. A
presentation seems unfocused,
the presentation seems
presentation does not seem
strong theme unifies the
although a good theme runs
unfocused, although a theme is
focused on a main theme.
presentation.
throughout the presentation.
recognizable. Partly informed
Recommendations are not
Informed recommendations are
recommendations have weak
connected to research and thus
mostly tied to good research.
ties to research.
do not appear informed.
Understanding Society and Culture
The ability of students to recognize their own cultural traditions and to understand and appreciate the diversity of the human experience, both within the United States and
internationally. This skill is demonstrated by the ability to:
compare and contrast the range of diversity and universality in human history, societies, and ways of life;
analyze and understand the interconnectedness of global and local concerns, and;
operate with civility in a complex social world.
recognize the importance of aesthetics in their personal lives and to society.
Excellent
Good
Fair
Poor
Presentation uses tactful,
Presentation uses mostly
Presentation uses complaintPresentation largely fails to use
Uses appropriate
organization-centered language
organization-centered language
centered language in key places
organization-centered language.
language
to describe the organizational
to describe the problem.
to describe the organizational
Recommendations may not be
problem. Recommendations
Recommendations recognize the problem. Recommendations are sound, and may not be tied to
explicitly recognize the human
human complexities associated
sound but do not recognize the
the organization’s mission.
complexities associated with
with implementing change,
human complexities associated
implementing change.
although not as consistently as
with implementing change.
an excellent presentation.