|
4
|
3
|
2
|
1
|
Score |
| Information Gathering |
Research is from MULTIPLE sources and CITED properly.
|
Research from MULTIPLE sources but is not cited properly, or at all.
|
Research gathered from only a FEW sources.
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Research not gathered from enough sources.
|
|
| Punctuation, Capitalization and Spelling |
Punctuation and capitalization are CORRECT.
|
There is ONE or TWO errors in punctuation/capitalization.
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There are THREE to FOUR errors in punctuation/capitalization.
|
There are FIVE or MORE errors in punctuation/capitalization which interfere with proper communication of research.
|
|
| Organization and Visuals |
Presentation is in a LOGICAL, INTERESTING sequence which the audience can follow. Visuals and graphics are used to REINFORCE topic.
|
Presentation is in a LOGICAL sequence which can be easily followed. Visuals RELATE to topic.
|
Presentation is hard to follow because presenter JUMPS around. Visuals are RARELY used to support text and topic.
|
Presentation CAN NOT be understood because information is NOT ORGANIZED properly. Student included NO visuals.
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|
| Delivery |
Student used a clear voice, proper projection volume and pronunciation of terms.
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Student's voice is clear but mispronounces some words.
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Student mispronounces terms and audience is having a hard time hearing the presentation.
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Student mumbles, incorrectly pronounces terms, and can not be heard from the back of the classroom. Lack of practice and preparation is evident.
|
|
| Content Knowledge |
Student demonstrates full knowledge about earthquake of choice (more than required) with full explanations and elaboration.
|
Student is at ease with content, does what is required about earthquake but fails to elaborate further.
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Student seems uncomfortable with information about their earthquake and can only answer basic questions.
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Student does not have proper knowledge on their earthquake event and can not answer questions about the event.
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