Would you have a quick, short questionnaire that a faculty member can use for students to give feedback on PPT presentations?

Ian Kennedy

From:The SUNY-ESF Research Guide for Students and Teachers. Appendix G:

Oral Presentation Rubric

Project Name:

School: Reviewer Name:

Student Names:

DESCRIPTION SCORE

(0 to 4, or N/A)

I. OBJECTIVES AND HYPOTHESES

A. Research objectives are clearly stated

B. Hypotheses are specific and testable

C. Student explains relevance to environmental science

II. METHODS

A. Study design is described in detail

B. All variables identified and properly measured

C. Methods are rigorous and appropriate to the hypotheses

III. RESULTS

A. Correct use and understanding of data processing and statistics

B. Clear presentation of results, including figures and tables

IV. DISCUSSION AND CONCLUSIONS

A. Conclusions supported by data and analysis

B. Identifies limitations and scope of the study

C. Discusses new research questions

V. REFERENCES

A. References are cited when appropriate

B. Literature review is sufficient and credible

VI. PRESENTATION

A. Quality of visual aids/multimedia

B. Quality of oral presentation

C. Student demonstrates high degree of professionalism

Comments TOTAL SCORE

TOTAL POSSIBLE

GENERAL SCORING

4 = Exemplary. Student exceeds expectations and excels in the category and all of its elements.

3 = Accomplished. Student clearly includes all of the necessary elements and meets all of the expectations

2 = Developing. Student meet some of the expectations, but some elements are missing or incomplete.

1 = Beginning. Student have made an attempt to include elements in this category, but most elements are missing or incomplete.

0 = Missing. The student made no attempt to include the elements required in this section.

N/A = Not applicable. The category and its elements are not applicable to this presentation. For example, if you are evaluating a poster and the student is not available to present the research and answer questions, the “VI.B. Quality of oral presentation” should be scored as N/A.

I. OBJECTIVES AND HYPOTHESES

A. Research objectives are clearly stated in terms of a general research question that is relevant to an existing body of research. The students provide a context for the hypothesis and their research.

B. Hypothesis is specific and testable. Students clearly identify the independent and dependent variables and present the hypothesized relationship between those variables AND the presented hypothesis can be evaluated using the scientific method.

C. Student explains relevance to environmental science

II. METHODS

A. The study design is described with sufficient detail to be replicated by another scientist. Time and location of research are mentioned. If sampling was used, the population and the sampling technique (e.g., stratified random) are identified.

Presentation of methods is clear, and avoids extraneous details (e.g., how a random number table was generated, the company from which materials were purchased).

B. All primary variables (i.e., manipulated variables, response variables, other variablescentral to the study) are clearly identified and defined. All important potential confounding factors are identified and discussed. Solid understanding of the focal system is demonstrated. Students describe measurement techniques for all variables, including specific equipment used. Calibration methods (e.g., the use of standards) are included where appropriate. Techniques are appropriate for advanced high school students.

Appendix G: Oral Presentation Rubric

C. Methods are rigorous and the experimental design clearly addresses the research goals. Controls for potentially confounding variables are included where appropriate. Sample size and replicates are appropriate for the research goals.

Methods address the research goals in a reasonably simple and direct manner.

Alternative methods are explored where applicable.

III. RESULTS

A. Analysis includes correct processing of data; adequate statistical analysis

(descriptive statistics with a measure of variability and test statistics are reported);

AND student exhibits an adequate understanding of the analysis.

B. Appropriate use AND explanation AND readability of figures/tables/graphs

IV. DISCUSSION AND CONCLUSIONS

A. Conclusions are realistic, accurate, and within the scope of the project.

B. Suggests realistic improvements, identifies limitations, and identifies the scope of the study

V. REFERENCES

A. Four statements appropriately referenced within text of presentation, citations found in multiple sections of the presentation or 5 or more citations all in one section

B. References are sufficient and credible (references slide/section present). Four primary references provided with sufficient detail that audience could locate each article or 5 or more references without sufficient detail to locate

{If statements needing citations are not cited, -1 point.}

VI. PRESENTATION

A. Visual aids are readable at appropriate distances, arranged in a logical order, and contain an appropriate amount of information

B. Oral Presentation: Language is almost always appropriate, grammar is correct, appropriate tone of voice and speed, some vocal fillers may be used, eye contact is present during most of the presentation, some movement and idiosyncrasies may be present but are not distracting

C. Professionalism: Dress is not casual, shows courtesy to questioners, acknowledges at least his / her teacher, answers questions, makes attempt to answer when student obviously does not know answer.

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