-the exhibit is not related

to the questions
researched
-overall project lacks
clarity
-gross errors in attention
to detail

Organization of the
Visual Presentation

Aesthetic Quality of the

Visual Project

Level 1

Relation of the Research

to the Visual Presentation

Knowledge/Skills

-major errors in attention

to detail

-the project is uncl ear and

is missing vital elements

-exhibit shows vague

reference to the questions
that has been researched

Level 2

Level 3

-the project has good

physical appearance with
only minor flaws in
typing, neatness and/or
proofreading.

-the project adequately

flows from beginning to
end

-the exhibit is interesting

and adequately addresses
the questions researched

Research Project Rubric Visual

-physical appearance of
the project shows
attention to detail in terms
of lettering, organization,
typing, proofreading and
neatness

-the project flows

logically from beginning
to end

The exhibit is creative and

effectively addresses the
questions researched in a
clear and concise manner.

Level 4

a
1

Research Project Rubric Oral Report

-

Skills
6.

A:

Level I

Level 2

Level 3

Level 4

Delivery

-the volume is so
low that you
cannot
understand most
of the message.
4he rate is so fast
that you cannot
understand most
of the message.
-the pronunciation
and enunciation
are so unclear
that you cannot
understand most
of the message.

-the volume is too

low or too loud,
-the rate is too
last or too slow.
Pauses are too
long or at
inappropriate
spots.
-the pronunciation
and enunciation
are unclear. The
speaker exhibits
many
disfluencies, such
as ahs, uhms,
or you knows.

-the volume is not

too low or too
loud,
-the rate is not too
fast or too slow,
Pauses are not
too long or at
inappropriate
spots.
-the pronunciation
and enunciation
are clear. The
speaker exhibits
few
disfluencies, such
as ahs, uhms,
oryou knows

-the volume varies

to add emphasis
and interest.
-rate varies and
pauses are used
to add emphasis
and interest.
-pronunciation
and enunciation
are very clear.
The speaker
exhibits very
few disfluencies,
such as ahs,
uhms, or you
knows.

Organization

-the message is
so disorganized
you cannot
understand most
of the
message.

-the organization
of the message is
mixed up; it jumps
back and forth.
-the organization
appears random
or rambling,
-you have
difficulty
understanding the
sequence and
relationships
among the ideas
in the message.
-you have to
make some
assumptions
about the
sequence and
relationship of
ideas.

-the message is
organized. You do
not have difficulty
understanding
the sequence and
relationships
among the ideas
in the message.
-you do
not have to make
assumptions
about the
sequence and
relationships of
ideas.
-you can put the
ideas in the
message in an
outline

-the message is
overtly organized.
-the speaker
helps you
understand the
sequence and
relationships of
ideas by using
organizational
aids such as
announcing the
topic,
previewing the
organization,
using transitions,
and summarizing

Body Language

-no eye contact

-posture is always
improper with
constant fidgeting
and/or slouching
that detracts from
the message
because it is so
erratic

-lack of eye
contact
-posture is
frequently
improper with
much fidgeting
and/or slouching
or the speaker
remains stiff
throughout their
presentation

-eye contact is
made
intermittently
-posture is usually
good with some
appropriate
movement
designed in an
attempt to focus
attention and
interest

-eye contact is
regularly made
with the audience
-posture is good
and reflects a
person
comfortable in
their role as a
speaker who can
focus attention
and interest with
movement

F
ft

Delivery
Note: The delivery rating focuses on the transmission of the message. It is concerned with
volume, rate, and articulation. Some examples of poor articulation include mumbling,
slurring words, stammering, stuttering and exhibiting disfluencies such as ahs, ulims,
or you knows. Remember, in this component you are rating how the student speaks, not
what the student says.
Organization
Note: The organization rating focuses on how the content of the message is structured. It
is concerned with sequence and the relationships among the ideas in the message. Make
sure you are not unconsciously filling in organization for a speaker, because you happen
to know something about the speakers topic. If you have to make assumptions about the
organization, this fact should be reflected in your rating. Remember, in this component
you are rating how the student organizes the message, not what the students says.

Body Language
Note: The body language rating focuses on how the student presents themselves
throughout the presentation. It is concerned with posture and engagement with the
audience. A good presenter will seem confident in their knowledge of the material being
presented and aware of the connection they have with their audience. Conversely, a poor
presenter will shuffle or slouch and not have an awareness for their audience. Remember
in this component you are rating how well the studnt delivers their message, not on
whether or not the facts presented are correct.

:4

0.

-the student organizes

their writing with
assistance or incompletely

-the student applies few

grade appropriate
conventions, or applies
conventions with
assistance with several
major errors and/or
omissions

Organization of Ideas

Application of Language
Conventions (spelling,
grammar, punctuation,
and style)

-the student applies many

grade appropriate
conventions with limited
assistance with several
minor errors and/or
omissions

-the student organizes

their writing
independently but in a
mechanical and sequential
way

-the student sometimes

communicates an
understanding of the topic
with clarity and precision

-the student rarely

communicates an
understanding of the topic
with clarity and precision

Communication of
Required Knowledge

Level 2

-the student applies few of -the student applies some

the required skills and
of the required skills and
strategies in completing
strategies in completing
the five areas of research, the five areas of research,
and applies these skills
and applies these skills
and strategies correctly
and strategies correctly
only with assistance
with frequent assistance

Level I

Inquiiy and Research

Skills

Knowledge/Skills

Level 3

-the student applies most

grade appropriate
conventions
independently with few
minor errors and/or
omissions

-the student organizes

their writing
independently,
appropriately, and
logically

-the student usually

communicates an
understanding of the topic
with clarity and precision

-the student applies most

of the required skills and
strategies in completing
the five areas of research,
and applies these skills
and strategies correctly
with only occasional
assistance

Research Project Rubric Writing

-the student applies all the

grade appropriate
conventions
independently with
practically no minor
errors and/or omissions

-the student organizes

their writing
independently,
appropriately and in
complex and logical ways

-the student consistently

communicates an
understanding of the topic
with clarity and precision

-the student has applies

all (or almost all) of the
required skills and
strategies in completing
the five areas of research
correctly with little or no
assistance

Level 4

.
4

4.

4.
4..

:4

.4

..

...

:.

4..

.4

.
4

4
.

4
4

4
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