Thank you for volunteering to judge oral presentations for the - - PowerPoint PPT Presentation

Thank you for volunteering to judge oral presentations for the Student Research Colloquium. The committee greatly appreciates your efforts and the students greatly appreciate your feedback. The purpose of the judging is three-fold. The first purpose is to help us award a prize for best student presentation, which is a plaque and a cash prize provided by one or more of our sponsors. The second is to provide students with constructive criticism on their projects and their presentation skills as they develop the skills needed to successfully communicate science in professional settings. And third, the score cards will become part of the student’s assessment for the graduate program. As such, scores need to realistically reflect where they are in their development as researchers and as science communicators. Please use the attached rubric as a guide for what to look for in presentations and use the space provided on the score cards to provide any specific feedback.

Scoring Rubric: Oral Presentations Score 1 2 3 4 5 6 CONTENT Introduction Student did not provide any background or context Student did not provide enough details for audience to determine if background or context was relevant Student provided an irrelevant background or context Student provided some relevant background or context but failed to provide details such as citations or background was difficult to follow Student provided relevant background or context in a manner mostly understood by the audience but lacking some detail Student provided a detailed relevant background or context in a manner easily understood by the audience Objectives Student did not

• utline objectives

(or questions) or hypotheses Student presented

• nly objectives (or

questions) or hypotheses or hypotheses were not appropriate for the objectives Student presented

• nly objectives (or

questions) or hypotheses but not both Student presented

• bjectives (or

questions) and hypotheses but not in an easily understood manner Student presented

• bjectives (or

questions) and hypotheses but lacking in some logic or in a mostly understood manner Student presented

• bjectives (or

questions) and hypotheses in a logical and easily understood manner Methods Student did not present methods Student outlined methods or data analyses but not in enough detail to determine if these are appropriate for

• bjectives

(questions) or hypotheses Student outlined methods and data analyses but these were not appropriate for

• bjectives

(questions) Student outlined methods and data analyses only some of which were appropriate for objectives (questions) Student thoroughly

• utlined methods

and data analyses and most were appropriate for

• bjectives

(questions) Student thoroughly

• utlined methods

and data analyses appropriate for

• bjectives

(questions) in a logical and easily understood manner

Results Student did not present results Student outlined results, but not in enough detail to determine if results were appropriate for methods above. Student presented results, but these were not appropriate for methods. Student presented results, but only some were appropriate for the methods or lacking in either statistical analysis or figures

• r tables

Student thoroughly presented results, most of which were appropriate for the methods or incorrectly relating some statistical analysis or information in figures or tables Student thoroughly presented appropriate results, including figures or tables and correctly relating statistical analysis Conclusions Student did not include conclusions Student included conclusions but these were not supported by the results or not in a way that allowed the audience to connect conclusions to the results Student included conclusions supported partially by the results or in a way that allowed the audience to connect only some conclusions to the results Student included conclusions supported partially by the results or in a way that allowed the audience to connect most but not all conclusions to the results Student included conclusions supported by the results but lacked some logic in connecting results to conclusions Student included conclusions supported by the results in a logical and easily understood manner Significance Student did not include broader significance of research findings Student included some broader significance but this was not consistent with research findings Student included broader significance partially consistent with research findings Student included broader significance consistent with research findings but not in an easily understood manner Student included broader significance consistent with research findings but not presented in a well understood manner Student included broader significance consistent with research findings in a logical and easily understood manner

STYLE Structure Information is presented in no logical order Information has some logical order but mostly jumps around Information is presented in a mostly logical

• rder with some

abrupt transitions

• r jumps

Information is presented in a mostly logical

• rder with some

unclear transitions Information is presented in a logical order that the audience can mostly follow Information is presented in a logical and interesting order that the audience can easily follow Visual aids Student used superfluous (distracting) graphics or no graphics; many errors in spelling, grammar, or legibility Student

• ccasionally used

graphics; some errors in spelling, grammar, or legibility Graphics mostly related to information presented; few errors in spelling, grammar, or legibility Graphics related to information presented; few errors in spelling, grammar, or legibility Graphics explain information presented but could be improved; no errors in spelling, grammar, or legibility Graphics explain and reinforce the information

• presented. No

misspellings or grammatical errors

• r illegible areas

Speaking Style Student does not adhere to time limits, mumbles, too quiet or too loud for audience to understand, reads full presentation, and does not make eye contact Student does not adhere to time limits, reads full presentation, and does not make eye contact Student does not adhere to time limits, mostly reads presentation,

• ccasionally is

clearly understood, and/or makes

• ccasional eye

contact Student does not adhere to time limits, reads some

• f presentation,

and/or makes some eye contact Student mostly adheres to time limits, is mostly clearly understood by audience, only sometimes reads, and/or mostly maintains eye contact with audience Student adheres to time limits, is clearly understood by audience, is not reading, and maintains eye contact with audience Questions Student did not grasp the information presented and could not answer questions Student could only partially answer even rudimentary questions Student could not fully address questions but showed more than rudimentary understanding of information presented Student could not fully address moderate to difficult questions but was at ease with easier questions Student could not fully address difficult questions but was at ease with easy to moderate questions Student fully comprehended information and was adept at answering questions