Thank you for volunteering to judge poster 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: Poster Presentations Score 1 2 3 4 5 6 CONTENT Introduction Student did not Student did not Student provided Student provided Student provided Student provided a provide any provide enough an irrelevant some relevant relevant detailed relevant background or details for background or background or background or background or context audience to assess context context but failed context in a context in a if the background to provide details manner mostly manner easily or context was such as citations or understood by the understood by the relevant background was audience but audience difficult to follow lacking some detail Objectives Student did not Student presented Student presented Student presented Student presented Student presented outline objectives only objectives (or only objectives (or objectives (or objectives (or objectives (or (or questions) or questions) or questions) or questions) and questions) and questions) and hypotheses hypotheses or hypotheses but hypotheses but hypotheses but hypotheses in a hypotheses were not both not in an easily lacking in some logical and easily not appropriate understood logic or in a mostly understood for the objectives manner understood manner manner Methods Student did not Student outlined Student outlined Student outlined Student Student present methods methods or data methods and data methods and data thoroughly thoroughly analyses but not in analyses but these analyses only outlined methods outlined methods enough detail to were not some of which and data analyses and data analyses determine if these appropriate for were appropriate and most were appropriate for are appropriate for objectives for objectives appropriate for objectives objectives (questions) (questions) objectives (questions) in a (questions) or (questions) logical and easily hypotheses understood manner
Results or Student did not Student outlined Student presented Student presented Student Student Expected present results or results, but not in results or results or thoroughly thoroughly Results expected results enough detail to expectations, but expectations, but presented results presented determine if these were not only some were or expectations, appropriate results results or appropriate for the appropriate for the most of which or expectations for expectations were objectives objectives were appropriate the objectives appropriate for (questions) (questions) for the methods or (questions) methods above. objectives (questions) Significance Student did not Student included Student included Student included Student included Student included include broader some broader broader broader broader broader significance of significance but significance significance significance significance research findings this was not partially consistent consistent with consistent with consistent with consistent with with research research findings research findings research findings research findings findings but not in an easily but not presented in a logical and understood in a well easily understood manner understood manner manner
STYLE Organization / Information is Information has Information is Information is Information is Information is Format presented in no some logical order presented in a presented in a presented in a presented in a logical order but mostly jumps mostly logical mostly logical logical order that logical and around order with some order with some the audience can interesting order abrupt transitions unclear transitions mostly follow that the audience or jumps can easily follow Visual aids Student used Student Graphics mostly Graphics related to Graphics explain Graphics explain superfluous occasionally used related to information information and reinforce the (distracting) graphics; some information presented; few presented but information graphics or no errors in spelling, presented; few errors in spelling, could be presented and are graphics; many grammar, or errors in spelling, grammar, or improved; no interesting. No errors in spelling, legibility grammar, or legibility errors in spelling, misspellings or grammar, or legibility grammar, or grammatical errors legibility legibility or illegible areas Ability to Poster cannot be Poster is confusing Audience can Poster can mostly Poster is Poster is easily Stand Alone understood in the absence of grasp the basic be understood in understood in the understood in the without student the student, subject, questions the absence of the absence of the absence of the walking audience although the (or objectives), student, but the student, but the student through it audience can grasp and methods but student is needed student is needed the basic subject requires the to fill in several to fill in very few student grasp any details or few large details (i.e. units of details details measurement) or minor details Understanding Student did not Student could only Student could not Student could not Student could not Student fully of Subject grasp the partially answer fully address fully address fully address comprehended information even rudimentary questions but moderate to difficult questions information and presented and questions and showed more than difficult questions but was at ease was adept at could not answer could only discuss rudimentary but was at ease with easy to answering questions or the subject in the understanding of with easier moderate questions or discuss the subject broadest of terms information questions or questions or discussing the presented, able to discussing the discuss the subject subject discuss in only subject in broad in detail broad terms terms
Clarity of Student does not Student mumbles, Student does not Student’s Student’s Presentation is Verbal talk to audience too quiet or too discuss in a logical presentation lacks presentation is very clear and Presentation loud for audience manner, reads some logic and clear but may lack understandable to understand, from notes, and makes some eye in some logic or and student is at does not discuss in makes occasional contact connection to the ease with a logical manner, eye contact audience interacting with reads from notes, audience and does not make eye contact
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