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

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 provide any background or context Student did not provide enough details for audience to assess if the background

• r 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 or Expected Results Student did not present results or expected results Student outlined results, but not in enough detail to determine if results or expectations were appropriate for methods above. Student presented results or expectations, but these were not appropriate for the

• bjectives

(questions) Student presented results or expectations, but

• nly some were

appropriate for the

• bjectives

(questions) Student thoroughly presented results

• r expectations,

most of which were appropriate for the methods or

• bjectives

(questions) Student thoroughly presented appropriate results

• r expectations for

the objectives (questions) 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 Organization / Format 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 and are

• interesting. No

misspellings or grammatical errors

• r illegible areas

Ability to Stand Alone Poster cannot be understood without student walking audience through it Poster is confusing in the absence of the student, although the audience can grasp the basic subject Audience can grasp the basic subject, questions (or objectives), and methods but requires the student grasp any details Poster can mostly be understood in the absence of the student, but the student is needed to fill in several details or few large details Poster is understood in the absence of the student, but the student is needed to fill in very few details (i.e. units of measurement) or minor details Poster is easily understood in the absence of the student Understanding

• f Subject

Student did not grasp the information presented and could not answer questions or discuss the subject Student could only partially answer even rudimentary questions and could only discuss the subject in the broadest of terms Student could not fully address questions but showed more than rudimentary understanding of information presented, able to discuss in only broad terms Student could not fully address moderate to difficult questions but was at ease with easier questions or discussing the subject in broad terms Student could not fully address difficult questions but was at ease with easy to moderate questions or discuss the subject in detail Student fully comprehended information and was adept at answering questions or discussing the subject

Clarity of Verbal Presentation Student does not talk to audience Student mumbles, too quiet or too loud for audience to understand, does not discuss in a logical manner, reads from notes, and does not make eye contact Student does not discuss in a logical manner, reads from notes, and makes occasional eye contact Student’s presentation lacks some logic and makes some eye contact Student’s presentation is clear but may lack in some logic or connection to the audience Presentation is very clear and understandable and student is at ease with interacting with audience