Peer Evaluation of a Group Presentation
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1 Peer Evaluation of a Group Presentation Presenters: Topic: Date: Peer Evaluation: Rate each of the following areas as excellent +, good, or needs work -. Add Comments to explain your rating and answer the questions below. Area Rating Comments Content (e.g. interest, appropriateness for audience and assignment, clear focus, good support and details, identified sources adequately) Organization (e.g. easy to follow, clear sections [introduction, body, and conclusion], transitions, coherent) Delivery and Overall Communication (e.g. eye contact, aprropriate volume and rate of speech, clarity of speech, comprehensibility, posture and body language, use of media and visual aids, all members well-prepared) ) What is one thing that you learned from this presentation? ) What is one thing the group did well? ) What is one suggestion to help them improve future presentations? ) Additional Comments Johnson Hafernik, J. & Wiant, F.M. () Integrating Multilingual Students into College Classrooms. Practical
2 Faculty Rubric Speech Evaluation and Comments Speaker s Name: Date: Time: (time allowed for speech = ) Strong Good Needs Work CONTENT and 5 8 ORGANIZATION (Overall) a. Introduction + - b. Body + - c. Transitions/ Connections + - d. Conclusion + - e. Audience awareness + - f. Accurate documention of + - sources DELIVERY (Overall) 8 6 a. Pace + - b. Volume + - c. Comprehensibility + - d. Pronunciation + - e. Posture + - f. Eye contact + - g. Gestures + - h. Use of note cards + - i. Use of PowerPoint or other aids + - j. Time within given range + - LANGUAGE EFFECTIVENESS (e.g. word choice, grammar, easy to understand) 8 6 TOTALS N/A TOTAL for area General Comments and Suggestions: Grading Scale: / 5 A: 5-5 B: - C: 5-9 D: - F: < Johnson Hafernik, J. & Wiant, F.M. () Integrating Multilingual Students into College Classrooms. Practical
3 Higher Order Concerns (HOCs) Global Level 5% Faculty Rubric Essay Evaluations and Comments. Does the paper have a clear and concise thesis?. Does the introduction contain a preview of the main arguments?. Do the arguments contain sufficient evidence and reasoning to support the conclusions?. Does the paper have an attention getter? 5. Does the paper have an effective conclusion? Middle Order Concerns (MOCs) Paragraph Level 5%. Does each paragraph have a topic sentence and support?. Is the organizational pattern easy to follow? Do effective transitions lead naturally and logically from one point to the next?. Do sentences reflect the old-new information pattern?. Do sentences flow logically from one to the next? Lower Order Concerns (LOCs) Sentence Level 5%. Do all quotations, paraphrases, and summaries have source citations?. Do sentences contain specific and accurate verbs? Have you avoided the overuse of 'be' verbs and passive voice?. Are adverbials used to vary the complexity of sentences and subordinate less important information?. Are there errors in grammar, spelling, or punctuation that need to be corrected? Comments and Grade Johnson Hafernik, J. & Wiant, F.M. () Integrating Multilingual Students into College Classrooms. Practical
4 Faculty Rubric Group Persuasive Speech (Debate) Evaluation Form Group (For) References ( pts) Visual Aids ( pts) Attention getter (5 pts) Organization/Teamwork ( pts) Delivery ( pts) Closing ( pts) Time (5 pts) Total ( pts) Comments: Group (Against) References ( pts) Visual Aids ( pts) Attention getter (5 pts) Organization/ Teamwork ( pts) Delivery ( pts) Closing ( pts) Time (5 pts) Total ( pts) Comments: Johnson Hafernik, J. & Wiant, F.M. () Integrating Multilingual Students into College Classrooms. Practical
5 Faculty Comments Rubric for Essay #: A Response to a Text Name: Date final submitted to Turnitin:. The Introductory Paragraph has: a. an interesting relevant 'hook' and context/background b. a thesis statement with opinion and controlling ideas; and c. the controlling ideas are parallel Strong Adequate Needs Work. The Body Paragraphs: a. have topic sentences and relevant details and examples; b. follow the order of the thesis statement; c. use quotes and paraphrases from texts to support main ideas; and d. introduce quotes and paraphrases with a variety of reprting verbs. The concluding paragraph restates the thesis with different words and/ or strucure. All 'borrowed language' is correctly quoted and cited. 5. Quotes are correctly punctuated (quotation marks, commas, periods). 6. Slang and informal language are avoided. 7. Transitions (FANBOYS, for example, however, etc.) are correctly used and punctuated. 8. Subordinators (because, when, as, if, etc.) are correctly used and punctuated. 9. Feedback is followed, the paper is spellchecked, and MLA formatting is used.. Essay is appropriate length. subtotals Deductions: Late submission of draft or final copy. (- to -) Score and grade A: 7- C:9- B:-6 D:7-8 F:<7 / Item(s) Missing Johnson Hafernik, J. & Wiant, F.M. () Integrating Multilingual Students into College Classrooms. Practical
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