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Updated: 13 Jun 2024
Make assigning grades for group presentations a breeze with a printable Group Presentation Rubric.
Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Grades: 3 - 7
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Working with classmates on school projects is a required part of the learning experience. It helps them learn how to work well with others and communicate. It improves student problem-solving skills and motivates students to participate due to the collaborative nature of activities. However, for teachers, sometimes group projects can be challenging, especially when it comes to grading!
This year, we’re excited to share a brand new printable group presentation rubric for teachers. It simplifies the grading process by providing clear, structured criteria to assess various aspects of student presentations. This rubric is divided into several key categories, each with specific performance indicators and corresponding point ranges.
We recommend sharing your grading rubric with students at the beginning of the group project. Then, review the individual indicators and discuss what each point level entails.
This resource is available as an easy-to-use Google Slides or Printable PDF Resource file. To get your copy, click the dropdown arrow on the download button to select your preferred file format.
This resource was created by Lindsey Phillips, a teacher in Michigan and Teach Starter Collaborator.
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Below you will find the various criteria used to evaluate your presentation along with categories describing your performance in these areas. The boxes highlighted indicate your overall performance in the broader areas as described. Items specifically needing work may be underlined. Along with a grade, an overall evaluation follows, with a few major suggestions for improvement.
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| Presentation was excellent overall, shows outstanding control and skill, exceeds expectations in meeting the assignment’s requirements. | Presentation was very good overall, shows good control and skill, exceeds expectations in meeting most of the assignment’s requirements. | Presentation definitely showed strengths outweighing weaknesses, is meeting a number of the assignment’s requirements. | Presentation, though not developed enough with major weaknesses apparent, has begun to meet some of the assignment’s requirements. | Presentation exhibited consistent weaknesses throughout, isn’t meeting the assignment’s requirements. |
| Speaker captured and maintained audience=s attention and anticipated and addressed questions, needs, interests, knowledge well. | Speaker achieved most of the aspects listed. | Speaker achieved many of the aspects listed. | Speaker has begun to achieve some of aspects listed. | Speaker did not achieve most of aspects listed. |
| In the introduction, speaker used good attention grabber, gave overview clearly indicating organization and content, and spoke strongly, emphatically, and confidently. Speaker effectively ordered major sections of the presentation in a logical, easy-to-follow manner; provided clear transitions from one section to the next, and used repetition as necessary to clarify and make points memorable. Speaker adequately signaled the end of presentation so listeners were not surprised, restated and drove main points home, left listeners with a lasting impression. | Speaker achieved most of the aspects listed. | Speaker achieved many of the aspects listed. | Speaker has begun to achieve some of aspects listed. | Speaker did not achieve most of aspects listed. |
| Speaker effectively explained the controversial topic and its significance; presented appropriate background information, commenting on the problem’s causes/effects; clearly identified his/her position/proposal for change, opposing points and points in favor in a logical manner; supported points with reference to source materials consulted; and limited number of main points. | Speaker achieved most of the aspects listed. | Speaker achieved many of the aspects listed. | Speaker has begun to achieve some of aspects listed. | Speaker did not achieve most of aspects listed. |
| Speaker remembered to solicit questions without awkward delay, welcoming them with confidence; showed questioners respect, repeated questions and asked for clarification as needed; responded clearly and precisely, elaborated well; maintained composure even with some tough questions, admitted lack of knowledge gracefully and offered to follow up rather than bluffs. | Speaker achieved most of the aspects listed. | Speaker achieved many of the aspects listed. | Speaker has begun to achieve some of aspects listed. | Speaker did not achieve most of aspects listed. |
| Speaker used relevant visuals containing sufficient information (not too little, not too much) which enhanced rather than detracted from the presentation points (that is, not focused on graphics or PowerPoint “bells and whistles”; smoothly integrated visual/s, revealing points one by one; provided easily readable, attractively and functionally well designed, and professional-looking visuals with effective bulleting, clear font style and size, good use of space, and consistent look; kept visuals free of grammatical errors (i.e., missing end punctuation, faulty parallelisms, inconsistencies in outline format and capitalization, etc.); credited source/s of information and/or graphics correctly; knew how to use equipment well; had back-up plan if visuals fail; looked at audience not at visuals. | Speaker achieved most of the aspects listed. | Speaker achieved many of the aspects listed. | Speaker has begun to achieve some of aspects listed. | Speaker did not achieve most of aspects listed. |
| Speaker’s delivery added to rather than detracted from talk; he/ she obviously rehearsed rather than hardly practiced; delivered with brief references to notes rather than read a prepared script; kept close to the time limit (not much under or over). | Speaker achieved most of the aspects listed. | Speaker achieved many of the aspects listed. | Speaker has begun to achieve some of aspects listed. | Speaker did not achieve most of aspects listed. |
| Speaker talked loudly enough and paced presentation well (not too slow or fast), avoiding halting speech, mumbling, trailing off at ends of sentences; conveyed enthusiasm for subject; used varied expression and good enunciation; avoided using fillers (Aum,@ Auh,@ Alike,@ etc.) and making major or frequent stumbles and/or becoming flustered by them.
Speaker chose an appropriate level of language, avoided heavy use of jargon, used technical language clearly, chose words well, spoke grammatically correct, and used good pronunciation.
Speaker appeared comfortable, had good posture (i.e., avoided leaning on lectern); faced the audience and made eye contact throughout; gestured appropriately and avoided distracting tics (i.e., weight shifting or rocking, scratching, touching face or hair, playing with/ straightening/banging note cards or sheets, putting hands in or pulling them out of pockets, playing with paper clips, jingling keys, etc.) | Speaker achieved most of the aspects listed. | Speaker achieved many of the aspects listed. | Speaker has begun to achieve some of aspects listed. | Speaker did not achieve most of aspects listed. |
GRADE: _________
(Points lost for not showing up for presentation, not submitting copy of presentation outline, notes, and handout copy of slides on day of presentation for not being present to serve as a peer=s assigned questioner? __________)
OVERALL EVALUATION:
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In the end, they actually make grading easier.
When it comes to student assessment and evaluation, there are a lot of methods to consider. In some cases, testing is the best way to assess a student’s knowledge, and the answers are either right or wrong. But often, assessing a student’s performance is much less clear-cut. In these situations, a scoring rubric is often the way to go, especially if you’re using standards-based grading . Here’s what you need to know about this useful tool, along with lots of rubric examples to get you started.
In the United States, a rubric is a guide that lays out the performance expectations for an assignment. It helps students understand what’s required of them, and guides teachers through the evaluation process. (Note that in other countries, the term “rubric” may instead refer to the set of instructions at the beginning of an exam. To avoid confusion, some people use the term “scoring rubric” instead.)
A rubric generally has three parts:
Rubrics take more time to develop up front, but they help ensure more consistent assessment, especially when the skills being assessed are more subjective. A well-developed rubric can actually save teachers a lot of time when it comes to grading. What’s more, sharing your scoring rubric with students in advance often helps improve performance . This way, students have a clear picture of what’s expected of them and what they need to do to achieve a specific grade or performance rating.
Learn more about why and how to use a rubric here.
There are three basic rubric categories, each with its own purpose.
Source: Cambrian College
This type of rubric combines all the scoring criteria in a single scale. They’re quick to create and use, but they have drawbacks. If a student’s work spans different levels, it can be difficult to decide which score to assign. They also make it harder to provide feedback on specific aspects.
Traditional letter grades are a type of holistic rubric. So are the popular “hamburger rubric” and “ cupcake rubric ” examples. Learn more about holistic rubrics here.
Source: University of Nebraska
Analytic rubrics are much more complex and generally take a great deal more time up front to design. They include specific details of the expected learning outcomes, and descriptions of what criteria are required to meet various performance ratings in each. Each rating is assigned a point value, and the total number of points earned determines the overall grade for the assignment.
Though they’re more time-intensive to create, analytic rubrics actually save time while grading. Teachers can simply circle or highlight any relevant phrases in each rating, and add a comment or two if needed. They also help ensure consistency in grading, and make it much easier for students to understand what’s expected of them.
Learn more about analytic rubrics here.
Source: Deb’s Data Digest
A developmental rubric is a type of analytic rubric, but it’s used to assess progress along the way rather than determining a final score on an assignment. The details in these rubrics help students understand their achievements, as well as highlight the specific skills they still need to improve.
Developmental rubrics are essentially a subset of analytic rubrics. They leave off the point values, though, and focus instead on giving feedback using the criteria and indicators of performance.
Learn how to use developmental rubrics here.
Ready to create your own rubrics? Find general tips on designing rubrics here. Then, check out these examples across all grades and subjects to inspire you.
These elementary school rubric examples come from real teachers who use them with their students. Adapt them to fit your needs and grade level.
You can use this one as an analytic rubric by counting up points to earn a final score, or just to provide developmental feedback. There’s a second rubric page available specifically to assess prosody (reading with expression).
Learn more: Teacher Thrive
The nice thing about this rubric is that you can use it at any grade level, for any text. If you like this style, you can get a reading fluency rubric here too.
Learn more: Pawprints Resource Center
Rubrics aren’t just for huge projects. They can also help kids work on very specific skills, like this one for improving written responses on assessments.
Learn more: Dianna Radcliffe: Teaching Upper Elementary and More
If you use interactive notebooks as a learning tool , this rubric can help kids stay on track and meet your expectations.
Learn more: Classroom Nook
Use this simple rubric as it is, or tweak it to include more specific indicators for the project you have in mind.
Learn more: Tales of a Title One Teacher
Developmental rubrics are perfect for assessing behavior and helping students identify opportunities for improvement. Send these home regularly to keep parents in the loop.
Learn more: Teachers.net Gazette
In middle school, use rubrics to offer detailed feedback on projects, presentations, and more. Be sure to share them with students in advance, and encourage them to use them as they work so they’ll know if they’re meeting expectations.
Argumentative writing is a part of language arts, social studies, science, and more. That makes this rubric especially useful.
Learn more: Dr. Caitlyn Tucker
Role-plays can be really useful when teaching social and critical thinking skills, but it’s hard to assess them. Try a rubric like this one to evaluate and provide useful feedback.
Learn more: A Question of Influence
Art is one of those subjects where grading can feel very subjective. Bring some objectivity to the process with a rubric like this.
Source: Art Ed Guru
You can use diorama projects in almost any subject, and they’re a great chance to encourage creativity. Simplify the grading process and help kids know how to make their projects shine with this scoring rubric.
Learn more: Historyourstory.com
Rubrics are terrific for grading presentations, since you can include a variety of skills and other criteria. Consider letting students use a rubric like this to offer peer feedback too.
Learn more: Bright Hub Education
In high school, it’s important to include your grading rubrics when you give assignments like presentations, research projects, or essays. Kids who go on to college will definitely encounter rubrics, so helping them become familiar with them now will help in the future.
Analyze a student’s presentation both for content and communication skills with a rubric like this one. If needed, create a separate one for content knowledge with even more criteria and indicators.
Learn more: Michael A. Pena Jr.
Debate is a valuable learning tool that encourages critical thinking and oral communication skills. This rubric can help you assess those skills objectively.
Learn more: Education World
Implementing project-based learning can be time-intensive, but the payoffs are worth it. Try this rubric to make student expectations clear and end-of-project assessment easier.
Learn more: Free Technology for Teachers
Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points.
Learn more: Learn for Your Life
If you’re unsure how to grade a student’s participation and performance in drama class, consider this example. It offers lots of objective criteria and indicators to evaluate.
Learn more: Chase March
Plus, 25 of the best alternative assessment ideas ..
Tips and ideas for teachers and school leaders. Continue Reading
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Feel free to modify this sample rubric for assessing group work to meet your teaching needs.
Skills | 4 Advanced - Exceeds expectations | 3 Competent - Meets expectations | 2 Progressing - Does not fully meet expectations | 1 Beginning - Does not meet expectations |
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Contributions, Attitude | Always willing to help and do more. Routinely offered useful ideas. Always displays positive attitude. | Cooperative. Usually offered useful ideas. Generally displays positive attitude. | Sometimes cooperative. Sometimes offered useful ideas. Rarely displays positive attitude. | Seldom cooperative. Rarely offers useful ideas. Is disruptive. |
Cooperation with Others | Did more than others–highly productive. Works extremely well with others. Never argues. | Did their part of the work-cooperative. Works well with others. Rarely argues. | Could have done more of the work–has difficulty. Requires structure, directions, and leadership. Argues sometimes. | Did not do any work–does not contribute. Does not work well with others. Usually argues with teammates. |
Focus, Commitment | Tries to keep people working together. Almost always focused on the task and what needs to be done. Is very self-directed. | Does not cause problems in the group. Focuses on the task and what needs to be done most of the time. Can count on this person. | Sometimes not a good team member. Sometimes focuses on the task and what needs to be done. Must be prodded and reminded to keep on task. | Often is not a good team member. Does not focus on the task and what needs to be done. Lets others do the work. |
Team Role Fulfillment | Participated in all group meetings. Assumed leadership role as necessary. Did the work that was assigned by the group. | Participated in most group meetings. Provided leadership when asked. Did most of the work assigned by the group. | Participated in some group meetings. Provided some leadership. Did some of the work assigned by the group. | Participated in few or no group meetings. Provided no leadership. Did little or no work assigned by the group. |
Ability to Communicate | Always listens to, shares with, and supports the efforts of others. Provided effective feedback to other members. Relays a great deal of information–all relates to the topic. | Usually listens to, shares with, and supports the efforts of others. Sometimes talks too much. Provided some effective feedback to others. Relays some basic information–most relates to the topic. | Often listens to, shares with, and supports the efforts of others. Usually does most of the talking–rarely listens to others. Provided little feedback to others. Relays very little information–some relates to the topic. | Rarely listens to, shares with, or supports the efforts of others. Is always talking and never listens to others. Provided no feedback to others. Does not relay any information to teammates. |
Correctness | Work is complete, well organized, has no errors and is done on time or early. | Work is generally complete, meets the requirements of the task, and is mostly done on time. | Work tends to be disorderly, incomplete, not accurate, and is usually late. | Work is generally sloppy and incomplete, has excessive errors and is mostly late or not at all. |
Total Score: |
We've created a wide range of rubrics - for designing and teaching PBL to guiding students through key stages of the PBL process.
All of our resources – rubrics, project ideas, student handouts, videos, and more – are available at My.PBLWorks.org . You can download over 25 different rubrics there!
Go to MyPBLWorks.org for all rubrics
Below are some of the most popular rubric downloads.
This rubric describes beginning, developing, and Gold Standard levels for Project Based Teaching Practices for K-12 teachers and features detailed, concrete indicators that illustrate what it means to teach in a PBL environment.
Teachers and school leaders can use this rubric to reflect on their practice and plan for professional growth.
Download here
This rubric describes a well-written rubric, distinguishing between rubrics that meet, approach, or are below standards for selection of criteria, distinction between levels, and quality of writing. It also describes how a rubric is created and used with students.
The Project Design Rubric uses the Essential Project Design Elements as criteria to evaluate projects. The rubric aligns with BIE's Gold Standard PBL model. Definitions and practical examples are used to clarify the meaning of each dimension.
You and your colleagues can use the rubric to guide the design of projects, give formative feedback, and reflect and revise.
This research-based rubric is designed to provide useful, formative information that teachers can use to guide instruction and provide feedback to students. Students can use it to reflect on the quality of their complex communication. Student performance is described along a continuum. The design of the rubric focuses on the complexities of communication strategies needed in the context of project tasks.
Use this rubric to guide students to self-assess their work or inform your thinking as you create your assessment tools.
This research-based rubric is designed to provide useful, formative information that teachers can use to guide instruction and provide feedback to students. Students can use it to reflect on their creative thinking processes and products. Student performance is described along a continuum, balancing products (solutions, ideas) and creative processes.
Yes, we provide PBL training for educators! PBLWorks offers a variety of PBL workshops, courses and services for teachers, school and district leaders, and instructional coaches - whether you're just getting started or advancing your practice. Learn more
Questions & answers, laurel barnes.
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Group Presentation Rubric The teacher will use this rubric to evaluate each group's presentation. Students can look at this rubric so they may understand what they are being graded on. The Group Presentation Rubric will be combine with the Teammate Participation Rubric to determine your final grade for the project. Trait Criteria Points 1 2 3 4
Most group members are hard to understand. All group members speak clearly and are easy to understand. Most group members speak clearly and are easy to understand. Some group members speak clearly, but are difficult to understand. Only 1 or 2 group members speak and can be understood. All group members speak to the entire audience.
Group presentation rubric. This is a grading rubric an instructor uses to assess students' work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment. Download this file.
time limit. Whole. is within 2 minutes is within 3 minutes presentation is. time. Student's part of the presentation is within 2 minutes +/- of the allotted time limit. Whole group. within 4 minutes +/- of allotted time. Student's part of the presentation is too long or too short. Whole group presentation is 5 or more minutes above or below the ...
Scoring Rubric for Group Presentations Competence Weighting /100 Criteria Comments A A- B+ B and below Introduction 10 Clearly defined background and relevance of policy issue. States objective precisely Defined background and general relevance of policy issue. Stated objectives General description of background and relevance of policy.
Oral Presentation Rubric 4—Excellent 3—Good 2—Fair 1—Needs Improvement Delivery • Holds attention of entire audience with the use of direct eye contact, seldom looking at notes • Speaks with fluctuation in volume and inflection to maintain audience interest and emphasize key points • Consistent use of direct eye contact with ...
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The rubric allows teachers to assess students in several key areas of oral presentation. Students are scored on a scale of 1-4 in three major areas. The first area is Delivery, which includes eye contact, and voice inflection. The second area, Content/Organization, scores students based on their knowledge and understanding of the topic being ...
Step 7: Create your rubric. Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle.
Discuss this rubric with other members. iRubric B3WA45: This rubric is designed to assess the presentation of the group activity. The rubric should consider the performance of the group as a whole, as well as individual contributions.. Free rubric builder and assessment tools.
RUBRICS FOR EVALUATING GROUP WORK, INDIVIDUAL AND GROUP PRESENTATIONS, CLASS PARTICIPATION Individual Oral Report Evaluation Student Name Characteristic hi~h43 25 low 1 ... ©2000 Houston Independent School District low 1 . Created Date: 9/30/2005 2:54:02 PM ...
This year, we're excited to share a brand new printable group presentation rubric for teachers. It simplifies the grading process by providing clear, structured criteria to assess various aspects of student presentations. This rubric is divided into several key categories, each with specific performance indicators and corresponding point ranges.
4- The group clearly worked together, with each team member making an important contribution to the eventual goal. 3- The group worked together some of the time, and most of the team members made ...
Group Classroom Presentation Sample Rubric Page 1Gro. p Classroom Presentation Sample Rubric - Page 1*Please note that this is a sample of a group presentation scoring rubric for y. ur reference and is not from any Graziadio class. Check with your professor for their sco. ExemplaryPresentation Content (Group grade) Presentation c.
Along with a grade, an overall evaluation follows, with a few major suggestions for improvement. EXCEPTIONAL: A. STRONG: AB. EFFECTIVE: B. DEVELOPING: BC/C. INADEQUATE: D/F. MAJOR CRITERIA FOR EVALUATION. Presentation was excellent overall, shows outstanding control and skill, exceeds expectations in meeting the assignment's requirements.
High School Rubric Examples. In high school, it's important to include your grading rubrics when you give assignments like presentations, research projects, or essays. ... Presentation Rubric. Analyze a student's presentation both for content and communication skills with a rubric like this one. If needed, create a separate one for content ...
Example of Group Work Rubric; Skills 4 Advanced - Exceeds expectations 3 Competent - Meets expectations 2 Progressing - Does not fully meet expectations 1 Beginning - Does not meet expectations; Contributions, Attitude: Always willing to help and do more. Routinely offered useful ideas. Always displays positive attitude. Cooperative. Usually ...
group efforts and keeping people on track. -Completed his or her share with great effort. -Contributed exceptional effort to the group's project. -Did a fantastic job in organizing group efforts and keeping people on track. -Went above and beyond the call of duty to further group's work. Class Participation Assessment Rubric
This rubric describes beginning, developing, and Gold Standard levels for Project Based Teaching Practices for K-12 teachers and features detailed, concrete indicators that illustrate what it means to teach in a PBL environment. Teachers and school leaders can use this rubric to reflect on their practice and plan for professional growth.
Effectiveness. Presentation. 4. Background does not detract from text or other graphics. Choice of background is appropriate for this project. Font formats (e.g., 3. Background does not detract from text or other graphics. Choice of background could have been better suited for the project.
Oral Presentation Grading Rubric Name: _____ Overall Score: /40 Nonverbal Skills 4 - Exceptional 3 - Admirable 2 - Acceptable 1 - Poor Eye Contact Holds attention of entire audience with the use of direct eye contact, seldom looking at notes or slides. Consistent use of direct eye
The group didn't follow the project directions outlined on the Haiku: Groups Checklist, and didn't meet the requirements of the project. Performance Content & O rganization The group collaborated well in combining individual haiku to create a meaningful story-like presentation. The group collaborated in combining individual haiku to create ...
High school social studies. Social studies by topic. Ancient history. Economics . European history. Government. ... A rubric to help making grading Group Presentations much easier! Group Presentation Rubric. Rated 4.5 out of 5, based on 22 reviews. 4.5 ...