College of Adult and Professional Programs
Presentation Evaluation Criteria
Organization (20%)
20 Consistently clear,
concise, well organized.
Points were easy to follow
because of the organization.
Transitions between sections
smooth and coordinated.
15 Usually clear, concise,
well organized. Most of the
presentation was easy to
follow. Transitions between
sections usually coordinated.
10 Not always clear or
concise. Organization was
adequate, but weak.
Occasionally wandered and
was sometimes difficult to
follow. Transitions between
sections weak.
5 Often unclear and
disorganized, rambled too
much. The presentation was
confusing and difficult to
follow. Transitions between
sections awkward.
Topic Knowledge (20%)
20 Displayed an excellent
grasp of the material.
Demonstrated excellent
mastery of content,
application and implications.
Excellent research depth.
15 Displayed a general
grasp of the material.
Demonstrated good mastery
of content, application and
implications. Good research
depth.
10 Displayed some grasp
of the material.
Demonstrated adequate
mastery of content,
application and implications.
Research not very deep.
5 Displayed a poor grasp
of the material.
Demonstrated a superficial
handling of content,
application and implications.
Little depth of research.
Creativity (10%)
10 Very creative and
original. Imaginative design
and use of materials. Novel
handouts, visual aids, or
methods.
8 Exhibited some
originality and creativity.
5 Routine treatment,
minimal thought given to
originality or creativity.
3 Lacked creativity. Very
ordinary and mundane.
Visual Aids (15%)
15 Simple, clear, easy to
interpret, easy to read. Well
coordinated with content, well
designed, used very
effectively. Excellent
example of how to prepare
and use good visual aids
11 Usually clear, easy to
interpret, easy to read.
Generally well coordinated
with content, design was
okay, generally used
effectively. Demonstrated
some understanding of how
to use visual aids.
8 Marginally acceptable,
too complex, crowded,
difficult to read or interpret.
Adequate coordination with
content. Used only
adequately. Showed little
understanding of how to
prepare and use visual aids.
4 Poor quality visual aids
(or none), hard to read,
technically inaccurate, poorly
constructed. Poor
coordination with content.
Used poorly. The presenter
did not seem to know how to
prepare or use visual aids
effectively.
Summary (15%)
15 Clear, concise, major
points emphasized, clear
recommendations, strong
conclusion or call for action.
11 Referred to main points,
recommendations weak or
missing, weak conclusion or
call for action.
8 Vague mention of major
points, no recommendations,
weak conclusion, weak or no
call for action.
4 No summary, no
recommendations, no
conclusions, no call for
action.
Stage Presence (20%)
20 Excellent stage
presence. Confident, used
notes well, at ease, excellent
gestures, good audience
attention, good eye contact.
15 Good stage presence.
Fairly confident, used notes
fairly well, good gestures,
acceptable audience
attention and eye contact.
10 Adequate stage
presence. Read parts,
fumbled with notes, several
distracting mannerisms,
minimal gestures, minimal
eye contact, too many um=s.
5 Poor stage presence.
Unprepared, awkward,
shuffled papers, poor eye
contact, lots of um=s, turned
from audience to read
overheads, shuffled feet,
fidgeted. Poor gestures.
TOTAL POINTS
COMMENTS:
College of Adult and Professional Programs
PRESENTATION EVALUATION CRITERIA
1. The College of Adult & Professional Programs (CAPP) is committed to helping students develop
superior presentation skills. One method for accomplishing this is to evaluate each presentation
in every class. This evaluation rubric was developed by the faculty to help assure consistency in
evaluating student presentations.
2. This rubric will be introduced in STDV 1000 and STDV 3000, and must be used in every
subsequent class in which students make presentations. No other evaluation forms are to be used
by any instructor.
3. Give each student a copy of the Presentation Evaluation Criteria form at the beginning of the
class. This will indicate how their presentations will be evaluated. If any of the criteria are not
clear, discuss what they mean.
4. Complete an evaluation for each individual or group presentation. It would be most helpful if
students could receive the completed evaluation form on the same evening as the presentation. If
that is not possible, evaluation forms should be returned to students no later than the next class.
5. OPTIONAL You may want to have students participate in the evaluations. For instance, you
might ask three different students to evaluate each presentation. Student evaluations can be
averaged together and used to allocate some percentage of the grade. For example, some
instructors use the average student ratings for 50 percent of the presentation grade.
6. During the individual or group presentation:
a. Remind students that you will be using the standard presentation evaluation rubric
(introduced in STDV 1000 or STDV 3000). This rubric indicates how their presentations
will be evaluated.
b. Simply place a check mark in the appropriate box for each of the categories. Write any
additional comments at the bottom.
c. Add up all the values in the upper left hand corner of each box checked, and write the total
points in the space at the bottom of the form. Letter grades are matched to the range of
possible scores.
7. As soon as the presentation ends (if possible), it is beneficial to spend a few minutes on
immediate feedback. Ask the class to comment on what they thought was most positive about
the presentation. Then ask what might have been improved to make the presentation better. This
kind of immediate feedback should be reassuring to the presenter, as well as indicating how to
improve future presentations.
Updated 02/21/2011 JA