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

Thank you for volunteering to judge oral 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: Oral 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 context context but failed context in a context in a determine if to provide details manner mostly manner easily background or such as citations or understood by the understood by the context was background was audience but audience relevant 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 Student did not Student outlined Student presented Student presented Student Student present results results, but not in results, but these results, but only thoroughly thoroughly enough detail to were not some were presented results, presented determine if appropriate for appropriate for the most of which appropriate results were methods. methods or lacking were appropriate results, including appropriate for in either statistical for the methods or figures or tables methods above. analysis or figures incorrectly relating and correctly or tables some statistical relating statistical analysis or analysis information in figures or tables Conclusions Student did not Student included Student included Student included Student included Student included include conclusions but conclusions conclusions conclusions conclusions conclusions these were not supported partially supported partially supported by the supported by the supported by the by the results or in by the results or in results but lacked results in a logical results or not in a a way that allowed a way that allowed some logic in and easily way that allowed the audience to the audience to connecting results understood the audience to connect only some connect most but to conclusions manner connect conclusions to the not all conclusions conclusions to the results to the results results 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 Structure Information is Information has Information is Information is Information is Information is 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. No graphics; many grammar, or errors in spelling, grammar, or improved; no misspellings or errors in spelling, legibility grammar, or legibility errors in spelling, grammatical errors grammar, or legibility grammar, or or illegible areas legibility legibility Speaking Style Student does not Student does not Student does not Student does not Student mostly Student adheres to adhere to time adhere to time adhere to time adhere to time adheres to time time limits, is limits, mumbles, limits, reads full limits, mostly limits, reads some limits, is mostly clearly understood too quiet or too presentation, and reads of presentation, clearly understood by audience, is not loud for audience does not make eye presentation, and/or makes by audience, only reading, and to understand, contact occasionally is some eye contact sometimes reads, maintains eye reads full clearly and/or mostly contact with presentation, and understood, maintains eye audience does not make eye and/or makes contact with contact occasional eye audience contact Questions Student did not Student could only Student could not Student could not Student could not Student fully 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 showed more than difficult questions but was at ease was adept at could not answer rudimentary but was at ease with easy to answering questions understanding of with easier moderate questions information questions questions presented