|
4 |
3 |
2 |
1 |
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Content
and Ideas |
Knowledge of the subject is excellent.
Content includes numerous details and examples.
The Unit and Content Questions are stated clearly and addressed completely.
Information is well-written, interesting, and engages the reader.
Content has been carefully edited and is error free. |
Knowledge of the subject is good.
Content includes several details and examples.
Unit and Content Questions are addressed but may not be stated clearly or addressed completely.
Information is well-written and fairly interesting.
Content has been edited and is mostly error free. |
Essential information is included, but there are some errors.
Content includes a few details and examples.
Unit and Content Questions are not addressed adequately and completely.
Information is fairly well-written but lacks interest.
Content has not been carefully edited and includes several errors.
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Essential information is lacking and there are numerous errors.
Details and examples are lacking.
There is little connection between the information presented and the Unit and Content Questions.
Information is not well-written and lacks interest.
Content has not been edited and includes many errors. |
|
Organization |
Content is well-organized using headings or bulleted lists to group related material.
There is a clear and logical sequence to the information.
|
The major part of the content is organized using headings or bulleted lists to group related material.
There is a logical sequence to the information. |
Content is somewhat organized using some headings or bulleted lists to group related material.
There is a mostly logical sequence to the information, but some details may not be placed appropriately. |
Details may be included, but content is disorganized and details may be unrelated to each other.
The sequence of the information is not logical and causes confusion. |
|
Oral Presentation |
The presentation is interesting and well-done.
Student is completely prepared and has obviously rehearsed.
Student consistently uses gestures, eye contact, voice, and enthusiasm to keep the audience’s attention.
Spanish pronunciation is accurate, fluid, and easily understood by a native speaker of Spanish. |
The presentation is relatively interesting and of adequate quality.
Student seems pretty prepared but might have needed a couple more rehearsals.
Student usually gestures, and uses eye contact, voice, and enthusiasm to keep the audience’s attention.
Spanish pronunciation has few errors, with few pauses and breaks, and can be understood by a sympathetic native speaker of Spanish. |
The presentation has some problems, but it maintains the interest of the audience.
The student is somewhat prepared, but it is clear that rehearsal was inadequate.
Student sometimes uses gestures, eye contact, voice, and/or enthusiasm to keep the audience’s attention.
Spanish pronunciation has some errors, with some pauses and breaks. Most of the presentation can be understood by a sympathetic native speaker of Spanish. |
Presentation is weak and does not keep the audience’s attention.
Student does not seem at all prepared to present.
Student does not keep the audience’s attention.
Spanish pronunciation has many errors. Errors impede communication so that the listener has trouble understanding at times. Pauses and breaks detract from the fluidity of the presentation. |
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Spanish Grammar Use . |
There are no spelling or grammatical errors.
A wide variety of grammatical structures and vocabulary is used. |
There are few spelling or grammatical errors.
Various grammatical structures and vocabulary are used. |
There are some spelling and grammatical errors.
Few grammatical structures and a limited amount of vocabulary are used. |
There are numerous spelling and grammatical errors.
Grammar structure and vocabulary are very basic and lack variety. |
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Use of Multimedia Technology |
Presentation effectively uses all relevant information.
Presentation looks professional, and creatively and effectively showcases all relevant information from the unit. Ideas are creative and original.
Images clearly support the key points and clearly enhance the understanding of the content.
The presentation loads quickly and is easy to use. |
Presentation addresses all Unit and Content Questions.
Presentation effectively showcases an adequate amount of information from the unit. It shows some originality and some new ideas and perspectives.
Images support the key points and enhance the understanding of the content.
The presentation loads quickly and is fairly easy to use. |
Presentation addresses most Unit and Content Questions.
Presentation showcases some information, but information may be lacking. Ideas from others are used (with credit given). There is little evidence of original ideas.
Images support some but not all of the key points and enhance the understanding of some of the content.
The presentation is not quick loading, or it is not easy to use. |
Presentation addresses some Content Questions.
Important components of the presentation are lacking. Ideas are copied from other sources with no credit given.
Images do not support the key points and do not enhance the understanding of the content.
The presentation is neither quick loading nor ease to use. |
Division
of Work |
There is clear evidence of teamwork and an equitable division of tasks.
All members of the group participate fully and equally in the presentation of the project. |
There is adequate evidence of teamwork and a fairly good division of tasks.
All members of the group participate in the presentation of the project. |
There is some evidence of teamwork and some division of tasks. One or more people in the group did not do their part of the work.
Some members of the group noticeably do not participate as much as others in the presentation of the project. |
There is little evidence of teamwork and division of tasks. Several people in the group did not do their part of the work.
Some members of the group do not participate in the presentation of the project. |