Communication
CriteriaRatings
This criterion is linked to a Learning OutcomeOrganization
Mastery Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clear and consistent, as well as being skillful and makes the content cohesive. ProficientOrganizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clear and consistent. DevelopingOrganizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittent. BeginningOrganizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observed. No Marks
This criterion is linked to a Learning OutcomeLanguage
MasteryLanguage choices are imaginative, memorable, and compelling, and enhance the effectiveness of the message. Language is appropriate to audience. ProficientLanguage choices are thoughtful and generally support the effectiveness of the message. Language is appropriate to audience. DevelopingLanguage choices are mundane and commonplace and partially support the effectiveness of the message. Language is appropriate to audience. BeginningLanguage choices are unclear and minimally support the effectiveness of the message. Language is not appropriate to audience. No Marks
This criterion is linked to a Learning OutcomeSupporting Material
MasterySupporting materials (explanations, examples, etc.) make appropriate reference to information or analysis that significantly supports the message or establishes the student’s credibility/authority on the topic. ProficientSupporting materials (explanations, examples, etc.) make appropriate reference to information or analysis that generally supports the message or establishes the student’s credibility/authority on the topic. DevelopingSupporting materials (explanations, examples, etc.) make appropriate reference to information or analysis that partially supports the message or establishes the student’s credibility/authority on the topic. BeginningInsufficient supporting materials (explanations, examples, etc.) make reference to information or analysis that minimally supports the message or establishes the student’s credibility/authority on the topic. No Marks
This criterion is linked to a Learning OutcomeCentral Message
MasteryCentral message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported). ProficientCentral message is clear and consistent with the supporting material. DevelopingCentral message is basically understandable but is not often repeated or memorable. BeginningCentral message can be deducted, but is not explicitly stated. No Marks
This criterion is linked to a Learning OutcomeDelivery
MasteryDelivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident. ProficientDelivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable. DevelopingDelivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable, and speaker appears tentative. BeginningDelivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation, and speaker appears uncomfortable. No Marks
This criterion is linked to a Learning OutcomeI1Unique and/or Novel Approaches
Mastery Proficient Developing Beginning