| CATEGORY |
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RESPONSIBILITIES |
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| Appearance |
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Text areas
and graphic areas are balanced.
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The words on
the display are easy to read.
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The words on
the display are spelled correctly.
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The graphics
on the display are easy to see.
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The
background does not compete with the text or graphics.
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Titles and
headings are easy to distinguish from other text.
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| Resources |
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I used a
variety of resources.
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I used
resources that were reliable and credible.
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I used
up-to-date resources.
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I used
electronic resources (Internet, CD-ROM).
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I used print
resources (textbooks, books, magazines, newspapers).
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I used
reference material (dictionary, thesaurus, encyclopedia).
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I cited my
resources.
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| Preparation |
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I planned my
time wisely to assure access to needed materials.
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I prepared a
clear topic and subtopics to cover.
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I thought
about questions I needed to answer in my presentation.
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I thought
about things I wanted to find for my presentation.
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I used
feedback from others to refine my topic, subtopic, and
details.
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I thought
about what materials and equipment I would need for the
presentation.
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I made a
timeline of when major parts of the presentation would be
done.
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| Organization |
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I made an
outline or storyboard to organize my thoughts and ideas.
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My
presentation was a clear explanation of a topic.
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My
presentation was persuasive in presenting a point of
view.
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My
presentation had a clear answer to a research question.
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I organized
my thoughts and ideas in a meaningful way.
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My
organization was easy for others to follow.
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I included a
meaningful title slide.
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I included an
introduction or Table of Contents.
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I included a
date and author slide.
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I included
slides to support my main points and subpoints.
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I included a
conclusion slide.
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I used a
Bibliography or Resources Used slide.
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| Media Use |
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I used
original art and effects in my presentation.
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The media I
chose is related to the content of the presentation.
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The media I
chose adds to the user's understanding of the
presentation.
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My media does
not distract the user.
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Media is
balanced appropriately with
text.
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