Addison
Information Literacy |
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| Content |
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|---|---|---|---|
| Exceeds Expectations | Meets Expectations | “Not Yet” | Comments: |
| The information in the report is readily understandable as presented, with little or no clarification needed. | The presenters must be asked to clarify their information and thinking to be understood; they are able to clarify with little trouble. | The information is not readily understandable, and the presenters are unable to adequately clarify their thinking. | |
| The thesis of the report is clearly supported by a variety of reasons, examples, data, anecdotes, or information given by experts | The thesis of the report is supported by reasons, examples, data, anecdotes, or information given by experts | Gaps exist or the thesis is not adequately supported by reasons, examples, data, anecdotes, or information given by experts. | |
| Report is unified and coherent, with no extraneous information or obvious omissions of information | Report is generally unified and coherent, with little extraneous information and/or few omissions of information | Report lacks unity and/or coherence, so listeners have trouble distinguishing the major points. | |
| Each group member appears knowledgeable about all aspects of report subject. | Each group member appears knowledgeable about his/her own part of report. | One or more group members appear to lack basic knowledge about report subject. | |
| Sources of information are cited when appropriate. | Sources are cited, but citations are not always incorporated smoothly. | No sources are cited. | |
Speaking Skill |
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| The speakers look at and speak to the audience most of the time, relying little on their notes. | The speakers rely quite a bit on their notes; they make enough eye contact with the audience to keep them involved. | The speakers make little eye contact with the audience primarily reading directly from their notes. | |
| All group members share speaking responsibilities evenly. | One or more group members do most of the speaking, while the other(s) do less. | One or more group members have little or no speaking responsibilities. | |
| Presenters speak powerfully, articulately and loudly enough to be heard. | The presenters are articulate but need to be asked once to speak up. | The presenters need to be asked more than once to speak up. | |
| The presenters’ speech patterns and body language are virtually free of distracters ("like"; "uh"/fidgeting; playing with hair) | Some distracters are present, but the flow of though continues anyway. | Flow is lost due to presence of distracters. | |
