Presentation Evaluation Forms

There is no single feedback or assessment sheet that fits every presentation assignment.  As you review these various options, you might realize that you need to tweak a sheet to get it exactly right for your own purposes.  For this reason, each is provided as a .doc file, which you can download and edit as needed.

 

Keep in mind that any evaluation sheet should do two things: 

 

1. Provide feedback on each of those elements that you include in your grade.  This is true whether the element has been part of your instruction or not.  For example, if you require that students "dress appropriately" for a presentation and rate them more highly when they are wearing business attire, your evaluation sheet should include that as a scoring element.  Similarly, if you intend reward "creativity" of a solution, regardless of its conformity to prescribed assignment parameters, that element should appear as a component of the assessment.  Especially in areas where you have not provided specific performance standards, it is helpful to provide yourself with sufficient space to writeexplanatory comments.

 

2. Distinguish between “presentation” skills and “content” components of the grade.  It is sometimes difficult to tell whether a student does not understand the material being presented, or simply is simply presenting his or her thoughts incoherently.  In the business world, it would not matter, but for pedagogical purposes, feedback should help a student to identify the specific areas that require attention.   Similarly, it is helpful to provide specific feedback with respect to the basic elements of presentation, providing separate scores for "organization of the material" and "vocal delivery", for instance, rather than a single "presentation" score.

 

Sample 1: This evaluation is designed as a peer evaluation.  Students at UNI are loath to give negative criticism, but they will say “sort of”, which allows them to offer more critical and thus more useful comments.

 

Sample 2:  This evaluation provides a behavioral description of each kind of behavior involved in the delivery/presentation elements.  These categories will not work for every assignment, but behavioral descriptions offer helpful “instructional” advice in courses where speaking skills are not explicitly taught.

 

Sample 3: This is a sheet designed to evaluate a group presentation in which each speaker is given a separate score.

 

Sample 4: This is the same scoring rubric for an individual speaker.

 

Sample 5: A scoring rubric for a specialized speaking assignment: the speaker is scored only on the clarity and completeness of a provable claim.

 

Sample 6: This project proposal score sheet includes more attention to content than the evaluations above, reserving fewer points for “delivery” elements.