Assessment - GES Student Presentation

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Assessment - GES Student Presentation

Email *

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Your name *

Student's name *

Presentation title *

Date of evaluation *

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DD

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YYYY

First or second evaluation? *

First evaluation (practice)

Second evaluation (GES Symposium)

1. Is the student's presentation well organized? *

0 - Faculty are encouraged to assign a zero to a presentation that does not meet a "1" level performance.

1 - Presentation is fairly organized. Outline of content is provided at beginning but not adhered to or has some elements missing.

2 - Presentation is well organized. Outline of content is provided at beginning, and adhered to through most of the talk.

3 - Presentation is very well organized. Outline of content is presented at the beginning and adhered to through the talk.

2. Does the student deliver his/her presentation clearly and loudly enough? *

0 - Faculty are encouraged to assign a zero to a presentation that does not meet a "1" level performance.

1 - Student usually speaks clearly, is loud enough to be heard, makes eye contact, and interacts with audience. Parts of presentation may be memorized from a script or student gets flustered.

2 - Student speaks clearly, is loud enough to be heard, makes good eye contact and interacts positively with audience. Very few instances when presentation seems memorized from a script or student infrequently gets flustered.

3 - Student consistently speaks clearly, is loud enough to be heard throughout the room, and makes good eye contact and interacts positively with audience, appearing comfortable and confident.

3. Does the student use scientific terms clearly and correctly? *

0 - Faculty are encouraged to assign a zero to a presentation that does not meet a "1" level performance.

1 - Student usually uses appropriate scientific terms correctly to describe background, research methods, and data analysis. Several lapses into non-scientific terminology.

2 - Student mostly uses appropriate scientific terms correctly to describe background,research methods, and experiments and data analysis. Very few lapses into non-scientific terminology.

3 - Student always uses appropriate scientific terms correctly to describe background, research methods, and experiments and data analysis.

4. Does the student methodically explain his/her scientific problem and address his/her research approach to address the problem? *

0 - Faculty are encouraged to assign a zero to a presentation that does not meet a "1" level performance.

1 - Problem is addressed with a brief explanation of how the problem fits into environmental discipline, but not how research approach will address the problem. Occasional gaps or disconnects are evident.

2 - Problem is introduced with logical explanation of how the problem fits into environmental discipline and how research approach will address the problem. Minor gaps or disconnects are seen.

3 - Problem is introduced with thorough and methodical explanation of how the problem fits into environmental discipline and how research approach will address the problem.

5. Are the student's data/results presented and discussed in a logical manner using tables, graphs, etc., effectively? Does the student demonstrate a clear understanding of how data/results fit into the problem's context? *

0 - Faculty are encouraged to assign a zero to a presentation that does not meet a "1" level performance.

1 - Data/results are presented and covered in a somewhat logical manner using tables, graphs, spectra, etc. Student sometimes shows an understanding of how data/results were obtained, what they mean or how they fit into the problem’s context.

2 - Data/results are presented and covered in a logical manner using tables, graphs, spectra, etc. Student shows an understanding of how data/results were obtained, what they mean or how they fit into the problem’s context.

3 - Data/results are presented and discussed in logical manner using tables, graphs, spectra, etc. effectively. Student demonstrates a clear understanding of how data/results were obtained, what they mean and how they fit into the problem’s context.

6. Do the student's conclusions follow logically and correctly from data/results presented? *

0 - Faculty are encouraged to assign a zero to a presentation that does not meet a "1" level performance.

1 - Some of the conclusions follow logically and correctly from data/results presented. Student makes a few claims or assumptions that do not directly follow from data/results.Student demonstrates a surface understanding of what conclusions mean and how they fit into problem’s context, but misses some deeper connections.

2 - Most of the conclusions follow logically and correctly from data/results presented. Student makes no irrational claims or assumptions.Student demonstrates an understanding of what conclusions mean and how they fit into problem’s context.

3 - All conclusions follow logically and correctly from data/results presented. Student makes no irrational claims or assumptions.Student demonstrates a clear and thorough understanding of what conclusions mean and how they fit into problem’s context.

7. Is the student able to respond to questions from the audience confidently and carefully? *

0 - Faculty are encouraged to assign a zero to a presentation that does not meet a "1" level performance.

1 - Student responds to questions s/he has prepared for with some confidence, but occassionally gets flustered by unexpected questions.

2 - Student responds to questions s/he has prepared for confidently and carefully, and rarely gets flustered by unexpected questions.

3 - Student responds to questions confidently and carefully. Student shows ability to think through and answer unexpected questions.

8. Does the student understand the questions from the audience, answer logically, thoroughly, and within the context of the experimental results obtained? *

0 - Faculty are encouraged to assign a zero to a presentation that does not meet a "1" level performance.

1 - Student understands questions, and answers are usually logical, thorough, but not within the context of the problem and experimental results obtained.

2 - Student understands questions, and answers are usually logical, thorough, and within the context of the problem and experimental results obtained.

3 - Student always understands questions, and answers are always logical, thorough, and within the context of the problem and experimental results obtained.

9. Comments *

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