Making Presentation on the key concepts and Ideas of the chapter

Making Presentation on the key concepts and Ideas of the chapter 1

Learning Outcome Assessment I

Rubric for Book Chapter Presentation

Element:	Excellent:2	Good:1	Satisfactory: 0	Points
Information	“Big Ideas” and key points from the assigned reading are presented completely, clearly and in a well-organized manner. Presentation helps learners understand how these important ideas impact them as individuals.	Presentation is mainly a review and/or summary of the information from the reading, and/or presentation does not make implications and/or organization does not facilitate good understanding.	Information from the text is presented, but it is not complete and/or it is not clear.	2%
Facilitation style	Exploration of the material in the text is energetic and interesting. Handouts, visual aids, etc. are used to clarify key points and/or provide organizational support.	The text material is shared with some interest but there is little to motivate learning or engage class participants with the material.	The material from the text is addressed in lackadaisical manner with very little enthusiasm shown.	2%
Preparedness	The presenters are well prepared. The presenters are familiar with the material from the chapter and do not read directly from PowerPoint slides or textbook.	The presenters are somewhat prepared and are somewhat familiar with the material from the chapter. They sometimes read directly from PowerPoint slides or from the textbook.	The presenters are not well prepared and are not familiar with the material from the chapter. They often read directly from the PowerPoint slides or from the textbook.	2%
Discussion	Discussion of text material is promoted. Good questions lead to engaging conversation and practical connections are made to theoretical elements.	Questions are asked that guide discussion, but the conversation remains superficial in nature.	There is very little discussion of the text material promoted.	2%
Activities	Meaningful activities, either individual or group, help promote a deeper understanding of the material being explored.	Activities used are unrelated to the topic, not engaging, and/or poorly planned.	There is no activity to enhance learning.	2%
TOTAL				10%