Assessment Criteria for Presentations

Presentations will be assessed by tutors according to the following criteria:

1. Structure: There should be an introduction to the presentation, including an outline of what is to be covered, an explanation of how the presentation will logically progress in terms of building information and analysis, and a summary.

2. Presentation delivery: The delivery should be clear and the various components of the presentation linked together. Avoid simply reading out an essay. You may well rely on a script or prompt but remember you need to maintain the interest of the audience. Try to maintain eye contact with people in the room and avoid speaking too quickly

3. Clarity and relevance of visual aids.

4. Keeping to the time frame: The presentation should be within the specified time frame. You will be stopped if the presentation exceeds the limit by too much. It is advisable therefore to have a practice run beforehand.

First Class (70% and above)

• A high standard is demonstrated in all aspects of the presentation. The student delivers a ‘seamless’ performance.

• Aims are stated clearly, the content is relevant, research is at an appropriate level, and explanations are clear.

• The presentation is structured to fit into the time allowed, and it is not hurried or drawn out.

• Confident delivery by presenter, voice level is good and listening is made easy by changes in tone. Eye contact is made with all members of the audience.

• Visual aids are relevant and are visible to all in the room

Upper Second (60% - 69%)

• The presentation is structured but there is some variation in the quality of the delivery in order to meet the time-keeping constraint.

• The presenter makes eye contact with the audience but some aspects of the presentation may be slightly hurried.

Lower Second (50%-59%)

• A sound performance which demonstrates an average standard in all aspects of the presentation.

• Aims are stated, the content is largely relevant and shows some evidence of research. Attempts are made to explain material.

• The presentation has been structured but does not fit into the time allowed, due to lack of rehearsal or lack of confidence.

• Visual aids may be variable in quality and relevance.

Third (40%-49%)

• There are flaws in most aspects of the presentation. However it is clear that an effort has been made to meet the requirements of the assignment.

• Aims are not made clear; research is lacking in relevance or is at an inappropriate level. Material is not well explained.

• Delivery is hesitant or is difficult to hear, voice is monotone and there is a failure to maintain interest.

• The delivery has not been structured and is given as though there has been little rehearsal.

• Timing is poor and there is either too little or too much content.

• Visual aids are poorly constructed, not always relevant, and are difficult to see for some or all the audience

Fail (39% and below)

• Absent without valid reason.

• No real attempt to meet requirements of the assignment.

• No evidence of preparation.

• No visual aids.

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