Appendix D: Rubric Used in Evaluating Student Presentations in a Geometry Course

	1	2	3	4
Organization	Logical development of talk is clear and appropriate. Organization of talk enables students to understand the material.	Occasionally the relationship between parts of the talk is unclear OR the organization of the talk, while existent, is not conducive to student understanding.	Relationship between portions of talk is unclear AND student understanding is compromised by this lack.	Talk lacks any semblance of logical structure.
Clarity	The talk as a whole and all arguments included in the presentation are easily understood.	The talk as a whole is generally clear; some fine points are unclear.	The theme of the talk is unclear OR many points in the talk are unclear.	The talk is confusing throughout.
Teaching technicalities	Speaker can be easily heard; boardwork is clear, concise, and sufficient; technology, if used, was appropriate, functioned properly or was immediately and smoothly replaced, and was used smoothly by the speaker; manipulatives, handouts, etc. were clear and helpful.	Speaker was difficult to hear OR boardwork was disorganized, excessive, or too brief OR technology broke down and interfered with the talk or was used in an awkward manner which interfered with the talk OR manipulatives, handouts, etc. were unclear or unhelpful.	Two of the problems mentioned under “2” are present.	Problems mentioned under “2” were excessive to the point of completely confusing the listener.
Knowledge of subject matter	Speaker displays deep knowledge of subject matter, easily explaining material and related material brought up in digressions or questions. Questions are skillfully answered.	Speaker displays sufficient knowledge of subject matter of talk but is less confident when faced with questions or related topics arising in any digressions.	Speaker displays limited knowledge of the subject matter of the talk, appearing to not fully understand the material.	Speaker displays little or no understanding of the material being presented.
Student response	Speaker demonstrates the ability to fully engage students, for example by illiciting questions or responses to questions from students.	Speaker demonstrates the ability to hold the students' attention.	Speaker demonstrates the ability to hold the attention of some but not all students.	Speaker is unable to command attention.