Fle part 3
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LeadershipFLE4854FLEPartIIIInstructionsandRubric.docxFamily Life Education Project
Part 3: Evaluation Report of Presentation ‐ 50 points
The purpose of this evaluation is to identify the learning experiences that came about in the topic selection process, the research process, preparation of the presentation, the actual presentation, and the responses/ feedback from the audience. After identifying these factors, the next step is to synthesize the information into suggestions for affirmation and improvement for future integration into family life education work.
1. This report will be divided into the following headings: Preparation Process
Presentation Experience Recommendations for Improvement
2. Under each heading, identify what you learned in the process of the project. Below are some sample questions that you may use to examine each stage in the process. These are just suggestions. You may have more significant comments on which to focus.
Preparation Process:
In selecting a topic, is there anything you would do differently in retrospect? Would you select a different topic or a different direction of the same topic? Would you seek out different types of academic literature?
If so, why and what would you look for the next time (expand on this in your “Recommendations” section)?
Presentation Experience:
Where would you present this information? (community setting of some type, school, etc.)
What size audience do you think is best suited for this presentation?
What do you think about your use of technology?
Was it easy or difficult? Did it add or distract? Would you use more or less technology in the future?
Recommendations for Improvement:
What would you have done differently if you had foresight of your presentation?
Name at least 2 areas where you could improve or strengthen an area of your project for future use. Do you have advice for a student starting out with this project?
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Criteria |
Fully met |
Partially met |
Unacceptable |
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Content – Described “Preparation” experience of the project |
10 points Clearly and completely identified and described the process of selecting topic; researching literature; and outlining topic information |
5 points Lacked some clarity and/or completeness in describing process of selecting topic; researchingliterature; and outlining topic information |
0 points Did not meet criteria |
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Content – Described “Presentation” experience of the project |
10 points Clearly identified and explained the presentation experience in the environment (D2L online room or f2f) and relative comfort with the topic and technology. |
5 points Less clearly identified and explained the presentation experience in the environment (D2L online room or f2f) and relative comfort with the topic and technology. |
0 points Did not meet criteria |
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Content – “Recommendations for Improvement” |
10 points Clearly draws from any feedback to formulate ideas to shift focus, add content, and/or improve presentation method(s). Self‐analysis is specific, objective, accurate and constructive. Demonstrates insightfulness. |
5 points
Lack of focus and clarity in evaluation; may not draw on self‐evaluation or audience feedback; may show lack of insightfulness |
0 points Does not meet criteria Unacceptable review for the purpose of change and/or improvement. |
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Paper Length and Specifications |
10 points Paper length is 3‐4 pages with a separate cover page and meets all specifications: ‐double‐spaced, and proof‐read; ‐1” margins; 12 pt, Times New Roman font; and ‐uses appropriate paragraphing. |
5 points Paper partialls meets specifications |
0 points Paper does not meet specifications |
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Mechanics of Writing |
10 points Content of paper is exemplary in grammar, structure, spelling, academic word choices, professional tone and academic standards of writing. |
5 points Content of paper is marginal in grammar, structure, spelling, academic word choices, professional tone and academic standards of writing. |
0 points Content of paper is unacceptable in 2 or more aspects of the following: grammar, structure, spelling, academic word choices, professional tone and academic standards of writing. |
