HOW TO ASSESS A SUCCESSFUL PRESENTATION

Term Paper
Table of Contents
1. INTRODUCTION 1
2. RUBRIC FOR ASSESSMENT 2
3. DELIVERY. ... 3
3.1 Body language & eye contact
3.2 Contact with the public
3.3 Poise/posture
3.4 Physical organization
4. LANGUAGE SKILL. .... 5
4.1 Correct usage
4.2 Appropriate vocabulary and grammar
4.3 Understandable (rhythm, intonation, accent)
4.4 Spoken loud enough to hear easily
4.5 Limited use of filler words
5. ORGANIZATION 14
5.1 Clear objectives
5.2 Logical structure
5.3 Signposting
5.4 Maintaining time-limit
6. CONTENT... 17
6.1 Relevance
6.2 Depth of commentary
6.3 Accurate information
6.4 Citing requisite number of references
6.5 Providing with a take-home message.
6.6 Able to answer questions
7. AUDIO/VISUAL AIDS. 20
7.1 Projected Aids
7.2 Non-projected Aids
7.3 Audio Aids
8. PROPER USE OF THE RUBRIC...23
9. CONCLUSION.. 23
10. LIMITATIONS/OBSERVATIONS. 24
11. REFERENCE. 24
12. APPENDICES.. 25
November 24, 2017

G M Moinuddin Chowdhury,
Professor,
Faculty of Business Studies,
Bangladesh University of Professionals.

Subject: Presentation on Assessment of a successful Presentation

Dear Mr. Chowdhury,

We would like to thank you for giving us an assignment of preparing a realistic

paper work for our Presentation Skill Development, Course No. BUS 7101.
Without your help and advice it was impossible for us to prepare these
answers. Your help and advice has made our work much easier.

While preparing this assignment we got to know various new aspects of

assessment of a successful presentation, how to use a scoring rubric and
different aspects of presentation skill, which have increased our observation
power and at the same time has developed our presentation skill. It is a matter
of great pleasure that our assignment is a result of team work and we are
really grateful to you for giving us a chance to form our group & charging up
our team spirit.

We will be indebted to you if you have a look on our assignment and consider
our faults and let us know the way to make it better and more effective.

We hope this report will merit your approval.

Respectfully yours,

Shadman Sharar
Athkia Maisha
Tahia Nawar Deya
S. M. Nazmul Hasan
Ibriju Ibrahim
Brig Gen Akhtaruzzaman Siddique
 GLOSSARY

Accurately: to carry out a deed or process precisely, correctly or exactly.

Anecdotes: short account of a particular incident or event, especially of an

amusing or interesting nature.

Assessment: a process by which information is obtained relative to some

known objective or goal.

Audio/visual aids: sensory objects or images that which initiate or stimulate

and reinforce learning.

Cite: to make a reference or quote from a book.

Clarity: clear message making use of exact, appropriate and concrete words.

Criteria: the basis for evaluation.

Debunking: to expose the falseness or hollowness of a myth, idea or belief.

Explore: inquire into or discuss in detail.

Gesture: a movement of part of the body, especially a hand or the head, to

express an idea or meaning.

Handout:a piece of printed information provided free of charge, especially to

accompany a lecture or advertise something.

Humour:the ability to express humour or amuse other people.

Illustration:the action or fact of illustrating something.

Interpretation:the action of explaining the meaning of something.

Lexicon:the vocabulary of a person, language, or branch of knowledge.

Linguist:a person skilled in foreign languages.

Objective:a thing aimed at or sought; a goal.

Occupational:relating to a job or profession.

Orientate: to familiarize
Ownership: the act, state, or right of possessing something.

Posture:the position in which someone holds their body when standing or

sitting.

Precise:marked by exactness and accuracy of expression or detail.

References:the action of mentioning or alluding to something.

Relevance:the quality or state of being closely connected or appropriate.

Rhetorical:expressed in terms intended to persuade or impress.

Rubric:a set of instructions or rules.

Signpost:something that acts as a guide or indicator.

Skill:the ability to do something well; expertise.

Slang:a type of language consisting of words and phrases that are regarded as
very informal, are more common in speech than writing, and are typically
restricted to a particular context or group of people.

Stimulating:encouraging or arousing interest or enthusiasm.

Succinct:(especially of something written or spoken) briefly and clearly

expressed.

Take-home:the main message or piece of information that you learn from

something:

Time-limit:a limit of time within which something must be done.

Tool:a thing used to help perform a job.

Variety:the quality or state of being different or diverse; the absence of

uniformity or monotony.

Verbal:relating to or in the form of words, spoken rather than written.

 ABSTRACT

In this age of globalization, we need to be updated with all kinds of skill to

compete, survive and flourish. One of the very important skills needed to be a
globally competent citizen is presentation skill. Effective presentation skills are
considered to be an important skill for the educational as well as business field.
The ability to make powerful and effective oral presentations of research at
national or international conferences is of great importance. However, it is one
of the most challenging competences to acquire for many, especially when
they are non-native speakers of English, due to lack of experiences and
understanding of the oral and written English language of the presentation
genre and academic communicative skills. For an effective and successful
presentation, we need to pay attention to many criteria without which a
presentation can be an utter failure. To assess whether a presentation is
successful or not, a person must know about those ideas in details. This paper
aims to introduce a rubric by which a successful presentation can be assessed.
To support the rubric, detailed descriptions of all the criteria are presented to
show the requirements of a successful presentation as well as for the better
understanding of the assessor.
 HOW TO ASSESS A SUCCESSFUL PRESENTATION

1. INTRODUCTION:

Effective presentation is much more than just presenting ideas or delivering a

speech. It is about skillful communication and relating to the audience
whether the audience is a few people or a large gathering. An effective
presentation is one that matches the message to the audience, matches the
content and delivery to the purpose, and is delivered in a clear and engaging
manner. To create that kind of presentation requires preparation and a lot of
planning and organization.

For a successful presentation, we need to think about some criteria that are
very much essential. Even to assess whether a presentation is successful or
not, we have to ponder on these elements. A rubric can help to assess a
presentation in a more scientific way. Below is a rubric to assess or evaluate a
successful presentation.

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 2. RUBRIC FOR ASSESSMENT

Here is an example of a rubric that can be used to assess for a successful

presentation.

Scoring Rubric for Successful Presentation

Criteria Grading*
1. DELIVERY 5 4 3 2 1 0
-body language & eye contact
-contact with the public
-poise/posture
-physical organization

2. LANGUAGE SKILLS 5 4 3 2 1 0
- correct usage
-appropriate vocabulary and grammar
-understandable (rhythm, intonation, accent)
-spoken loud enough to hear easily
-limited use of filler words
3. ORGANIZATION 5 4 3 2 1 0
-clear objectives
-logical structure
-signposting
-maintaining time-limit

4. CONTENT 5 4 3 2 1 0
-relevance
-depth of commentary
-accurate information
-cites requisite number of references
-provides with a take-home message.
-able to answer questions

5. AUDIO/VISUAL AIDS 5 4 3 2 1 0
-readable and clear text/slides
-relevant audio/video component
-handouts
-appropriate referencing of data

*5= Excellent, 4 = Very good, 3 = Good, 2 = Average, 1 = Below average, 0 = Very

poor

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Before assessing the presentation with this rubric, it is necessary to know
about all these criteria. Here is a short description of the criteria necessary for
a successful presentation.

3. DELIVERY

3.1 Body language & Eye Contact

People use their arms and hands in every day conversation to add emphasis or
to help describe events. Presenters will therefore look rather awkward if they
keep their hands in their pockets or rooted firmly at their sides. Use gestures
to welcome your audience, to add emphasis to your main points or to indicate
an ending. Try to use open gestures which move away from your body,
extending them out to your audience. This helps to break any
audience/presenter divisions. Make sure that all gestures are controlled and
precise; too much movement will appear nervous and unfocussed. Always
watch against distracting your audience from the content of your presentation.
You should continually be trying to find ways to help them listen and
understand.

Eye contact is part of everyday communication and an audience can feel

uncomfortable if they are denied it. Making eye contact with individuals gives
them a sense of involvement in your presentation and helps to convey your
objectives on a personal level. Make sure that you share eye contact with all
members of a small audience and all areas of a large audience. Regularly shift
your focus around the room, not so that you look nervous, but to help involve
as many people as possible in your talk.

A handy tip: if you cant make eye contact in a large group, dont look at the
floor or ceiling (this looks like boredom or rudeness). Try looking at peoples
foreheads. The people sat around them will read this as eye contact even if the
individual wont.

3.2 Contact with the Public

One of the key challenges faced by the presenter is to establish links with
her/his audience (a poor presenter appears to be speaking to an empty room).
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Making contact helps to maintain an audience's interest and encourages them
to believe that you are genuinely interested in talking to them. You can make
contact with your audience in a number of ways.

Acknowledge your audience by making verbal contact with them. At the

beginning of your talk ask if they can see and hear you, or check that lighting
and sound levels on audio-visual equipment are satisfactory. During your
presentation, ask rhetorical questions that you can then answer (e.g. How do
we know this was true? or So, what does this prove?). At the end of your
talk give the audience an opportunity to ask questions or to clarify detail this
encourages them to take ownership of your material.

The use of questions is an important tool. Questions involve your audiences

mind in a more stimulating way than simply asking them to sit and listen to
your talk. Draw an audience in with clear, focused questions.

Your use of language is particularly important in developing and sustaining a

relationship with your audience. Try using language that involves your
audience. For example, asking questions such as What can we learn from
this? or How did we arrive at this conclusion? involves your audience in an
exploratory process or discussion. When looking at visual aids, introduce them
by saying If we look at this slide we can see that.. or This slide
shows us that. Use language that is welcoming and involving throughout
your presentation.

3.3 Posture

It is important to appear confident at all times. Different postures create

different moods. A very formal, upright and still posture will create a very
different atmosphere from a relaxed and active one. Remember to match your
physical behavior to the objectives underpinning your presentation. If you
want to be either formal or informal, make deliberate choices about your
physical style and stick to these.

3.4 Physical Organization

Have the confidence to fill your space in front of an audience. Avoid

apologizing for your presence by saying sorry (although you must be polite if
circumstances so demand e.g. the session are running over time, or the
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microphone has stopped working). Also, avoid physical apologies by hiding
behind a desk or lectern. You must be confident that the audience wants to
listen and that you have something interesting to tell them. Dont be afraid to
wait for an audience to settle down before you start speaking or to ask for
quiet if this does not happen.

4. LANGUAGE SKILLS

4.1Correct usage:For many people whose native language is not English, one of
the primary necessity is to ensure the correct use of language. Whilst mistakes
or irregularities in other elements of a communication may be forgivable (even
if not entirely justifiable), there is absolutely no excuse for poor use of
language from a speaker.

Descriptive writing should be in the third-person, active voice,

indicative
Descriptive technical writing is writing that explains how something
works, or how a particular activity is carried out.

Examples:

Avoid Use Instead

The application is signed by the Sales

Manager. (Passive voice)

You approve the application by signing

The Sales Manager signs the
it. (Second person)
application to approve it.
The Sales Manager can sign the
application to approve it. (Mood is not
indicative)

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 Instructions should be in the second person, active voice,
imperative
Instructions must always command the reader to do something. Typical
examples are operating instructions, operational procedures, and so on.
When writing instructions, it is necessary to use the second person, active
voice, imperative.

Examples:

Avoid Use Instead

The user presses the Enter key. Press the Enter key.
Result: The customer details will be Result: The customer details are
displayed. displayed

Use words consistently

The English language is a relatively rich one, and as any thesaurus clearly
demonstrates, there are often several words or phrases that can be used to
mean the same thing. Whilst variety may be the spice of life, it can hinder,
rather than help, the communication process. Where possible, avoid using
several words for the same purpose. Although this guideline is more applicable
in international communication, it can be applied to all technical
communications.

Examples:

Avoid Use Instead

(Within the same document or

document set)
...by following the steps shown
below...
...as shown below...
...by following these steps...
...by following the steps shown
below...
...by following the steps shown
below...
...by following the steps shown

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 below...

Avoid noun clusters

Examples:

Avoid Use Instead

Traffic handling optimization Optimal handling of traffic

Don't place pre-modifying nouns between a preposition and its

complement
Examples:

Avoid Use Instead

Follow the steps for the removal of the

Follow the steps for monitor removal.
monitor.

Do not abbreviate by omitting words

It is often tempting to omit words in the interests of space. PowerPoint is
particularly bad for this, as every thought or concept tends to be reduced
down to a single-line bullet point. Most commonly, words such as "a" and
"the" are omitted.
Although the reduced sentence may still make sense to native English speakers
(assuming that the communication is in English), it is important to consider
readers for whom English is not their native language. For them, having to
work out the missing words will just add to the complexity of digesting the
communication.
In addition, as Robert Tufte has eloquently demonstrated, the omission of
words and the reduction of sentences can also have disastrous results.

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 Use personal pronouns
Examples:
Avoid Use Instead

It is proposed that... We propose...

Be direct
Examples:

Avoid Use Instead

Authorize the insurers to make a

Authorize the insurers to pay.
payment.

Use plain language

Speaker should use the simplest language possible that will accurately convey
the intended information. Generally, this will be the same language as would
be used in a face-to-face verbal conversation.
This is not to say that one should 'write as you talk' - few of us have perfect
speech. Additionally, in face-to-face verbal conversations there are other
factors that assist in the interpretation of the information - such as facial
expressions, intonation, and so on. Clearly, additional care needs to be taken
with written communications to ensure that the communication is clear,
concise, and complete. However, it still holds true that this should be done in
using simplest language possible.
Don't use overly-technical words when they are not needed
It is important to use the lexicon of the intended audience of the
communication .The flip-side of this is that one should only use a specific
lexicon if one is sure that his audience will understand it. For example, when
writing or editing a paper for The Lancet (a highly-respected medical journal), it
is acceptable (and even essential) to use medical terminology. However, when
writing on the same subject for a daily newspaper, it would be better to use
terms a layman would understand. If speaker is unsure whether the audience

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will understand a term, he might want to consider taking the 'lowest common
denominator' approach and use the most commonly-understood term.

Keep the vocabulary simple

Do not use more complicated expressions than necessary. Always look for the
simplest way of expressing your point, and then use that. People seldom read
technical documentation for entertainment - they want to extract the required
information as quickly and as efficiently as possible. The simpler the language
used, the better they are able do this.
Examples:

Avoid Use Instead

If you require the retrieval of a large If you need to retrieve a large number
number of records... of records...

Avoid colloquialisms and slang

One should never use slang in a speech. There is simply no place for it.
Although it is important to use the language of the audience, one must always
make sure that the entire audience will understand it, and this is hard to
guarantee with slang. Slang also has the disadvantage that the same word or
phrase may mean different things to different people. This is also true of
colloquialisms, especially where a publication is to be distributed across
several regions (or even across several social groups). Although the use of
'proper' English and the avoidance of local 'flavor' may make the overall
communication less 'colorful', you can at least be sure that the audience will
still understand it, regardless of their regional, social or racial background. The
same cannot be said for slang or colloquialisms.
4.2Appropriate vocabulary and grammar:

Every good mechanic has a toolbox full of tools. Some tools are used more
than others, but everyone has a specific purpose. In much the same way,
writers have a toolbox. This toolbox is constantly growing and is filled with
items like grammar, punctuation, and capitalization rules; figurative language;
rhyme; rhythm; and vocabulary. Just as really good mechanics can pull out the
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right tools to make a good engine even more powerful, good writers can pull
out the right tools at the right time to make good writing even more
powerful. One tool that can power up writing is a strong vocabulary.

Vocabulary is the key to communication

For a large majority of learners, the ultimate goal of studying is to be able to

communicate in a new language. If one do not wish to lean completely on non-
verbal skills, mastering vocabulary is not just important, but crucial in a foreign
language environment.

The experienced second language teacher and scholar Keith S. Folse has
reviewed prevailing myths about vocabulary. The very first of these myths is
that Vocabulary is not as important in learning a foreign language as Grammar
or other areas. Debunking this very common misconception, Folse points out
that his worst breakdowns in communications have happened when he did not
know the appropriate vocabulary.

There is a reason we tend to travel with a dictionary, not a grammar book. As

the British linguist David A. Wilkinsputs it: without grammar, very little can be
conveyed; without vocabulary nothing can be conveyed.

Strong vocabulary allows you to develop other skills:

Vocabulary is fundamental but what about the other dimensions? Should we
pay any attention to all the other aspects of language learning?

Improving ones vocabulary has a direct, positive impact on ones capacity to

build up language proficiency as a whole.

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A leading linguist researcher Paul Nation notes: Vocabulary is not an end in
itself. A rich vocabulary makes the skills of listening, speaking, reading, and
writing easier to perform. When ones working memory is not loaded with
hesitation about the correct spelling, pronunciation and contextual use of the
words, one can concentrate fully on higher level aspects of language such as
using precise sentence structures and appropriate expressions for the type of
conversation that is going on.

All in all, instead of contrasting vocabulary with the rest of the language skills,
it would be more useful to consider it as solid bedrock upon which to build the
overall language proficiency.

The more words you know, the more you will learn

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Vocabulary is learned through focused, conscious study, but even more
commonly in an indirect manner through listening and reading, using context
clues to figure out the meaning.

However, this kind of incidental learning is only possible if the amount of

unknown words remains low. That is, one must have a significant vocabulary to
be able to learn new words from the context in which they appear. This
obviously constitutes a clear disadvantage for learners with less vocabulary,
but also means that learners who know more words are able to use those
known words to learn even more.

Grammar:

Without good grammar, clear communication is nearly impossible. Proper

grammar keeps one from being misunderstood while expressing your thoughts
and ideas. Writing and speaking correctly gives one the appearance of
credibility. If one is attempting to build a reputation as an expert in his
profession, this is extremely important. Other people consider good grammar
to be a mark of intelligence and education. Don't allow strangers to form a
negative impression of you based on your poor communication skills.

4.3 Understandable (rhythm, intonation, accent):

For sound natural while speaking a language one needs to learn rhythm,
intonation, and accent. Language has a certain flow to it. One needs to get the
flow to sound natural.

Rhythm is the relationship between stressed and unstressed syllables. It

is the Patterns of combination of stressed and unstressed syllables. It is
the liaison or other phonological structures (assimilation, deletion, etc.)
Intonation is variation of spoken pitchthat is not used to distinguish
words; instead it is used for a range of functions such as indicating the
attitudes and emotions of the speaker, signaling the difference between
statements and questions, and between different types of questions,
focusing attention on important elements of the spoken message and
also helping to regulate conversational interaction. It contrasts
with tone, in which pitch variation in some languages distinguishes
words, either lexically or grammatically.
Accent may refer to the way of pronunciation particular to a speaker.

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Regional and ethnic accents are positive; they are part of individual
personality.

Gradually, over the years, through the migration of people and exposure to the
media, accents are being broken down and neutralized. In some ways this is a
shame because accents can add a dimension and distinctiveness to voice and
emphasize individuality.

It is important to get used to the sound of your own voice. Most people are
more relaxed in a private situation, particularly at home, where there are no
pressures to conform to any other social rules and expectations. This is not the
case in public situations when there are all sorts of influences exerted upon the
way people speak.

4.4 Spoken loud enough to hear easily

The voice is unique to the person to whom it belongs. For instance, if self-
esteem is low, it may be reflected by hesitancy in the voice, a shy person may
have a quiet voice, but someone who is confident in themselves will be more
likely to have command of their voice and clarity of speech.
IF YOU CAN'T EXPLAIN IT SIMPLY, YOU DON'T UNDERSTAND IT WELL ENOUGH. Albert
Einstein

4.5Limited use of filler words

Long considered to be a sign of stupidity or ineptness, linguists are saying this

is unfair. Often, the people who make these sounds, in between actual words
recognized in the English dictionary, are being especially conscious of who they
are talking to.

Professor Michael Handford, a professor of applied linguistics and English

language at Cardiff University, says there are two main reasons people use
these filler words. Often these are known as discourse markers (you know,
so) or filled pauses (um, er).

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 5. ORGANIZATION

5.1 Clear Objective:

A clearly defined objective is the first step to a remarkable presentation. For

this, being clear about the objective is equally important. We need to set our
aims and objectives before we start preparing for a presentation. We must
know why we are making the presentation, what we want to achieve, what
message we want the audience to take away. While working on the objective,
we also have to take into account bothwhat you know about the topic and
what our audience knows.

A presenter must wish to engage his or her audience with the objective. The
act of engagement is crucial as it creates a dynamic relationship between the
presenter and the audience. An effective presentation makes the best use of
this relationship between the presenter and the audience. It takes full
consideration of the audiences needs in order to capture their interest,
develop their understanding, inspire their confidence and achieve the
presenters objectives.

Note that a presentation is not meant to explore a topic in its entirety. Limit
the scope of your topic and expand upon central aspects conceivably. The main
thing here is to be very specific about how you want the minds and actions of
your audience to change as a result of your presentation.

It is very much required to keep the audience informed about the objective
from the very beginning so that they will get a clear understanding of what the
presenter is saying and why s/he is saying it. Audience appreciates clarity and
purposefulness.

5.2 Logical structure:

A presentation needs a carefully defined structure to make the most impact.

This should centre on a series of identifiable main points that are supported by
appropriate detail. If the structure is not properly made, the presentation
often fails. It is also necessary to use transitions to link and move between
points, helping the audience to understand the development of the main topic.

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Presentations need to be very straightforward and logical. It is important to
avoid complex structures and focus on the need to explain the main points
clearly. An ideal structure for a presentation includes:

Introduction -- a welcoming and informative introduction;

Body -- a coherent series of main points presented in a logical sequence;
Conclusion -- a lucid and purposeful conclusion.

a. Introduction

The introduction should orient the audience to the subject and purpose of the
presentation. To capture interest and set up rapport, it should tell the
audience what to expect.A good introduction does four things:

Attracts and focuses the attention of the audience

Puts the speaker and audience at ease
Explains the purpose of the talk and what the speaker would like to
achieve
Gives an overview of the key points of the talk

It is often found a good idea to begin a talk with a question, a short story, an
interesting fact about the topic or an unusual visual aid. Many speakers follow
this with a slide that shows the title, aim and outline of the talk.

b. Body

The body of a presentation must be presented in a logical order that is easy for
the audience to follow and natural to the topic. The content need to be divided
into sections and made sure that the audience knows where they are at any
time during the presentation. It is often a good idea to pause between main
sections and ask for questions, sum up the point or explain what the next point
will be. Examples, details and visual aids add interest to a presentation.

c. Conclusion

A good conclusion does two things:

Reminds the audience of key points

Reinforces the message

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The conclusion should end the presentation on a positive note and make the
audience feel that their time was not wasted and they were valued.

5.3 Signposting:

A signpost is a verbal statement used to orientate the audience inside the

presentation or to show them where the presenter is heading to. A signpost
draws in the audiences attention and aims to maintain their attention through
the presentation. Audience members have short attention spans and it is hard
to continually capture their attention.

So just as sign posts are used on the road to show us where we are on our
way, signposting in a presentation also takes the audience members on a
journey, as well as letting them know whereabouts on the journey and thus
giving them a sense of orientation . If the audience doesnt understand where
the presenter is going with his talk, or how long they will have to listen they
will lose their interest.

Here are some of the examples of signpost.

FUNCTION
Introduce carefully defined topic
Explain the topic area and purpose
Dispose of a distraction or side issue
Briefly preview the organization
Remind the audience of the topic and give it So we can see that (the topic) involves
status
Emphasizing a point
Introducing a contrasting idea
Sum up the body of the talk and remind
listeners of the topic
EXAMPLES of SIGNPOST
Id like to talk to you about
This presentation will cover mainly
I am going to show that
I will argue that
Before I start, let me clarify one point
My discussion will not cover
The main points I will make are, first
second and third
The subject can be examined under the
following headings
We can divide this area into a number of
fields. They are
Id like to stress that
Let me repeat that
By the way
Incidentally
To summarise
To review, we have found that
What I have been saying is that

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5.4 Maintaining timelimit:

It is really necessary to maintain time in a successful presentation. If the

presentation continues for more than the allotted time, the audience will feel
bored and extra-loaded. That will surely harm the overall impression of the
presentation. Again if the presentation covers less than the allotted time, they
will feel cheated.

So the golden rule is to prepare for the 90% of the presentation time. For
example in a 60-minute presentation, if the presenter talks about for around
54/55 minutes, the extra 5 minutes can be used for transitions or any other
unexpected issues or questions from the audience. The bottom line is if time is
not properly managed in a presentation, the whole show will go down.

6. CONTENT

6.1 Relevance

Candidates should keep their presentations simple, straight-forward and easy

to understand. If you try too hard (for example, to be funny or clever) you run
a serious risk of embarrassing yourself.
Keep things sharp, succinct and to the point. Don't over elaborate, or waffle for
the sake of using up time. It is important to be articulate, and not to use slang.
Throughout your presentation you must be professional, as professional in fact
as you would expect your interviewers to be.
Keeping track of time is important during your presentation. If you have been
asked to prepare a presentation of five minutes, make sure you present for at
least four and a half or at most five and a half. Giving a short presentation
looks like a candidate is under-prepared. Giving a long presentation runs the
risk of boring or agitating your assessors.
6.2Depth of commentary:

a. When you are presenting, you are in charge: It is an important point to

remember, that when you are giving a presentation, you are and must
be in charge of the room. You are in the position of power as the

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 audience has to respect your authority on the subject and pay attention.
Realizing this fact will help build confidence, and help the candidate
maintain control of the presentation, whilst keeping the audience under
their control.
b. Volume: Ensuring that you are loud enough to get everyone's attention
is critical, but being too loud is also as serious an issue. Consider the
volume of your voice before the assessment centre to gauge how loud
you are, and how loud you should be when giving presentations.
Obviously the volume needed will depend on the size and acoustics of
the room, but with practice you can gage an understanding of the
volume needed.
c. Use of humor: Fitting humor into a presentation can be a useful
exercise, but it is not always appropriate or necessary. If the topic is one
that allows the use of humor, then an occupational joke or humorous
illustration can be warranted, and can demonstrate interpersonal skills.

6.3 Accurate information

To give a successful presentation you need to show that you can put
information across to other people clearly, confidently and concisely. You must
support your ideas and themes with anecdotes, examples, statistics and facts.
Aim for a conversational delivery, using brief notes or bullet points, rather than
memorizing and reciting, or reading from a prepared sheet. Try to establish eye
contact with everyone around you. Speak clearly, take your time and don't try
to rush through your delivery.

6.4 Citing requisite number of references

You can cite references within the text of your presentation slide for in-
text citations (Author, Date) as in a written essay.
Remember to cite sources for direct quotations, paraphrased materials,
and sources of facts (such as market share data in the example slide).
Your Reference List must include the sources cited on your presentation
slides.

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Option 1: Create a References handout (recommended)

Option 2: Create a References slide (if you only have a few items in your list)

use a large enough font (e.g., 24 points)

limit to 12 lines of text on each slide

6.5 Providing take-home message:

The rule of three: As a rule of thumb, audiences of presentations will

remember three key topics from your presentation. As a result it is important
to decide which three messages you want to convey to your audience, and
highlight them. Similarly it is recommended that you structure your

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presentation into three distinct parts, an introduction, the middle and the
conclusion.

Particularly when giving presentations with short time limits, condensing

information and summarizing can be an essential method of saving time
without sacrificing content. The use of bullet points, short snappy sentences
and figures can trim down the length of a presentation, helping the audience
remember the key issues presented. Long and nebulous presentations with
large amounts of unnecessary waffle are sure to be rated badly by recruiters.

6.6Able to answer questions

Be prepared for questions: As part of the exercise you should expect to be

asked questions based on the material presented. If there is information which
could not be fitted into the presentation, then familiarize yourself with it and
be ready to answer questions on it at the end, or even during the presentation
by fellow candidates or recruiters. This will show the recruiters that you have
made yourself familiar with the information, and have shown prioritization
when it comes to the content of the presentation.

7. AUDIO/VISUAL AIDS

Audiovisual aids help a presenter to engage audience intently with maximum

senses.

7.1 Projected Aids:

These aids are used by projecting visuals on a screen.

Slide Projection

Font size, font pattern, font colour and background of the slides play
important part to keep the slides simple and intelligible. White
background is always presenter friendly.
Facts, figures and tables are to be relevant to the presenters talk and as
less as possible.
Slides may contain key words only. It should be brief (no more than 6
bullets/points per slide).

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 Use appropriate fonts. If possible, test your slides: run the slide show
and see if you can read your slides from the last row of the room where
you will be presenting.
Use appropriate colors. Not too bright, high contrast, consistent.
Remember that what looks good on your monitor does not necessarily
look good on the big screen. Create contrast using font size, colors. Use
bright background colors that will strain your audience's eyes.
Put everything you present on the slides. Remember that slides are just
a visual aid. If you overload them, the audience will end up trying to read
the slides and not paying attention to you.

Film Strips, Video Tapes, Silent Motion Pictures, Animations:

These elements multiply the students' level of understanding of the

material presented, clarify points, and create excitement.
Animation should be simple. Avoid fancy animation and dont use too
many animation effects. They are very distracting for the audience and
make you look like a show-off.

7.2 Non-Projected Aids:

Display Boards

White or black boards can be very useful to help explain the sequence of ideas.
Use them to clarify your title or to record your key points as you introduce
your presentation. This will give you a fixed list to help you recap as you go
along. Write each stage on the board, including any complex terminology or
precise references to help your audience take accurate notes. Check to make
sure your audience has taken down a reference before rubbing it off. Check
that your audience can read your writing.

Paper handouts

Handouts are incredibly useful. Use a handout if your information is too

detailed to fit on a slide or if you want your audience to have a full record of
your findings. Consider the merits of passing round your handouts at the
beginning, middle and end of a presentation. Given too early and they may
prove a distraction. Given too late and your audience may have taken too
many unnecessary notes. Given out in the middle and your audience will

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inevitably read rather than listen. One powerful way of avoiding these pitfalls
is to give out incomplete handouts at key stages during your presentation. You
can then highlight the missing details vocally, encouraging your audience to fill
in the gaps.

Flip chart

A flip chart is a large pad of paper on a stand. It is a very useful and flexible way
of recording information during your presentation. You can even use pre-
prepared sheets for key points. Record information as you go along, keeping
one main idea to each sheet. Flip back through the pad to help you recap your
main points. Remember to make your writing clear and readable and your
diagrams as simple as possible.

Graphic Aids

Photographs, posters, charts, diagrams, maps, cartoons, comics, graphs,

models are included in graphic aids.

Use charts and diagrams to graphically represent complex issues or ideas.Use

bar graphs or pie charts to represent numbers. Pie charts are effective when
comparing parts to the whole. Bar graphs are effective to show trends over
time. Cartoons or illustrations cut from magazines or newspapers or clip art
available at graphics supply stores or from graphic software packages can be
used.

7.3 Audio Aids

Compact disc, microphone, tape recorder can be used as audio aids.

Keep in mind that it is not the gun but the man behind the gun who hits the
target. Thus it is the message that is to be communicated to the audience not
the aids and it is the presenter who will use his entire tools to make the
audience take home the meat of the talk.

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 8. PROPER USE OF THE RUBRIC

Rubrics are multidimensional sets of scoring guidelines that can be used to

provide consistency in evaluating student work. They spell out scoring criteria
so that multiple teachers, using the same rubric for a student's essay, for
example, would arrive at the same score or grade. Thus the validity of a scoring
rubric should be unquestionable.

When using this rubric for assessing a successful presentation, it is very much
necessary to know properly how to use the rubric. But before that the person
who is assessing, must know in details how the criteria should be met up. The
standard only when known properly can be judged properly.

In this paper, the rubric that has been demonstrated, functions based on five
main criteria. Each criterion has more than one sub criteria that help the
assessor to observe and assess presentations in details. A six point scale has
been used for grading starting from 0 to 5. Here the grading stand like the
following:

5= Excellent, 4 = Very good, 3 = Good, 2 = Average, 1 = Below average, 0 = Very

poor.

9. CONCLUSION:

This paper mainly is intended to show the process to assess a successful

presentation. Presentation skill is a great art and a very effective and
important factor to build up the career of a person. Though sometimes God-
gifted, this skill can be practiced and achieved to a great extent. Assessment is
also necessary because it is not a mere parameter to evaluate the presentation
skill of one, rather the assessor, through the assessment, helps the presenter
develop in that particular field. The rubric can come of a great help in this
regard. Besides the basic requirements are also reflected here which can help a
person to be a great presenter.

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 10.LIMITATIONS/OBSERVATIONS:

Any scoring rubric used for any assessment is usually tested before they are
used. The validity is ensured so that the result becomes authentic. But if any
person does not know how to make the best use of this rubric, it can have a
negative impact on the presenter. The false score may affect the presenter in a
negative way.

So before using any rubric, it is very much necessary to know all the matters
related to it for the best and expected result.

11.REFERENCE:

http://ieeexplore.ieee.org/document/6681817/
http://hplengr.engr.wisc.edu/Rubric_Presentation.doc
https://www.jcu.edu.au/__data/assets/pdf_file/0019/115813/jcu_126454.pdf
https://training.fema.gov/emiweb/is/is242b/student%20manual/sm_04.pdf
https://www2.le.ac.uk/offices/ld/resources/presentations/planning-presentation

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 12.APPENDIX

Scoring Rubric for Successful Presentation

Criteria Grading*
1. DELIVERY 5 4 3 2 1 0
-body language & eye contact
-contact with the public
-poise/posture
-physical organization

2. LANGUAGE SKILLS 5 4 3 2 1 0
- correct usage
-appropriate vocabulary and grammar
-understandable (rhythm, intonation, accent)
-spoken loud enough to hear easily
-limited use of filler words
3. ORGANIZATION 5 4 3 2 1 0
-clear objectives
-logical structure
-signposting
-maintaining time-limit

4. CONTENT 5 4 3 2 1 0
-relevance
-depth of commentary
-accurate information
-cites requisite number of references
-provides with a take-home message.
-able to answer questions

5. AUDIO/VISUAL AIDS 5 4 3 2 1 0
-readable and clear text/slides
-relevant audio/video component
-handouts
-appropriate referencing of data

*5= Excellent, 4 = Very good, 3 = Good, 2 = Average, 1 = Below average, 0 = Very

poor

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