Rubric Best Practices, Examples, and Templates
A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.
Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.
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How to Get Started
Best practices, moodle how-to guides.
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Step 1: Analyze the assignment
The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:
- What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
- Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
- What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
- How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?
Step 2: Decide what kind of rubric you will use
Types of rubrics: holistic, analytic/descriptive, single-point
Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.
Advantages of holistic rubrics:
- Can p lace an emphasis on what learners can demonstrate rather than what they cannot
- Save grader time by minimizing the number of evaluations to be made for each student
- Can be used consistently across raters, provided they have all been trained
Disadvantages of holistic rubrics:
- Provide less specific feedback than analytic/descriptive rubrics
- Can be difficult to choose a score when a student’s work is at varying levels across the criteria
- Any weighting of c riteria cannot be indicated in the rubric
Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.
Advantages of analytic rubrics:
- Provide detailed feedback on areas of strength or weakness
- Each criterion can be weighted to reflect its relative importance
Disadvantages of analytic rubrics:
- More time-consuming to create and use than a holistic rubric
- May not be used consistently across raters unless the cells are well defined
- May result in giving less personalized feedback
Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.
Advantages of single-point rubrics:
- Easier to create than an analytic/descriptive rubric
- Perhaps more likely that students will read the descriptors
- Areas of concern and excellence are open-ended
- May removes a focus on the grade/points
- May increase student creativity in project-based assignments
Disadvantage of analytic rubrics: Requires more work for instructors writing feedback
Step 3 (Optional): Look for templates and examples.
You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.
Step 4: Define the assignment criteria
Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.
Helpful strategies for defining grading criteria:
- Collaborate with co-instructors, teaching assistants, and other colleagues
- Brainstorm and discuss with students
- Can they be observed and measured?
- Are they important and essential?
- Are they distinct from other criteria?
- Are they phrased in precise, unambiguous language?
- Revise the criteria as needed
- Consider whether some are more important than others, and how you will weight them.
Step 5: Design the rating scale
Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:
- Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
- How many levels would you like to include (more levels means more detailed descriptions)
- Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
- Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.
Step 6: Write descriptions for each level of the rating scale
Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.
Building a rubric from scratch
For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.
For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.
- Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
- You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
- For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.
Well-written descriptions:
- Describe observable and measurable behavior
- Use parallel language across the scale
- Indicate the degree to which the standards are met
Step 7: Create your rubric
Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric
Step 8: Pilot-test your rubric
Prior to implementing your rubric on a live course, obtain feedback from:
- Teacher assistants
Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.
- Limit the rubric to a single page for reading and grading ease
- Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
- Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
- Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
- Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
- Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.
Example of an analytic rubric for a final paper
Example of a holistic rubric for a final paper, single-point rubric, more examples:.
- Single Point Rubric Template ( variation )
- Analytic Rubric Template make a copy to edit
- A Rubric for Rubrics
- Bank of Online Discussion Rubrics in different formats
- Mathematical Presentations Descriptive Rubric
- Math Proof Assessment Rubric
- Kansas State Sample Rubrics
- Design Single Point Rubric
Technology Tools: Rubrics in Moodle
- Moodle Docs: Rubrics
- Moodle Docs: Grading Guide (use for single-point rubrics)
Tools with rubrics (other than Moodle)
- Google Assignments
- Turnitin Assignments: Rubric or Grading Form
Other resources
- DePaul University (n.d.). Rubrics .
- Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
- Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from
- Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
- Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.
Eberly Center
Teaching excellence & educational innovation, creating and using rubrics.
A rubric is a scoring tool that explicitly describes the instructor’s performance expectations for an assignment or piece of work. A rubric identifies:
- criteria: the aspects of performance (e.g., argument, evidence, clarity) that will be assessed
- descriptors: the characteristics associated with each dimension (e.g., argument is demonstrable and original, evidence is diverse and compelling)
- performance levels: a rating scale that identifies students’ level of mastery within each criterion
Rubrics can be used to provide feedback to students on diverse types of assignments, from papers, projects, and oral presentations to artistic performances and group projects.
Benefitting from Rubrics
- reduce the time spent grading by allowing instructors to refer to a substantive description without writing long comments
- help instructors more clearly identify strengths and weaknesses across an entire class and adjust their instruction appropriately
- help to ensure consistency across time and across graders
- reduce the uncertainty which can accompany grading
- discourage complaints about grades
- understand instructors’ expectations and standards
- use instructor feedback to improve their performance
- monitor and assess their progress as they work towards clearly indicated goals
- recognize their strengths and weaknesses and direct their efforts accordingly
Examples of Rubrics
Here we are providing a sample set of rubrics designed by faculty at Carnegie Mellon and other institutions. Although your particular field of study or type of assessment may not be represented, viewing a rubric that is designed for a similar assessment may give you ideas for the kinds of criteria, descriptions, and performance levels you use on your own rubric.
- Example 1: Philosophy Paper This rubric was designed for student papers in a range of courses in philosophy (Carnegie Mellon).
- Example 2: Psychology Assignment Short, concept application homework assignment in cognitive psychology (Carnegie Mellon).
- Example 3: Anthropology Writing Assignments This rubric was designed for a series of short writing assignments in anthropology (Carnegie Mellon).
- Example 4: History Research Paper . This rubric was designed for essays and research papers in history (Carnegie Mellon).
- Example 1: Capstone Project in Design This rubric describes the components and standards of performance from the research phase to the final presentation for a senior capstone project in design (Carnegie Mellon).
- Example 2: Engineering Design Project This rubric describes performance standards for three aspects of a team project: research and design, communication, and team work.
Oral Presentations
- Example 1: Oral Exam This rubric describes a set of components and standards for assessing performance on an oral exam in an upper-division course in history (Carnegie Mellon).
- Example 2: Oral Communication This rubric is adapted from Huba and Freed, 2000.
- Example 3: Group Presentations This rubric describes a set of components and standards for assessing group presentations in history (Carnegie Mellon).
Class Participation/Contributions
- Example 1: Discussion Class This rubric assesses the quality of student contributions to class discussions. This is appropriate for an undergraduate-level course (Carnegie Mellon).
- Example 2: Advanced Seminar This rubric is designed for assessing discussion performance in an advanced undergraduate or graduate seminar.
See also " Examples and Tools " section of this site for more rubrics.
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Center for Teaching Innovation
Resource library.
- AACU VALUE Rubrics
Using rubrics
A rubric is a type of scoring guide that assesses and articulates specific components and expectations for an assignment. Rubrics can be used for a variety of assignments: research papers, group projects, portfolios, and presentations.
Why use rubrics?
Rubrics help instructors:
- Assess assignments consistently from student-to-student.
- Save time in grading, both short-term and long-term.
- Give timely, effective feedback and promote student learning in a sustainable way.
- Clarify expectations and components of an assignment for both students and course teaching assistants (TAs).
- Refine teaching methods by evaluating rubric results.
Rubrics help students:
- Understand expectations and components of an assignment.
- Become more aware of their learning process and progress.
- Improve work through timely and detailed feedback.
Considerations for using rubrics
When developing rubrics consider the following:
- Although it takes time to build a rubric, time will be saved in the long run as grading and providing feedback on student work will become more streamlined.
- A rubric can be a fillable pdf that can easily be emailed to students.
- They can be used for oral presentations.
- They are a great tool to evaluate teamwork and individual contribution to group tasks.
- Rubrics facilitate peer-review by setting evaluation standards. Have students use the rubric to provide peer assessment on various drafts.
- Students can use them for self-assessment to improve personal performance and learning. Encourage students to use the rubrics to assess their own work.
- Motivate students to improve their work by using rubric feedback to resubmit their work incorporating the feedback.
Getting Started with Rubrics
- Start small by creating one rubric for one assignment in a semester.
- Ask colleagues if they have developed rubrics for similar assignments or adapt rubrics that are available online. For example, the AACU has rubrics for topics such as written and oral communication, critical thinking, and creative thinking. RubiStar helps you to develop your rubric based on templates.
- Examine an assignment for your course. Outline the elements or critical attributes to be evaluated (these attributes must be objectively measurable).
- Create an evaluative range for performance quality under each element; for instance, “excellent,” “good,” “unsatisfactory.”
- Avoid using subjective or vague criteria such as “interesting” or “creative.” Instead, outline objective indicators that would fall under these categories.
- The criteria must clearly differentiate one performance level from another.
- Assign a numerical scale to each level.
- Give a draft of the rubric to your colleagues and/or TAs for feedback.
- Train students to use your rubric and solicit feedback. This will help you judge whether the rubric is clear to them and will identify any weaknesses.
- Rework the rubric based on the feedback.
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Table of Contents
Training delivery and facilitation competency rubric.
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How can we help “part-time trainers” — people who may not have training in their job title nor do they have a background in instructional design or adult learning theory but who are asked to train others — how can we help them be more effective when they deliver training?
Some organizations offer a train-the-trainer program , but I’ve found that a lot of organizations leave their “part-time trainers” to fend for themselves. To their credit, many of these part-time trainers have deep subject matter expertise and stories and experiences to help them train others. Other part-time trainers blast their learners with lots of content.
If you’d like to help your part-time trainers (or perhaps if you’re a part-time trainer yourself), perhaps this Training Facilitator Evaluation Rubric, focused on basic training delivery and facilitation competencies, will help.
There are four essential competencies for anyone (whether you’re a part-time trainer or if this is the bulk of your work) who delivers and facilitates training, with descriptions of what it looks like to demonstrate each competency at a “developing facilitator” level, “proficient facilitator” level, and “master facilitator” level.
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Subject-Matter Expertise
This competency revolves around how well you know the content. While complete mastery of the content isn’t necessary, Training Industry reported on a study by L&D Partners that concluded that there is actually a correlation between content mastery and overall training delivery, and that if trainers don’t master the content they are delivering, that weakness could overshadow their delivery skills.
Content mastery is important, but as you can see, it’s only one of the four pillars to this competency rubric. Solely knowing the content well is not nearly enough to be considered a competent training facilitator.
Presentation Skills
Perhaps you think “presentation skills” and “training delivery” are synonymous, but for the purpose of this rubric, the concept of presentation skills specifically refers to the manner in which you deliver your words, respond to your learners, and present your body language.
![Training Delivery and Facilitation Competency Rubric 2 training facilitator evaluation rubric - flexibility and results focused](https://endurancelearning.com/wp-content/uploads/2023/05/Facilitator-Rubric-2.jpg)
Flexibility
Keep in mind that training isn’t just about what information you share or how closely you stick to the training materials (your facilitator guide or lesson plan, your slides, etc. – which are indeed important), but also how you read the room and meet the needs of your learners. The degree to which you can balance the goals of your training session with the needs of your learners will have a big impact on the outcome.
Results-Focused
At the end of the day, you deliver training so that people can do something new or differently or better. This particular competency is what differentiates a trainer who says: “I plan to cover _____” from a trainer who says: “By the end of this session, my learners will be able to ____”. The former ensures that you say what you want to say. The latter creates an environment where relevant knowledge can be learned, new skills can be developed, and on-the-job behaviors can change.
You can download a pdf of the Facilitator Evaluation Rubric . Fill out the form below with your email.
If you’d like to know more about this Training Facilitator Evaluation Rubric , if you’d like to bring a train-the-trainer program to your team, and/or if you just want to talk about effective training design and delivery, feel free to connect with me on LinkedIn or send me an email: [email protected]
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Brian Washburn
Brian has over 25 years of experience in Learning & Development including the last 7 as CEO of Endurance Learning.
Brian is always available to chat about learning & development and to talk about whether Endurance Learning can be your training team’s “extra set of hands”.
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15 Free Rubric Templates
By Kate Eby | August 30, 2018
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Often found in the education sector, a rubric is a tool for scoring performance based on specific criteria. However, businesses also use a rubric to measure things like employee performance and to evaluate the success of a project or product. Below you’ll find a range of free, customizable rubric templates for business and academic use. Save time and create an efficient grading process with easy-to-use, printable rubric templates.
Project Management Rubric
![training presentation rubric Project Management Rubric Template](https://www.smartsheet.com/sites/default/files/IC-Project-Management-Rubric-Template.png)
Evaluate project managers’ performance with this Excel rubric template. Enter the stages of a project or important objectives and milestones. Then use the rating scale to judge and provide a basic description of the management of those stages. This template can also be a useful self-evaluation tool for project managers to learn from and inform decision making on future projects.
Download Project Management Rubric
Excel | Word | PDF | Smartsheet
Business Plan Rubric
![training presentation rubric Business Plan Rubric Template](https://www.smartsheet.com/sites/default/files/IC-Business-Plan-Rubric-Template.png)
Break down your business plan into sections and use this rubric to evaluate the strength of each part. Is your mission statement merely sufficient, highly advanced, or somewhere inbetween? Is your market analysis thorough, or does it need to be fleshed out? Use this template to identify weak points and areas for improvement in your business plan.
Download Business Plan Rubric
Job Interview Rubric Template
![training presentation rubric Job Interview Rubric Template](https://www.smartsheet.com/sites/default/files/IC-Job-Interview-Rubric-Template.png)
Use this rubric template to evaluate job interview candidates. Add your own criteria based on the applicant’s resume, references, skills, experience, and other important factors. The template includes a scoring scale with four levels as well as an additional column for criteria that the job candidate is missing or that are not applicable.
Download Job Interview Rubric Template
Excel | Word | PDF
Employee Performance Rubric
![training presentation rubric Employee Performance Rubric Template](https://www.smartsheet.com/sites/default/files/IC-Employee-Performance-Rubric-Template.png)
Create a rubric for ranking employee performance in selected areas, such as customer service, teamwork, leadership, time management, attendance, and other criteria. This template provides a simple way to create a comprehensive evaluation tool that you can use for multiple employees. This system of measurement helps support a fair evaluation process and provides an overview of an employee’s performance in an organized format.
Download Employee Performance Rubric
Excel | Word | PDF | Smartsheet
Product Rubric Template
![training presentation rubric Product Rubric Template](https://www.smartsheet.com/sites/default/files/IC-Product-Rubric-Template.png)
Before investing in a new product, use this rubric template to determine how it aligns with your business objectives. You can rank and compare several products to get an idea of which one may offer the best return on investment. This rubric template is available as a Word or fillable PDF file, making it easy to print and use in a team meeting or brainstorming session .
Download Product Rubric Template
Marketing Plan Rubric
![training presentation rubric Marketing Plan Rubric Template](https://www.smartsheet.com/sites/default/files/IC-Marketing-Plan-Rubric-Template.png)
Evaluate all the elements of your marketing plan, from research and analysis to strategy and action items. Make sure your marketing plan can stand up to scrutiny and deliver results. Use this rubric template to add up points for each category and calculate a total score. The scoring system will indicate the overall strength of the marketing plan as well as which sections you need to refine or develop further.
Download Marketing Plan Rubric
Excel | Word | PDF
Group Project Rubric Template
![training presentation rubric Group Project Rubric Template](https://www.smartsheet.com/sites/default/files/IC-Group-Project-Rubric-Template.png)
This teamwork rubric allows teachers to assess how a group handled a shared project. Evaluate both process and content by including criteria such as supporting materials used, evidence of subject knowledge, organization, and collaboration. The template offers a simple layout, but you can add grading components and detailed criteria for meeting project objectives.
Download Group Project Rubric Template
Art Grading Rubric Template
![training presentation rubric Art Grading Rubric Template](https://www.smartsheet.com/sites/default/files/IC-Art-Grading-Rubric-Template.png)
Create a rubric for grading art projects that illustrates whether students were able to meet or exceed the expectations of an assignment. You can edit this template and use it with any grade level, student ability, or type of art project. Choose your grading criteria based on what you want to evaluate, such as technique, use and care of classroom tools, or creative vision.
Download Art Grading Rubric Template
Science Experiment Rubric
![training presentation rubric Science Experiment Rubric Template](https://www.smartsheet.com/sites/default/files/IC-Science-Experiment-Rubric-Template.png)
Evaluate science experiments or lab reports with this scoring rubric template. Criteria may be based on the scientific process, how procedures were followed, how data and analysis were handled, and presentation skills (if relevant). Easily modify this rubric template to include additional rows or columns for a detailed look at a student’s performance.
Download Science Experiment Rubric
Poster Rubric Template
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This Google Docs rubric template is designed for scoring an elementary school poster assignment. Include whatever elements you want to evaluate — such as graphics used, grammar, time management, or creativity — and add up the total score for each student’s work. Teachers can share the rubric with students to inform them of what to aim for with their poster projects.
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Research Project Rubric
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Use this template to create a research project, written report, or other writing assignment rubric. Assess a student’s analytical and organizational skills, use of references, style and tone, and overall success of completing the assignment. The template includes room for additional comments about the student’s work.
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Oral Presentation Rubric Template
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List all of the expectations for an effective oral presentation along with a point scale to create a detailed rubric. Areas to assess may include the thoroughness of the project, speaking and presentation skills, use of visual aids, and accuracy. Use this information to support the grading process and to show students areas they need to strengthen.
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Grading Rubric Template
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This grading rubric template provides a general outline that you can use to evaluate any type of assignment, project, or work performance. You can also use the template for self-assessment or career planning to help identify skills or training to develop. Quickly save this Google Docs template to your Google Drive account and share it with others.
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Blank Rubric Template
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Add your own information to this blank, editable template to create an evaluation tool that suits your particular needs. You can download the rubric as a Word or PDF file and start using it immediately. Use color or formatting changes to customize the template for use in a classroom, workplace, or other setting.
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Holistic Rubric Template
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A holistic rubric provides a more generalized evaluation system by grouping together assignment requirements or performance expectations into a few levels for scoring. This method is different from analytic rubrics, which break down performance criteria into more detailed levels (which allows for more fine-tuned scoring and specific feedback for the student or employee). This holistic rubric template offers a basic outline for defining the characteristics that constitute each scoring level.
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What Is a Rubric Template?
A rubric is a tool for evaluating and scoring performance based on a set of criteria, and it provides an organized and consistent method for evaluation. Teachers commonly use rubrics to evaluate student performance at all levels of education, from elementary and high school to college. They can also be used in business settings to evaluate a project, employee, product, or strategic plan.
How to Make a Rubric Template
A variety of options exist for creating rubrics, including software, online tools, and downloadable templates. Templates provide a simple, reusable, and cost-effective solution for making a basic rubric. After downloading a rubric outline template, you can add your own criteria, text, and increase the number of rows or columns as needed.
All rubrics typically contain some version of the following elements:
- A description of the task to be evaluated
- A rating scale with at least three levels
- The criteria used to judge the task
- Descriptive language to illustrate how well the task (or performance, item, etc.) meets expectations
The rating scale on a rubric is often a combination of numbers and words (language often ranging from low to high, or poor to excellent quality). Using descriptive language allows for a thorough understanding of different elements of a task or performance, while a numeric scale allows you to quantitatively define an overall score. For example, level one may be worth one point and could be described as “beginner,” “low quality,” or “needs improvement;” level two could be worth two points and described as “fair” or “satisfactory.” The scale would continue up from there, ending with the highest level of exemplary performance.
Each of the criteria can be expanded upon with descriptive phrases to illustrate performance expectations. For example, if you were to evaluate an employee, and one of the criteria is communication skills, you would elaborate on each potential level of performance, such as in the following sample phrases:
- Level 1: Rarely shares ideas or exhibits teamwork during meetings or group projects.
- Level 2: Occasionally shares ideas or exhibits teamwork during meetings.
- Level 3: Often shares ideas or exhibits teamwork during meetings or group projects.
- Level 4: Frequently shares ideas or exhibits teamwork in meetings or group projects.
The above copy is just one example phrase with four different qualifiers, but several sentences may be required to demonstrate different aspects of communication skills and how well they are performed in various situations.
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Rubrics for Oral Presentations
Introduction.
Many instructors require students to give oral presentations, which they evaluate and count in students’ grades. It is important that instructors clarify their goals for these presentations as well as the student learning objectives to which they are related. Embedding the assignment in course goals and learning objectives allows instructors to be clear with students about their expectations and to develop a rubric for evaluating the presentations.
A rubric is a scoring guide that articulates and assesses specific components and expectations for an assignment. Rubrics identify the various criteria relevant to an assignment and then explicitly state the possible levels of achievement along a continuum, so that an effective rubric accurately reflects the expectations of an assignment. Using a rubric to evaluate student performance has advantages for both instructors and students. Creating Rubrics
Rubrics can be either analytic or holistic. An analytic rubric comprises a set of specific criteria, with each one evaluated separately and receiving a separate score. The template resembles a grid with the criteria listed in the left column and levels of performance listed across the top row, using numbers and/or descriptors. The cells within the center of the rubric contain descriptions of what expected performance looks like for each level of performance.
A holistic rubric consists of a set of descriptors that generate a single, global score for the entire work. The single score is based on raters’ overall perception of the quality of the performance. Often, sentence- or paragraph-length descriptions of different levels of competencies are provided.
When applied to an oral presentation, rubrics should reflect the elements of the presentation that will be evaluated as well as their relative importance. Thus, the instructor must decide whether to include dimensions relevant to both form and content and, if so, which one. Additionally, the instructor must decide how to weight each of the dimensions – are they all equally important, or are some more important than others? Additionally, if the presentation represents a group project, the instructor must decide how to balance grading individual and group contributions. Evaluating Group Projects
Creating Rubrics
The steps for creating an analytic rubric include the following:
1. Clarify the purpose of the assignment. What learning objectives are associated with the assignment?
2. Look for existing rubrics that can be adopted or adapted for the specific assignment
3. Define the criteria to be evaluated
4. Choose the rating scale to measure levels of performance
5. Write descriptions for each criterion for each performance level of the rating scale
6. Test and revise the rubric
Examples of criteria that have been included in rubrics for evaluation oral presentations include:
- Knowledge of content
- Organization of content
- Presentation of ideas
- Research/sources
- Visual aids/handouts
- Language clarity
- Grammatical correctness
- Time management
- Volume of speech
- Rate/pacing of Speech
- Mannerisms/gestures
- Eye contact/audience engagement
Examples of scales/ratings that have been used to rate student performance include:
- Strong, Satisfactory, Weak
- Beginning, Intermediate, High
- Exemplary, Competent, Developing
- Excellent, Competent, Needs Work
- Exceeds Standard, Meets Standard, Approaching Standard, Below Standard
- Exemplary, Proficient, Developing, Novice
- Excellent, Good, Marginal, Unacceptable
- Advanced, Intermediate High, Intermediate, Developing
- Exceptional, Above Average, Sufficient, Minimal, Poor
- Master, Distinguished, Proficient, Intermediate, Novice
- Excellent, Good, Satisfactory, Poor, Unacceptable
- Always, Often, Sometimes, Rarely, Never
- Exemplary, Accomplished, Acceptable, Minimally Acceptable, Emerging, Unacceptable
Grading and Performance Rubrics Carnegie Mellon University Eberly Center for Teaching Excellence & Educational Innovation
Creating and Using Rubrics Carnegie Mellon University Eberly Center for Teaching Excellence & Educational Innovation
Using Rubrics Cornell University Center for Teaching Innovation
Rubrics DePaul University Teaching Commons
Building a Rubric University of Texas/Austin Faculty Innovation Center
Building a Rubric Columbia University Center for Teaching and Learning
Rubric Development University of West Florida Center for University Teaching, Learning, and Assessment
Creating and Using Rubrics Yale University Poorvu Center for Teaching and Learning
Designing Grading Rubrics Brown University Sheridan Center for Teaching and Learning
Examples of Oral Presentation Rubrics
Oral Presentation Rubric Pomona College Teaching and Learning Center
Oral Presentation Evaluation Rubric University of Michigan
Oral Presentation Rubric Roanoke College
Oral Presentation: Scoring Guide Fresno State University Office of Institutional Effectiveness
Presentation Skills Rubric State University of New York/New Paltz School of Business
Oral Presentation Rubric Oregon State University Center for Teaching and Learning
Oral Presentation Rubric Purdue University College of Science
Group Class Presentation Sample Rubric Pepperdine University Graziadio Business School
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Group presentation rubric
This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment.
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Group Presentation & Peer Evaluation
Giovanna Acosta
Social Sciences/ Citytech
PSY 2404- Personnel & Organizational Psychology
Activity Description: Provide a brief description of the activity
Class is divided into five groups at the beginning of the semester. Groups work together on assignments and activities and are given opportunities to problem-solve and collaborate during each class.
For this assignment, each group is tasked with selecting a personnel/workplace-related topic from a list provided and leading a 10-minute classroom “training” on that chosen topic. After the presentations, each team member must also complete an individual peer evaluation to discuss team dynamics and how well they believed the team worked together.
Learning Goals: What do you aim to achieve with this activity?
This group assignment aims to assess the ability to integrate “Organizational Learning” in an applied context. The goal of the presentation is to showcase the group's understanding of their selected topic and help the audience understand it as well.
This assignment also aims to encourage team members to reflect on the general team dynamics they observed as well as the role that they played in it.
Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?
This assignment is due after we cover organizational learning (training and development) and Organizational teams. That way, students can utilize the content learned in the organizational learning session to improve their training, as well as use the content learned during the organizational teams lesson to evaluate their team dynamics when completing the peer evaluation. The assignment consists of three parts and the dates are as follows:
– Part 1: Pick a topic out of the list provided- Due: In class, 2/21/24 – Part 2: Group presentation- Due: In class, 4/17/24 – Part 3: Individual Peer Evaluation/Group Reflection – Due: On blackboard end of day 4/17/24
Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?
Teams are tasked with selecting a topic from a list provided. Each topic includes additional sub-topics to help provide guidance.
Additional guidelines include: – Students must be present during their group presentation to receive credit – Every member of the team will receive the same grade for the presentation – Presentations should be no longer than 10 minutes long with an additional 5 minutes allotted for questions (For a total of 15 minutes) – Presentations may use PowerPoint, incorporate handouts, a class activity, videos, or other tasks as appropriate.
Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?
Presentation: Max total score- 75% – Content Knowledge: The presentation exhibits a deep understanding of the chosen topic, with clear connections made to industrial organizational psychology principles. Max score: 20% – Presentation delivery- Engagement: The presentation is highly engaging, clear, and well-paced, capturing the audience's attention throughout. Visual aids, if used, enhance comprehension. Max score: 15% – Presentation delivery- Organization & Structure: The presentation is well-organized, with a clear structure that guides the audience through the content logically. Transitions between sections are smooth and seamless. Max score: 15% – Collaboration & Teamwork: All group members actively contribute to the presentation, demonstrating strong teamwork, cooperation, and mutual support. Max score- 15% – Time Management The presentation stays within the allotted time frame (10 minutes), effectively managing time for content delivery and audience engagement. Max score- 10%
Individual Peer Evaluation/Group Reflection : Max Total score: 25% – Completes evaluation: Max score- 15% – Demonstrates understanding of group dynamics: Max score- 10%
Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?
I enjoyed this activity very much and I think the students did as well. The students got to work together, explore a topic of their choosing, create a visual, and engage in different group dynamics.
I would repeat this assignment next year as teamwork skills are crucial for success not only in the workplace but in the classroom as well. Learning how to work together on a singular goal is a valuable skill for any student to learn. Students enjoyed how this activity let them take the lead and positioned them as the experts on their chosen topic. In addition, I think the students enjoyed the peer evaluation as it allowed them to reflect on their roles, and what could have been improved, as well as express any challenges they may have faced with others in their team.
One challenge I encountered is the timing. Students were allotted 10 minutes to present. Every single group went over except one. In the future, I would provide more time for each group (15 minutes rather than 10) because some groups had five people and, therefore could have used a little more time to fully express their ideas. In addition, I would move the entire assignment to the end of the semester rather than in the middle, so that students have the opportunity to work together for a while longer as the “working together” is where I believe the value is.
Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.
Topics students got to pick from:
1. Employee Motivation and Engagement: Theories of motivation (e.g., Maslow's Hierarchy of Needs, Herzberg's Two-Factor Theory) and their application in the workplace. Strategies for enhancing employee engagement and job satisfaction. The role of rewards, recognition, and feedback in motivating employees.
2. Leadership Styles and Organizational Effectiveness: Different leadership theories (e.g., transformational, transactional, situational) and their impact on organizational outcomes. Case studies of successful and unsuccessful leadership in real-world organizations. Strategies for developing effective leadership skills among managers and executives.
3. Workplace Diversity and Inclusion: The business case for diversity and inclusion. Strategies for managing diverse teams and promoting inclusivity in the workplace. Addressing unconscious bias and creating a culture of belonging.
4. Employee Training and Development: Needs assessment and training program design. Evaluating the effectiveness of training interventions. Implementing continuous learning initiatives and career development pathways.
5. Performance Management and Appraisal: Best practices for setting performance goals and providing feedback. Performance appraisal methods and their pros and cons. Addressing performance issues and managing underperformance.
6. Workplace Stress and Well-being: Identifying sources of workplace stress and their impact on employee health and productivity. Strategies for promoting work-life balance and managing stress in the workplace. The role of organizational culture and leadership in fostering employee well-being.
7. Job Analysis and Design: Conducting job analysis to understand the requirements of different roles within an organization. Designing jobs to optimize employee satisfaction and performance. Job crafting and its implications for employee engagement and retention.
8. Organizational Change and Development: Models of organizational change (e.g., Lewin's Change Management Model, Kotter's Eight-Step Change Model). Overcoming resistance to change and facilitating successful change initiatives. Building change-ready organizations in an era of rapid technological and market shifts.
9. Workplace Conflict Resolution: Understanding the causes of workplace conflict and its impact on productivity and morale. Conflict resolution strategies and negotiation techniques. Creating a culture of constructive conflict management and resolution.
10. Employee Well-being Programs: Designing and implementing wellness programs to promote physical and mental health in the workplace. Evaluating the effectiveness of well-being initiatives and measuring their impact on organizational outcomes. Addressing burnout and promoting resilience among employees
Please share a helpful link to a pages or post on the OpenLab
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Undergraduates' comparative assessment, utilizing a structured rubric, of hands-on versus video-supported presentation in class II cavity preparation
Affiliations.
- 1 Department of Conservative Dentistry and Endodontics, Swargiya Dadasaheb Kalmegh Smruti Dental College & Hospital, Nagpur, India.
- 2 Department of Dentistry, All India Institute of Medical Sciences, Nagpur, India.
- 3 Department of Restorative Dental Science, College of Dentistry, King Khalid University, Abha, Saudi Arabia.
- 4 Department of Biomedical and Surgical and Biomedical Sciences, Catania University, Catania, Italy.
- 5 Saveetha Dental College and Hospitals, Saveetha Institute of Medical and Technical Sciences (SIMATS), Saveetha University, Chennai, India.
- 6 Multidisciplinary Department of Medical-Surgical and Dental Specialties, University of Campania Luigi Vanvitelli, Naples, Italy.
- PMID: 38788102
- DOI: 10.3233/THC-231757
Background: Dental education is considered as a complex, challenging and often stressful educational procedure. Acquisition of psychomotor skills by undergraduate students is an important step in many health professions to become a successful professional. During under graduation, class II cavity preparation exercise is of utmost important in dentistry.
Objective: To compare class II cavities prepared by students after hands-on live demonstration and pre-recorded video demonstration using well-organised evaluation rubrics.
Method: Preclinical dental students (n= 50) were divided into two groups. The students in group I (n= 25) attended a hands-on live demonstration performed by one faculty while students in group II (n= 25) watched a 15-minute pre-recorded procedural video on the projector. Both groups were appealed to prepare class II cavity for amalgam involving disto-occlusal surface of mandibular second molar articulated on jaw model (TRU LON study model, Jayna industries, Ghaziabad U.P., India). Following completion of the preparations, all teeth were collected, and labelled grades of prepared cavities were given according to prespecified rubrics. The data of scores were presented as means and standard deviation. Statistical analysis of data was executed using SPSS software. A paired t-test was used to compare scores between groups.
Results: The study shows that the video-supported demonstration of a cavity preparation was better than the live hands-on demonstration. A higher mean response for the procedural video group was found compared to the live demonstration group (p= 0.000133).
Conclusion: Pre-recorded video-supported demonstration along with guidance by a tutor may be a viable alternative to hands-on live demonstration in cavity preparation procedures during undergraduate dental training. Moreover, rubric methods can be implemented in the teaching of various preclinical exercises for conservative dentistry and endodontics.
Keywords: Dental undergraduates; dental; education; educational measurement; hands-on demonstration; video recording.
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Savvino-storozhevsky monastery and museum.
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Zvenigorod's most famous sight is the Savvino-Storozhevsky Monastery, which was founded in 1398 by the monk Savva from the Troitse-Sergieva Lavra, at the invitation and with the support of Prince Yury Dmitrievich of Zvenigorod. Savva was later canonised as St Sabbas (Savva) of Storozhev. The monastery late flourished under the reign of Tsar Alexis, who chose the monastery as his family church and often went on pilgrimage there and made lots of donations to it. Most of the monastery’s buildings date from this time. The monastery is heavily fortified with thick walls and six towers, the most impressive of which is the Krasny Tower which also serves as the eastern entrance. The monastery was closed in 1918 and only reopened in 1995. In 1998 Patriarch Alexius II took part in a service to return the relics of St Sabbas to the monastery. Today the monastery has the status of a stauropegic monastery, which is second in status to a lavra. In addition to being a working monastery, it also holds the Zvenigorod Historical, Architectural and Art Museum.
Belfry and Neighbouring Churches
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Located near the main entrance is the monastery's belfry which is perhaps the calling card of the monastery due to its uniqueness. It was built in the 1650s and the St Sergius of Radonezh’s Church was opened on the middle tier in the mid-17th century, although it was originally dedicated to the Trinity. The belfry's 35-tonne Great Bladgovestny Bell fell in 1941 and was only restored and returned in 2003. Attached to the belfry is a large refectory and the Transfiguration Church, both of which were built on the orders of Tsar Alexis in the 1650s.
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To the left of the belfry is another, smaller, refectory which is attached to the Trinity Gate-Church, which was also constructed in the 1650s on the orders of Tsar Alexis who made it his own family church. The church is elaborately decorated with colourful trims and underneath the archway is a beautiful 19th century fresco.
Nativity of Virgin Mary Cathedral
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The Nativity of Virgin Mary Cathedral is the oldest building in the monastery and among the oldest buildings in the Moscow Region. It was built between 1404 and 1405 during the lifetime of St Sabbas and using the funds of Prince Yury of Zvenigorod. The white-stone cathedral is a standard four-pillar design with a single golden dome. After the death of St Sabbas he was interred in the cathedral and a new altar dedicated to him was added.
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Under the reign of Tsar Alexis the cathedral was decorated with frescoes by Stepan Ryazanets, some of which remain today. Tsar Alexis also presented the cathedral with a five-tier iconostasis, the top row of icons have been preserved.
Tsaritsa's Chambers
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The Nativity of Virgin Mary Cathedral is located between the Tsaritsa's Chambers of the left and the Palace of Tsar Alexis on the right. The Tsaritsa's Chambers were built in the mid-17th century for the wife of Tsar Alexey - Tsaritsa Maria Ilinichna Miloskavskaya. The design of the building is influenced by the ancient Russian architectural style. Is prettier than the Tsar's chambers opposite, being red in colour with elaborately decorated window frames and entrance.
![training presentation rubric](https://rusmania.com/perch/resources/monastery-32.jpg)
At present the Tsaritsa's Chambers houses the Zvenigorod Historical, Architectural and Art Museum. Among its displays is an accurate recreation of the interior of a noble lady's chambers including furniture, decorations and a decorated tiled oven, and an exhibition on the history of Zvenigorod and the monastery.
Palace of Tsar Alexis
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The Palace of Tsar Alexis was built in the 1650s and is now one of the best surviving examples of non-religious architecture of that era. It was built especially for Tsar Alexis who often visited the monastery on religious pilgrimages. Its most striking feature is its pretty row of nine chimney spouts which resemble towers.
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This rubric is intended to guide faculty in scoring a group presentation and allow instructors to score groups both as a unit and for individual student's skills and contributions. The rubric emphasizes that an effective group presentation requires coordination and ... Group Presentation Rubric . Author: Anne Wahl Created Date: 6/18/2021 10 ...
TRAINER EVALUATION SCORING RUBRIC PRESENTATION & FACILITATION ELEMENT ... training/trainer; trainee dynamics that may have affected the training/trainer. INSTRUCTIONS: Please rate the trainerʹs competency on each item with the scale of 1 ‐ 4, where 4 is the highest rating. This form is intended to be used with
Step 7: Create your rubric. Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle.
Example 1: Discussion Class This rubric assesses the quality of student contributions to class discussions. This is appropriate for an undergraduate-level course (Carnegie Mellon). Example 2: Advanced Seminar This rubric is designed for assessing discussion performance in an advanced undergraduate or graduate seminar.
The goal of this rubric is to identify and assess elements of research presentations, including delivery strategies and slide design. • Self-assessment: Record yourself presenting your talk using your computer's pre-downloaded recording software or by using the coach in Microsoft PowerPoint. Then review your recording, fill in the rubric ...
Oral Presentation: Scoring Guide. 4 points - Clear organization, reinforced by media. Stays focused throughout. 3 points - Mostly organized, but loses focus once or twice. 2 points - Somewhat organized, but loses focus 3 or more times. 1 point - No clear organization to the presentation. 3 points - Incorporates several course concepts ...
Once you've graded the presentation with the rubric, you can add up the scores and take the average. When using a 1-5 model, it's easy to assign 1=F, 2=D, 3=C, 4=B, 5=A. You can also leave an extra column to write in comments about each category. Whenever possible, write criterion that are measurable.
A rubric can be a fillable pdf that can easily be emailed to students. Rubrics are most often used to grade written assignments, but they have many other uses: They can be used for oral presentations. They are a great tool to evaluate teamwork and individual contribution to group tasks. Rubrics facilitate peer-review by setting evaluation ...
Solely knowing the content well is not nearly enough to be considered a competent training facilitator. Presentation Skills. Perhaps you think "presentation skills" and "training delivery" are synonymous, but for the purpose of this rubric, the concept of presentation skills specifically refers to the manner in which you deliver your ...
Organization. Logical, interesting, clearly delineated themes and ideas. Generally clear, overall easy for audience to follow. Overall organized but sequence is difficult to follow. Difficult to follow, confusing sequence of information. No clear organization to material, themes and ideas are disjointed. Evaluation.
Oral Presentation Grading Rubric Name: _____ Overall Score: /40 Nonverbal Skills 4 - Exceptional 3 - Admirable 2 - Acceptable 1 - Poor Eye Contact Holds attention of entire audience with the use of direct eye contact, seldom looking at notes or slides. Consistent use of direct eye
Use this template to create a research project, written report, or other writing assignment rubric. Assess a student's analytical and organizational skills, use of references, style and tone, and overall success of completing the assignment. The template includes room for additional comments about the student's work.
Oral Presentation Rubric 4—Excellent 3—Good 2—Fair 1—Needs Improvement Delivery • Holds attention of entire audience with the use of direct eye contact, seldom looking at notes • Speaks with fluctuation in volume and inflection to maintain audience interest and emphasize key points • Consistent use of direct eye contact with ...
Powered by AI and the LinkedIn community. 1. Step 1: Identify the learning outcomes. 2. Step 2: Choose the rubric type. Be the first to add your personal experience. 3. Step 3: Define the criteria ...
INSTRUCTIONS: Please rate the trainerʹs competency on each item with the scale of 1 ‐ 4, where 4 is the highest rating. This form is intended to be used with the Scoring Rubric. [NOTE: A score of 1 matches the scoring rubricʹs Unacceptable description. A score of 2 matches the scoring rubricʹs Needs Improvement description.
Presentation Skills Rubric. Thorough, strong analysis. Can address all questions with relevant, correct information. Sloppy and/or unprofessional. Inappropriate level of detail (too wordy or too vague); font size too small for readability. Readable and professional. Appropriate level of detail that emphasizes main points. Readable, professional ...
Examples of criteria that have been included in rubrics for evaluation oral presentations include: Knowledge of content. Organization of content. Presentation of ideas. Research/sources. Visual aids/handouts. Language clarity. Grammatical correctness.
Group presentation rubric. This is a grading rubric an instructor uses to assess students' work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment. Download this file. Page.
presentation. Project includes all material needed to gain a comfortable understanding of the time period chosen. Student presented the material with confidence. Font formats have been carefully planned to enhance readability. Most of the content is accurate but there is one piece of information that might be inaccurate. Presentation has 1-2 ...
For this assignment, each group is tasked with selecting a personnel/workplace-related topic from a list provided and leading a 10-minute classroom "training" on that chosen topic. After the presentations, each team member must also complete an individual peer evaluation to discuss team dynamics and how well they believed the team worked ...
To complete the assignment, students are required to research and learn about their training type, then educate the class on how to use their training type by engaging them in an interactive presentation that demonstrates the training type. The presentation should include a learning objective, description of the training type, demonstration of ...
DIY Journal Club video presentation (3 minutes; 5% final unit grade) - Peer Assessment Video presenter's name: Your name: Instructions: 1) Complete a separate rubric for each video you assess. 2) Look at each domain (they're in the left hand-column). 3) Choose which category you think the video assignment falls into for each domain. 4) Then add up all the points for each grade you ...
Moreover, rubric methods can be implemented in the teaching of various preclinical exercises for … Pre-recorded video-supported demonstration along with guidance by a tutor may be a viable alternative to hands-on live demonstration in cavity preparation procedures during undergraduate dental training.
Welcome to the 628DirtRooster website where you can find video links to Randy McCaffrey's (AKA DirtRooster) YouTube videos, community support and other resources for the Hobby Beekeepers and the official 628DirtRooster online store where you can find 628DirtRooster hats and shirts, local Mississippi honey and whole lot more!
Strategic and innovative ideas were implemented to influence a successful Canvas transition. Therefore, the NCCU Office of e-Learning issued digital badges to celebrate and incentivize faculty and staff members who attended Canvas training. Training participants learned how to integrate design skills into Canvas course shells and/or sandboxes.
Elektrostal. Elektrostal ( Russian: Электроста́ль) is a city in Moscow Oblast, Russia. It is 58 kilometers (36 mi) east of Moscow. As of 2010, 155,196 people lived there.
Yandex Maps will help you find your destination even if you don't have the exact address — get a route for taking public transport, driving, or walking.
Zvenigorod's most famous sight is the Savvino-Storozhevsky Monastery, which was founded in 1398 by the monk Savva from the Troitse-Sergieva Lavra, at the invitation and with the support of Prince Yury Dmitrievich of Zvenigorod. Savva was later canonised as St Sabbas (Savva) of Storozhev. The monastery late flourished under the reign of Tsar ...