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Advice on Academic Best Practices Dr. George Corliss, MU EECE |
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Communications Rubrics
Ability to Communicate Effectively
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| Level of Achievement | |||
| 1 Below expectations |
2 Meets expectations |
3 Exceeds expectations |
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| Organization | Audience has difficulty following presentation because of some abrupt jumps; some of the main points and conclusion are unclear. | Satisfactory organization; clear introduction; main points are well stated, even if some transitions are somewhat sudden; clear conclusion. | Superb organization; clear introduction; main points well stated and argued, with each leading to the next point of the talk; clear summary and conclusion. |
| Mechanics | Boring slides; numerous mistakes; no real effort made into creating a truly effective presentation; poor participation of team members. | Generally good set of slides; conveys the main points well. Adequate participation of team members. | Very creative slides; carefully thought out to bring out both the main points as well as the subtle issues while keeping the audience interested. Excellent participation of team members. |
| Delivery | Low voice, occasionally inaudible; some distracting filler words and gestures; pronunciation not always clear. | Clear voice, generally effective delivery; minimal distracting gestures, but somewhat monotone. | Natural, confident delivery that does not just convey the message but enhances it; excellent use of volume and pace. |
| Relating to audience | Occasional eye contact with audience but mostly reads the presentation; some awareness of a least a portion of the audience; only brief responses to questions. | Generally aware of the audience reactions; maintains good eye contact when speaking and when answering questions. | Keeps the audience engaged throughout the presentation; modifies material on-the-fly based on audience questions and comments; keenly aware of audience reactions. |
Ability to Communicate Effectively
Written Communication
Level of Achievement |
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| 1 Below expectations |
2 Meets expectations |
3 Exceeds expectations |
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| Style | Text rambles, key points are not organized; spelling or grammar errors present throughout more than 1/3 of paper; style is inappropriate for audience; prescribed format is not followed. | Articulates ideas; one or two grammar or spelling errors per page; prescribed format is followed. | Articulates ideas clearly and concisely; presented neatly and professionally; grammar and spelling are correct; uses good professional style; and conforms to prescribed format. |
| Organization | Material generally well organized, but paragraphs combine multiple thoughts or section / subsections are not identified clearly. | Organizes material in a logical sequence to enhance reader's comprehension (paragraph structure, subheadings, etc.). | Organizes material in a logical sequence to enhance reader's comprehension (paragraph structure, subheadings, etc.). |
| Use of graphs and tables | Uses graphs, tables, diagrams, but only in a few instances are they used to support, explain, or interpret information; figures presented are flawed: axes mislabeled, no data points, etc. | Uses graphs, tables, diagrams to support points; to explain, interpret, and assess information; figures are all in proper format. | Uses graphs, tables, diagrams to support points; to explain, interpret, and assess information; figures are all in proper format. |
Assessment rubric for ABET program learning outcome G, prepared by the Marquette University Department of Electrical and Computer Engineering, 2007.
| Marquette University. Be The Difference. | Marquette | Corliss | Best practices |