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15 Helpful Scoring Rubric Examples for All Grades and Subjects

In the end, they actually make grading easier.

When it comes to student assessment and evaluation, there are a lot of methods to consider. In some cases, testing is the best way to assess a student’s knowledge, and the answers are either right or wrong. But often, assessing a student’s performance is much less clear-cut. In these situations, a scoring rubric is often the way to go, especially if you’re using standards-based grading . Here’s what you need to know about this useful tool, along with lots of rubric examples to get you started.

What is a scoring rubric?

In the United States, a rubric is a guide that lays out the performance expectations for an assignment. It helps students understand what’s required of them, and guides teachers through the evaluation process. (Note that in other countries, the term “rubric” may instead refer to the set of instructions at the beginning of an exam. To avoid confusion, some people use the term “scoring rubric” instead.)

A rubric generally has three parts:

• Performance criteria: These are the various aspects on which the assignment will be evaluated. They should align with the desired learning outcomes for the assignment.
• Rating scale: This could be a number system (often 1 to 4) or words like “exceeds expectations, meets expectations, below expectations,” etc.
• Indicators: These describe the qualities needed to earn a specific rating for each of the performance criteria. The level of detail may vary depending on the assignment and the purpose of the rubric itself.

Rubrics take more time to develop up front, but they help ensure more consistent assessment, especially when the skills being assessed are more subjective. A well-developed rubric can actually save teachers a lot of time when it comes to grading. What’s more, sharing your scoring rubric with students in advance often helps improve performance . This way, students have a clear picture of what’s expected of them and what they need to do to achieve a specific grade or performance rating.

Learn more about why and how to use a rubric here.

Types of Rubric

There are three basic rubric categories, each with its own purpose.

Holistic Rubric

Source: Cambrian College

This type of rubric combines all the scoring criteria in a single scale. They’re quick to create and use, but they have drawbacks. If a student’s work spans different levels, it can be difficult to decide which score to assign. They also make it harder to provide feedback on specific aspects.

Traditional letter grades are a type of holistic rubric. So are the popular “hamburger rubric” and “ cupcake rubric ” examples. Learn more about holistic rubrics here.

Analytic Rubric

Source: University of Nebraska

Analytic rubrics are much more complex and generally take a great deal more time up front to design. They include specific details of the expected learning outcomes, and descriptions of what criteria are required to meet various performance ratings in each. Each rating is assigned a point value, and the total number of points earned determines the overall grade for the assignment.

Though they’re more time-intensive to create, analytic rubrics actually save time while grading. Teachers can simply circle or highlight any relevant phrases in each rating, and add a comment or two if needed. They also help ensure consistency in grading, and make it much easier for students to understand what’s expected of them.

Learn more about analytic rubrics here.

Developmental Rubric

Source: Deb’s Data Digest

A developmental rubric is a type of analytic rubric, but it’s used to assess progress along the way rather than determining a final score on an assignment. The details in these rubrics help students understand their achievements, as well as highlight the specific skills they still need to improve.

Developmental rubrics are essentially a subset of analytic rubrics. They leave off the point values, though, and focus instead on giving feedback using the criteria and indicators of performance.

Learn how to use developmental rubrics here.

Ready to create your own rubrics? Find general tips on designing rubrics here. Then, check out these examples across all grades and subjects to inspire you.

Elementary School Rubric Examples

These elementary school rubric examples come from real teachers who use them with their students. Adapt them to fit your needs and grade level.

Reading Fluency Rubric

You can use this one as an analytic rubric by counting up points to earn a final score, or just to provide developmental feedback. There’s a second rubric page available specifically to assess prosody (reading with expression).

Learn more: Teacher Thrive

Reading Comprehension Rubric

The nice thing about this rubric is that you can use it at any grade level, for any text. If you like this style, you can get a reading fluency rubric here too.

Learn more: Pawprints Resource Center

Written Response Rubric

Rubrics aren’t just for huge projects. They can also help kids work on very specific skills, like this one for improving written responses on assessments.

Learn more: Dianna Radcliffe: Teaching Upper Elementary and More

Interactive Notebook Rubric

If you use interactive notebooks as a learning tool , this rubric can help kids stay on track and meet your expectations.

Learn more: Classroom Nook

Project Rubric

Use this simple rubric as it is, or tweak it to include more specific indicators for the project you have in mind.

Learn more: Tales of a Title One Teacher

Behavior Rubric

Developmental rubrics are perfect for assessing behavior and helping students identify opportunities for improvement. Send these home regularly to keep parents in the loop.

Learn more: Teachers.net Gazette

Middle School Rubric Examples

In middle school, use rubrics to offer detailed feedback on projects, presentations, and more. Be sure to share them with students in advance, and encourage them to use them as they work so they’ll know if they’re meeting expectations.

Argumentative Writing Rubric

Argumentative writing is a part of language arts, social studies, science, and more. That makes this rubric especially useful.

Learn more: Dr. Caitlyn Tucker

Role-Play Rubric

Role-plays can be really useful when teaching social and critical thinking skills, but it’s hard to assess them. Try a rubric like this one to evaluate and provide useful feedback.

Learn more: A Question of Influence

Art Project Rubric

Art is one of those subjects where grading can feel very subjective. Bring some objectivity to the process with a rubric like this.

Source: Art Ed Guru

Diorama Project Rubric

You can use diorama projects in almost any subject, and they’re a great chance to encourage creativity. Simplify the grading process and help kids know how to make their projects shine with this scoring rubric.

Learn more: Historyourstory.com

Oral Presentation Rubric

Rubrics are terrific for grading presentations, since you can include a variety of skills and other criteria. Consider letting students use a rubric like this to offer peer feedback too.

Learn more: Bright Hub Education

High School Rubric Examples

In high school, it’s important to include your grading rubrics when you give assignments like presentations, research projects, or essays. Kids who go on to college will definitely encounter rubrics, so helping them become familiar with them now will help in the future.

Presentation Rubric

Analyze a student’s presentation both for content and communication skills with a rubric like this one. If needed, create a separate one for content knowledge with even more criteria and indicators.

Learn more: Michael A. Pena Jr.

Debate Rubric

Debate is a valuable learning tool that encourages critical thinking and oral communication skills. This rubric can help you assess those skills objectively.

Learn more: Education World

Project-Based Learning Rubric

Implementing project-based learning can be time-intensive, but the payoffs are worth it. Try this rubric to make student expectations clear and end-of-project assessment easier.

Learn more: Free Technology for Teachers

100-Point Essay Rubric

Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points.

Learn more: Learn for Your Life

Drama Performance Rubric

If you’re unsure how to grade a student’s participation and performance in drama class, consider this example. It offers lots of objective criteria and indicators to evaluate.

Learn more: Chase March

How do you use rubrics in your classroom? Come share your thoughts and exchange ideas in the WeAreTeachers HELPLINE group on Facebook .

Plus, 25 of the best alternative assessment ideas ..

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Presentation Grading Rubric | Printable PDF

Use this FREE rubric to provide students with clear expectations for their next oral presentation or speech! Public speaking is difficult for everyone, especially students. Getting up and speaking in front of the class is the last thing many of our students want to do. Help students prepare for their speech or presentation with a clear set of guidelines. 

Rubrics provide students with…

• a clear set of criteria for evaluation
• objective benchmarks for assessment
• constructive feedback for improvement

Use this grading rubric for public speaking, presentations, and speeches. Download it for FREE today!

Criteria to Include in a Presentation Rubric:

• Content & Organization
• Time & Pacing
• Eye Contact
• Clear & Audible Voice

CLICK HERE TO DOWNLOAD THE FREE ORAL PRESENTATION RUBRIC!

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Presentation Skills Rubric for Teachers and Students

By Med Kharbach, PhD | Last Update: May 16, 2024

When it comes to students presentations, assessment can be challenging. Several teachers still find it hard to come up with clear criteria to assess students ability to communicate ideas effectively. That’s where a well-thought-out presentation skills rubric comes into play.

A rubric doesn’t just offer a grading scheme; it serves as a roadmap for students, guiding them towards what a successful presentation looks like. In this post, I’m sharing with you a sample presentation skills rubric to use with your students in class.

This rubric aims to cover all aspects of a presentation, from content and delivery to the use of technology and audience engagement. It’s a blend of the traditional and the digital, acknowledging the evolving landscape of classroom presentations in today’s tech-integrated world.

Presentation Skills Rubric for Students

Here’s a comprehensive rubric that you can tailor to fit the specific needs of your classroom or educational setting.

• Depth of Knowledge : Demonstrates a thorough understanding of the topic, with detailed explanations and well-researched information.
• Relevance and Accuracy : Information presented is relevant, accurate, and supports the main theme.
• Organization: The presentation is logically structured, with a clear introduction, body, and conclusion.
• Creativity and Originality: Shows original thought, and the content is engaging and creatively presented.

2. Delivery

• Clarity of Speech: Speaks clearly, at an appropriate pace, and with good diction.
• Volume and Tone: Uses a volume that is audible to all and a tone that is engaging and suitable for the topic.
• Eye Contact: Maintains eye contact with the audience, balancing between notes and the audience.
• Body Language: Uses appropriate gestures and movements that enhance the presentation.

3. Use of Technology and Visual Aids

• Integration of Technology: Effectively uses technological tools (e.g., PowerPoint, videos) to enhance the presentation.
• Quality of Visual Aids: Visual aids are clear, relevant, and contribute to the audience’s understanding of the topic.

4. Engagement and Interaction

• Audience Engagement: Actively involves the audience, keeping their interest throughout the presentation.
• Handling Questions: Effectively addresses audience questions and comments, demonstrating knowledge and confidence.

5. Time Management

• Pacing: Presentation is well-paced, covering all points within the allotted time.
• Efficiency: Makes effective use of time, without rushing or dragging.

Additional Notes for Educators:

• Customization: Adjust the point distribution based on the focus of your class or the specific presentation assignment.
• Feedback: Provide specific feedback in each category to help students understand their strengths and areas for improvement.
• Scale: Depending on the grade level and experience of the students, you can simplify or expand the rubric.

From an educational technology perspective, you might consider having students incorporate various digital tools into their presentations. This could include multimedia elements, interactive elements, or digital storytelling tools. It’s also a great opportunity to discuss digital citizenship and the ethical use of information.

Final thoughts

In conclusion, the journey towards mastering presentation skills is an ongoing process for students, one that’s filled with learning opportunities and moments of self-discovery. The rubric I’ve shared today is more than just a tool for assessment; it’s a framework for growth and development. By clearly outlining what makes a successful presentation, we provide our students with a clear path to follow and a set of skills that will serve them well beyond the classroom walls.

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Meet Med Kharbach, PhD

Dr. Med Kharbach is an influential voice in the global educational technology landscape, with an extensive background in educational studies and a decade-long experience as a K-12 teacher. Holding a Ph.D. from Mount Saint Vincent University in Halifax, Canada, he brings a unique perspective to the educational world by integrating his profound academic knowledge with his hands-on teaching experience. Dr. Kharbach's academic pursuits encompass curriculum studies, discourse analysis, language learning/teaching, language and identity, emerging literacies, educational technology, and research methodologies. His work has been presented at numerous national and international conferences and published in various esteemed academic journals.

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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.

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.

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Group Presentation Rubric

Updated:  13 Jun 2024

Make assigning grades for group presentations a breeze with a printable Group Presentation Rubric.

Editable:  Google Slides

Non-Editable:  PDF

Pages:  1 Page

Grades:  3 - 7

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How Do You Give Grades for a Group Project?

Working with classmates on school projects is a required part of the learning experience. It helps them learn how to work well with others and communicate. It improves student problem-solving skills and motivates students to participate due to the collaborative nature of activities. However, for teachers, sometimes group projects can be challenging, especially when it comes to grading!

Grab a Group Presentation Rubric!

This year, we’re excited to share a brand new printable group presentation rubric for teachers. It simplifies the grading process by providing clear, structured criteria to assess various aspects of student presentations. This rubric is divided into several key categories, each with specific performance indicators and corresponding point ranges.

We recommend sharing your grading rubric with students at the beginning of the group project. Then, review the individual indicators and discuss what each point level entails.

Download and Print Your Self-Assessment Rubric Today!

This resource is available as an easy-to-use Google Slides or Printable PDF Resource file. To get your copy, click the dropdown arrow on the download button to select your preferred file format.

This resource was created by Lindsey Phillips, a teacher in Michigan and Teach Starter Collaborator.

Even More Assessment Tools for the Classroom!

Looking for more ways to implement self-assessment in the classroom? Make sure you check these out before you go!

[resource:2662810]   [resource:4416262]   [resource:2654042]

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Informational Writing Checklist

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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.

Download this file

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ESL Presentation Rubric

• Resources for Teachers
• Pronunciation & Conversation
• Writing Skills
• Reading Comprehension
• Business English
• TESOL Diploma, Trinity College London
• M.A., Music Performance, Cologne University of Music
• B.A., Vocal Performance, Eastman School of Music

In-class presentations are a great way to encourage a number of English communicative skills in a realistic task that provides students not only help with their English skills but prepares them in a broader way for future education and work situations. Grading these presentations can be tricky, as there are many elements such as key presentation phrases beyond simple grammar and structure, pronunciation and so on that make a good presentation. This ESL presentation rubric can help you provide valuable feedback to your students and has been created with English learners in mind. Skills included in this rubric include  stress and intonation , appropriate linking language, body language , fluency, as well as standard grammar structures.

• ESL Essay Writing Rubric
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• Job Prospects for ESL Teachers in the U.S.
• Before You Decide to Become an ESL Teacher
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• How to Teach Essay Writing
• Learn How to Use YouTube in the ESL Classroom
• Using Debates to Expand ESL Instruction
• Absolute Beginner English - the Present of the Verb "to Be"
• How to Teach the Present Perfect
• Multiple Intelligences in the ESL Classroom
• How to Teach the Present Continuous to ESL Students
• How to Build an ESL Class Curriculum
• Lesson Plan on Switching Between Present Perfect and Past Simple
• 7 Free ESL Conversation Lesson Plans
• Understand Your Class With This Fun Survey for ESL/EFL Learners

Designing Effective Poster Presentations

• Resources & Preparation
• Instructional Plan
• Related Resources

Students design informational posters, focusing on a current research project. The unit includes an exploration of the genre, a review of informational writing components, and details on effective poster design. Students first analyze a variety of poster examples and list their characteristics, before reviewing the requirements for their own posters. Students then plan their poster design and, after rough drafts are completed, share them in groups and with the whole class for peer feedback. After revisions are made, students share their presentations with the class for additional feedback, and then make final revisions to their posters. Finally, students present their posters in class or at a school-wide research fair.

Featured Resources

Compare & Contrast Map : With this online tool, students map out their ideas for a compare and contrast essay using their choice of a whole-to-whole, similarities-to-differences, or point-to-point format. Finished work can be printed. Persuasion Map : Use this online tool to map out and print your persuasive argument. Included are spaces to map out your thesis, three reasons, and supporting details. ReadWriteThink Notetaker : Using this online tool, students can organize, revise, and plan their writing, as well as take notes as they read and research.

From Theory to Practice

Poster sessions are a great way to ask students to share their knowledge about a topic. Because of their focus on presentation materials that go beyond simple text on a page, poster sessions require sophisticated multimodal literacy skills. The NCTE Beliefs about the Teaching of Writing explain, "Writers need to be able to think about the physical design of text, about the appropriateness and thematic content of visual images, about the integration of sound with a reading experience, and about the medium that is most appropriate for a particular message, purpose, and audience." Poster sessions focus on all of these multimodal skills, as they ask students to design presentation materials and accompanying presentations that blend text, images, sound, and space. Further, because of the close and obvious relationship between presenter and audience, poster sessions foreground the importance of audience, purpose, and voice for students. As a result, poster sessions encourage students to synthesize their research and then adjust their use of spoken, written, and visual language to fit the needs of a particular audience. Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
• 60-Second Poster Evaluation Chart
• 60-Second Poster Evaluation Notes
• Southern Flounder Exhibit (notetaker example)
• Poster Session Rubric
• Compare and Contrast Chart Graphic Organizer
• Persuasion Map Planning Sheet

Preparation

• This lesson is designed to explore poster design, following a class research project. For additional resources on teaching research and inquiry, see the Websites listed in the Resources section.
• This project works especially well for collaborative projects, where classes view each other’s work over the course of two class sessions.
• Choose a location for your poster session with plenty of open space to allow viewers to flow through the presentations. If the classroom is not large enough, the cafeteria or school library are good choices. Depending upon your school, you may also be able to use space in the hallway outside the classroom.
• Arrange for tables and any additional materials that are available at your school. For example, you may have easels that can be borrowed from the art classroom.
• If bulletin boards or wall space is possible for displaying posters, arrange for thumb tacks, staplers, and tape.
• Print copies of the 60-Second Poster Evaluation , 60-Second Poster Evaluation Chart , 60-Second Poster Evaluation Notes (optional) , and Poster Session Rubric .
• As relevant for the different projects that students will complete, make copies of the Persuasion Map Planning Sheet and Compare and Contrast Chart Graphic Organizer .
• If computers are not available in the classroom, make copies of sample posters from one or more of the following sites: ALA Poster Sessions , Images of Physical Posters , and NCSU Example Posters . Students will analyze the posters in small groups. Allow at least three posters per group.
• Review the Poster Presentations Websites listed in the Resources section, and determine which are appropriate for your class. These guidelines can be used as additional resources or read and reviewed in the class, depending upon the level of support students need.
• Test the Persuasion Map , Compare & Contrast Map , and ReadWriteThink Notetaker on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will

• review informational writing components.
• determine the criteria for effective poster presentations.
• explore the ways that purpose and audience influence a message.
• design posters that share their ideas and research.

Session One

• Explain that the class will be completing a unit on designing posters that present their findings from a recent inquiry/research project.
• Ask students to share any experiences that they have with poster presentations (e.g., science fairs, job fairs).
• Share the definition of a poster session from the Colorado State University Writing Guide, and invite students to compare their experiences with the information in the definition.
• Display and discuss the information on the purposes for poster presentations and the possible audiences for these presentations .
• ALA Poster Sessions
• Images of Physical Posters
• NCSU Example Posters
• Ask students to jot down general characteristics that they see in the posters. Allow approximately 20 minutes for groups to explore the examples and list their observations.
• If students need more structure or guidance as they explore the posters, you can pass out the 60-Second Poster Evaluation and have them use the questions to shape their observations.
• Gather the class and ask them to share the characteristics that they have noted. Record their observations on the board or on chart paper.
• Be sure that students include observations on both text and graphic design elements in their comments. If necessary, ask questions to encourage wider analysis of both text and graphics.
• After students have had sufficient time to review the posters and list the characteristics, gather the class and ask each group to share the poster they analyzed and point out the characteristics that they noticed.
• Working with the information students have shared, group like observations to create a class list of characteristics of effective posters.
• Compare the characteristics to the requirements on the Poster Session Rubric , asking students to indicate how the posters they examined would be graded with the rubrics.
• Identify the purpose of the posters, connecting to a recent research project that students have already completed.
• Provide details on the event (e.g., a class session, a school-wide history fair).
• Explain who the audiences for the posters will be.
• Describe the physical space and the resources that will be available during the poster session.
• Discuss how the Poster Session Rubric will be used to assess the session.
• Based on this information, ask students to talk about the specific audience and purpose for their posters, reinforcing the information on the purposes for poster presentations and the possible audiences for these presentations , shared earlier in the session.
• Encourage students to think about the specific purpose for their posters and what the audiences will look for on their posters. For homework, ask students to freewrite on their plans for the posters by thinking about who will look at the posters, what they will be looking for, what information is most important to include, and so forth.

Session Two

• Arrange students in groups, and ask them to share information from their homework with one another.
• Ask group members to provide supportive feedback, pointing to pertinent information from the previous session’s discussion of the characteristics of effective presentations and the two rubrics.
• After students have had time to share their ideas (about 10 to 15 minutes), gather the class, and answer any questions that have come up at this point.
• Share the Writing Strategies for Poster Sessions from the Colorado State University Writing Guide. Be sure to drill down and discuss the information for each of the four bullet points in the Guide. If students have already written a paper on their inquiry, be sure to emphasize the ideas in the "Working From a Drafted Paper" section.
• Connect the Writing Strategies information to the Poster Session Rubric .
• Cover the details in the What to Include section of from the Colorado State University Writing Guide as well. Stress the importance of choosing content that communicates the important information without providing more text than the audience will be able to read during the poster session. Save the details on Graphics for the next session.
• Briefly overview the three graphic organizers that students can use to begin structuring the information for their poster session: Persuasion Map , Compare & Contrast Map , and ReadWriteThink Notetaker . Explain what the organizer is used for and which topics it will best fit. For instance, the Persuasion Map can be used if the presenter is trying to argue a specific point about a topic. Use example topics from the class to make the overview more concrete.
• If desired, share the Notetaker Example , based on the Award-winning Southern Flounder Exhibit Temperature-Dependent Sex Determination from the NCSU Example Posters site, to discuss how to use outlining as an organization tool for poster design.
• During the remainder of the class, students can begin work structuring their ideas and planning their posters, according to the information covered in the Writing Strategies for Poster Sessions Web pages.
• In mini-lesson fashion, demonstrate each of the three online graphic organizers, gathering only the students who are most likely to use each online interactive for each presentation.
• For homework, ask students to have completed a graphic organizer for their topics and to sketch a rough outline or design of the information they will include in their poster presentation.

Session Three

• Arrange students in small groups, and ask them to share their graphic organizers and plans with one another. Have students use the Poster Session Rubric to guide their responses.
• Gather the class and answer any questions that students have about the project.
• Review the details on the Poster Session Rubric that apply specifically to the design and graphics used on the posters.
• Share the Graphics section and the Layout section from the Colorado State University Writing Guide. Be sure to drill down and discuss the information for each of the bullet points.
• Return to the Poster Session Rubric and characteristics of effective posters from the first session, and ask students to discuss how the information about the Colorado State University Writing Guide aligns with the information.
• Allow any time remaining in the session for students to work on their presentations.
• Use The Transport Problem from the Colorado State University Writing Guide to review the resources that will be available during the poster session and to discuss how to carry drafts to school.
• For homework, ask students to complete a rough version of their poster presentation to share for feedback during the next session. Allow several days for students to work at home. Add in-class work sessions as desired.

Session Four

• Arrange the class into 4 or 5 small groups. Ask students to set up their drafts for the class to view, keeping each group together in a specified section of the room.
• Give students 5 to 10 minutes to set up their drafts and make any changes.
• Pass out copies of the 60-Second Poster Evaluation Chart and ask students to write their name and the name of their presentation on the sheet. Have them place the chart face down on a table or desk near their drafts.
• Each group will move to the first poster in the next group’s collection, moving clockwise around the room. Students will skip their own collection of posters.
• The group will review the poster, using the 60-Second Poster Evaluation printout to guide their discussions.
• If desired, students can use the 60-Second Poster Evaluation Notes to take notes as they examine the posters.
• After groups have spent 60 seconds evaluating the poster, ask them to turn over the 60-Second Poster Evaluation Chart and add their comments.
• After adding details to the Chart , groups should turn the sheet face down, so that their comments do not influence the next group that reviews the poster.
• All members are to contribute to this process. Comments should be original, not copies of the comments of other groups nor “ditto” marks.
• After each poster is finished, students move to the next poster, rotating through the classroom until every poster has been evaluated by 3 or 4 of the groups.
• At the end of this process, students should arrive back at their own group of posters.
• When the 60-second review is complete, have students return to their posters and read the comments the groups have left them.
• Ask students to take a few minutes to look for similar comments and think about changes that they can make to improve their posters.
• After students have had time to read the feedback and gather their thoughts, ask groups to reassemble. Have group members share the feedback and their plans for revision with one another. Encourage students to make supportive comments and concrete feedback.
• Have group members use the Poster Session Rubric to guide suggestions that they make to others in the group.
• For homework, ask students to create polished versions of their posters to share during the practice presentations.
• If students will complete supplemental handouts (the ideal situation), complete Session Five and ask students to bring a draft of their handout to the session. Otherwise, move on to Session Six.

Session Five (Optional)

If students should include a presentation handout with their poster presentation, review the information from the Prepare Supplemental Handouts from the Colorado State University Writing Guide. Allow time for students to share their handouts in small groups and provide peer feedback. Because handouts should be only one page and easily read, students should have time to review their work and begin revisions during the session. Provide mini-lessons as necessary on any writing techniques that students need help with.

Session Six

• Again, arrange the class into 4 or 5 small groups. Ask students to set up their posters for the class to view, keeping each group together in a specified section of the room.
• Working within their small groups, have students each give a practice presentation for other group members.
• Ask students observing the presentations to keep notes on notebook paper, using the Poster Session Rubric and 60-Second Poster Evaluation to guide their comments.
• To ensure that everyone has a chance to practice, you can set a time or announce when students need to switch to another presentation. If a student has not finished a presentation when time is called, indicate that the student needs to shorten the presentation.
• Once everyone has presented, ask groups share feedback with one another. Emphasize the importance of providing supportive comments and concrete suggestions.
• With 5 to 10 minutes left in the session, gather the class and answer any questions students have.
• For homework, ask students to make any final changes to their poster presentations.
• Remind them of the resources that will be available for the official poster presentations that will take place during the next session.
• Review information from The Transport Problem from the Colorado State University Writing Guide if students need additional tips.

Session Seven

• Before students arrive, make any changes necessary to set up the space for the poster presentations.
• Give students several minutes at the beginning of the session to set up their displays and complete finishing touches.
• Explain the procedure for visiting the displays: students move from area to area in groups of two or three so no display is ever overcrowded.
• During the fair sessions, circulate through the presentations yourself, using the Poster Session Rubric to assess student work.
• After students have had a chance to visit all of the presentations, gather the class together and invite students to share their reactions to the presentations.
• Three poster presentation topics I want to know more about
• The most surprising presentation
• The presentation that had the biggest impact on you
• In their homework responses, ask students not only to share the titles of the poster presentations that match the superlatives but also to explain why they chose the presentations that they did.
• At the beginning of the next class session, collect the homework responses.
• Ask students to discuss how fair use and copyright restrictions apply to the artwork that they use in their posters. The Ball State University: Copyright for Students and The Library Media Center and Citing Sources are useful resources to share with the class as you explore the issue.
• Analyze historical posters with the ReadWriteThink lessons Argument, Persuasion, or Propaganda? Analyzing World War II Posters .
• By the People, For the People: Posters from the WPA
• World War II Poster Collection
• Produce for Victory: Posters on the American Home Front (1941-45)
• World War II Posters
• Turn of the Century Posters
• Circus and Magic Posters

Student Assessment / Reflections

Check graphic organizers, outlines, drawings, and designs as students work for completion and effort. Assess students’ final drafts using the Poster Session Rubric and the criteria for effective effective posters that students created during the first session of the lesson. Keep anecdotal notes on students’ participation during the final poster session, and provide any feedback as you respond to the superlatives that students submit after the project.

• Professional Library
• Student Interactives
• Lesson Plans

With full recognition that writing is an increasingly multifaceted activity, we offer several principles that should guide effective teaching practice.

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

Useful for a wide variety of reading and writing activities, this outlining tool allows students to organize up to five levels of information.

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