All International Baccalaureate Theory of Knowledge teachers know that IB has made a number of changes related to the course, essay and oral presentation this year.
One of the changes for the oral presentations is using a much less complicated rubric for the oral presentations. I think that makes things easier for us teachers, though I’m not convinced that having less written guidance makes it easier for students.
In addition to the involved planning outline I’ve created that student use to develop their presentation, I’ve also just come-up with a simple form that I’ve given to students to serve as a final check-list and as an anonymous sheet they’ll complete while they watch each presentation. Then, at the end, each group will receive them, as well as my evaluation using the official rubric. Presenters will first complete it for themselves as a self-evaluation that they will give to me to consider as I complete my official form. I’m telling presenters that if they disagree with my grade, they can also use the feedback they receive from other students as evidence to support their argument.
You can download it here.
Look it over and let me know if you have ideas on how I can make it better.
I’ve also reproduced it below:
TOK Oral Presentation Checklist
NAME OF GROUP ___________________________________
Rank each element of the presentation from 1-10, with 1 being the lowest and 10 being the highest.
- Were presenters dressed professionally?
- Main knowledge question was well-formulated?
- Real-life situation well-connected to main knowledge question?
- Was it clear how secondary knowledge questions/linking questions connected to help answer main knowledge question?
- Secondary knowledge/Linking questions share more than one perspective each?
- Did a story/example follow every point made in the presentation? Did non-personal stories outnumber personal ones?
- Did slides help amplify points being made, and not just repeat them?
- Were multiple connections to the TOK book/TOK class made?
- Were good connections made to real-life situation by each secondary knowledge/linking question?
- How well did people speak – did they read off their notecards all the time and look at the PowerPoint slides, or did they look at the audience and demonstrate that they had practiced a number of times?
- Was the conclusion well-thought-out, or was it more like a “throw-away” section? Also, how did they do on the time requirements?
- Write two positive and specific comments about this presentation:
- What is the final grade you would give this presentation?