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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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Evaluating Business Presentations: A Six Point Presenter Skills Assessment Checklist

Posted by Belinda Huckle  |  On April 18, 2024  |  In Presentation Training, Tips & Advice

In this Article...quick links

For many business people, speaking in front of clients, customers, their bosses or even their own large team is not a skill that comes naturally. So it’s likely that within your organisation, and indeed within your own team, you’ll find varying levels of presenting ability. Without an objective way to assess the presenter skills needed to make a good presentation, convincing someone that presentation coaching could enhance their job performance (benefiting your business), boost their promotion prospects (benefiting their career) and significantly increase their self confidence (benefiting their broader life choices) becomes more challenging.

Businessman delivering a great presentation

So, how do you evaluate the presenting skills of your people to find out, objectively, where the skill gaps lie? Well, you work out your presentation skills evaluation criteria and then measure/assess your people against them. 

To help you, in this article we’re sharing the six crucial questions we believe you need to ask to not only make a professional assessment of your people’s presenting skills, but to showcase what makes a great presentation. We use them in our six-point Presenter Skills Assessment checklist ( which we’re giving away as a free download at the end of this blog post ). The answers to these questions will allow you to identify the presenter skills strengths and weaknesses (i.e. skills development opportunities) of anyone in your team or organisation, from the Managing Director down. You can then put presenter skills training or coaching in place so that everyone who needs it can learn the skills to deliver business presentations face-to-face, or online with confidence, impact and purpose.

Read on to discover what makes a great presentation and how to evaluate a presenter using our six-point Presenter Skills Assessment criteria so you can make a professional judgement of your people’s presenting skills.

1. Ability to analyse an audience effectively and tailor the message accordingly

If you ask most people what makes a great presentation, they will likely comment on tangible things like structure, content, delivery and slides. While these are all critical aspects of a great presentation, a more fundamental and crucial part is often overlooked – understanding your audience .  So, when you watch people in your organisation or team present, look for clues to see whether they really understand their audience and the particular situation they are currently in, such as:

  • Is their content tight, tailored and relevant, or just generic?
  • Is the information pitched at the right level?
  • Is there a clear ‘What’s In It For Them’?
  • Are they using language and terminology that reflects how their audience talk?
  • Have they addressed all of the pain points adequately?
  • Is the audience focused and engaged, or do they seem distracted?

For your people, getting to know their audience, and more importantly, understanding them, should always be the first step in pulling together a presentation. Comprehending the challenges, existing knowledge and level of detail the audience expects lays the foundation of a winning presentation. From there, the content can be structured to get the presenter’s message across in the most persuasive way, and the delivery tuned to best engage those listening.

2. Ability to develop a clear, well-structured presentation/pitch that is compelling and persuasive

Businesswoman making a great presentation

Flow and structure are both important elements in a presentation as both impact the effectiveness of the message and are essential components in understanding what makes a good presentation and what makes a good speech. When analysing this aspect of your people’s presentations look for a clear, easy to follow agenda, and related narrative, which is logical and persuasive.

Things to look for include:

  • Did the presentation ‘tell a story’ with a clear purpose at the start, defined chapters throughout and a strong close?
  • Were transitions smooth between the ‘chapters’ of the presentation?
  • Were visual aids, handouts or audience involvement techniques used where needed?
  • Were the challenges, solutions and potential risks of any argument defined clearly for the audience?
  • Were the benefits and potential ROI quantified/explained thoroughly?
  • Did the presentation end with a clear destination/call to action or the next steps?

For the message to stick and the audience to walk away with relevant information they are willing to act on, the presentation should flow seamlessly through each part, building momentum and interest along the way. If not, the information can lose impact and the presentation its direction. Then the audience may not feel equipped, inspired or compelled to implement the takeaways.

3. Ability to connect with and maintain the engagement of the audience

Connecting with your audience and keeping them engaged throughout can really be the difference between giving a great presentation and one that falls flat. This is no easy feat but is certainly a skill that can be learned. To do it well, your team need a good understanding of the audience (as mentioned above) to ensure the content is on target. Ask yourself, did they cover what’s relevant and leave out what isn’t? 

Delivery is important here too. This includes being able to build a natural rapport with the audience, speaking in a confident, conversational tone, and using expressive vocals, body language and gestures to bring the message to life. On top of this, the slides need to be clear, engaging and add interest to the narrative. Which leads us to point 4…

4. Ability to prepare effective slides that support and strengthen the clarity of the message

Man making a great visual presentation

It’s not uncommon for slides to be used first and foremost as visual prompts for the speaker. While they can be used for this purpose, the first priority of a slide (or any visual aid) should always be to support and strengthen the clarity of the message. For example, in the case of complex topics, slides should be used to visualise data , reinforcing and amplifying your message. This ensures that your slides are used to aid understanding, rather than merely prompting the speaker.

The main problem we see with people’s slides is that they are bloated with information, hard to read, distracting or unclear in their meaning. 

The best slides are visually impactful, with graphics, graphs or images instead of lines and lines of text or bullet points. The last thing you want is your audience to be focused on deciphering the multiple lines of text. Instead your slides should be clear in their message and add reinforcement to the argument or story that is being shared. How true is this of your people’s slides?

5. Ability to appear confident, natural and in control

Most people find speaking in front of an audience (both small and large) at least a little confronting. However, for some, the nerves and anxiety they feel can distract from their presentation and the impact of their message. If members of your team lack confidence, both in their ideas and in themselves, it will create awkwardness and undermine their credibility and authority. This can crush a presenter and their reputation. 

This is something that you will very easily pick up on, but the good news is that it is definitely an area that can be improved through training and practice. Giving your team the tools and training they need to become more confident and influential presenters can deliver amazing results, which is really rewarding for both the individual and the organisation.

6. Ability to summarise and close a presentation to achieve the required/desired outcome

Audience applauding a great presentation

No matter how well a presentation goes, the closing statement can still make or break it. It’s a good idea to include a recap on the main points as well as a clear call to action which outlines what is required to achieve the desired outcome.

In assessing your people’s ability to do this, you can ask the following questions:

  • Did they summarise the key points clearly and concisely?
  • Were the next steps outlined in a way that seems achievable?
  • What was the feeling in the room at the close? Were people inspired, motivated, convinced? Or were they flat, disinterested, not persuaded? 

Closing a presentation with a well-rounded overview and achievable action plan should leave the audience with a sense that they have gained something out of the presentation and have all that they need to take the next steps to overcome their problem or make something happen.

Effective Presentation Skills are Essential to Growth

It’s widely accepted that effective communication is a critical skill in business today. On top of this, if you can develop a team of confident presenters, you and they will experience countless opportunities for growth and success.

Once you’ve identified where the skill gaps lie, you can provide targeted training to address it. Whether it’s feeling confident presenting to your leadership team or answering unfielded questions , understanding their strengths and weaknesses in presenting will only boost their presenting skills. This then creates an ideal environment for collaboration and innovation, as each individual is confident to share their ideas. They can also clearly and persuasively share the key messaging of the business on a wider scale – and they and the business will experience dramatic results.

Tailored Training to Fill Your Presentation Skill Gaps

If you’re looking to build the presentation skills of your team through personalised training or coaching that is tailored to your business, we can help. For nearly 20 years we have been Australia’s Business Presentation Skills Experts , training & coaching thousands of people in an A-Z of global blue-chip organisations. All our programs incorporate personalised feedback, advice and guidance to take business presenters further. To find out more, click on one of the buttons below:

Check out our In-Person Programs AU

And follow us on social media for some more great presentation tips:


Don’t Forget To Download Our Presenter Skills Assessment Form

Presenter Skills Assessment Form

  • Work Email Address * Please enter your email address and then click ‘download’ below

Belinda Huckle

Written By Belinda Huckle

Co-Founder & Managing Director

Belinda is the Co-Founder and Managing Director of SecondNature International. With a determination to drive a paradigm shift in the delivery of presentation skills training both In-Person and Online, she is a strong advocate of a more personal and sustainable presentation skills training methodology.

Belinda believes that people don’t have to change who they are to be the presenter they want to be. So she developed a coaching approach that harnesses people’s unique personality to build their own authentic presentation style and personal brand.

She has helped to transform the presentation skills of people around the world in an A-Z of organisations including Amazon, BBC, Brother, BT, CocaCola, DHL, EE, ESRI, IpsosMORI, Heineken, MARS Inc., Moody’s, Moonpig, Nationwide, Pfizer, Publicis Groupe, Roche, Savills, Triumph and Walmart – to name just a few.

A total commitment to quality, service, your people and you.

Academic Development Centre

Oral presentations

Using oral presentations to assess learning


Oral presentations are a form of assessment that calls on students to use the spoken word to express their knowledge and understanding of a topic. It allows capture of not only the research that the students have done but also a range of cognitive and transferable skills.

Different types of oral presentations

A common format is in-class presentations on a prepared topic, often supported by visual aids in the form of PowerPoint slides or a Prezi, with a standard length that varies between 10 and 20 minutes. In-class presentations can be performed individually or in a small group and are generally followed by a brief question and answer session.

Oral presentations are often combined with other modes of assessment; for example oral presentation of a project report, oral presentation of a poster, commentary on a practical exercise, etc.

Also common is the use of PechaKucha, a fast-paced presentation format consisting of a fixed number of slides that are set to move on every twenty seconds (Hirst, 2016). The original version was of 20 slides resulting in a 6 minute and 40 second presentation, however, you can reduce this to 10 or 15 to suit group size or topic complexity and coverage. One of the advantages of this format is that you can fit a large number of presentations in a short period of time and everyone has the same rules. It is also a format that enables students to express their creativity through the appropriate use of images on their slides to support their narrative.

When deciding which format of oral presentation best allows your students to demonstrate the learning outcomes, it is also useful to consider which format closely relates to real world practice in your subject area.

What can oral presentations assess?

The key questions to consider include:

  • what will be assessed?
  • who will be assessing?

This form of assessment places the emphasis on students’ capacity to arrange and present information in a clear, coherent and effective way’ rather than on their capacity to find relevant information and sources. However, as noted above, it could be used to assess both.

Oral presentations, depending on the task set, can be particularly useful in assessing:

  • knowledge skills and critical analysis
  • applied problem-solving abilities
  • ability to research and prepare persuasive arguments
  • ability to generate and synthesise ideas
  • ability to communicate effectively
  • ability to present information clearly and concisely
  • ability to present information to an audience with appropriate use of visual and technical aids
  • time management
  • interpersonal and group skills.

When using this method you are likely to aim to assess a combination of the above to the extent specified by the learning outcomes. It is also important that all aspects being assessed are reflected in the marking criteria.

In the case of group presentation you might also assess:

  • level of contribution to the group
  • ability to contribute without dominating
  • ability to maintain a clear role within the group.

See also the ‘ Assessing group work Link opens in a new window ’ section for further guidance.

As with all of the methods described in this resource it is important to ensure that the students are clear about what they expected to do and understand the criteria that will be used to asses them. (See Ginkel et al, 2017 for a useful case study.)

Although the use of oral presentations is increasingly common in higher education some students might not be familiar with this form of assessment. It is important therefore to provide opportunities to discuss expectations and practice in a safe environment, for example by building short presentation activities with discussion and feedback into class time.

Individual or group

It is not uncommon to assess group presentations. If you are opting for this format:

  • will you assess outcome or process, or both?
  • how will you distribute tasks and allocate marks?
  • will group members contribute to the assessment by reporting group process?

Assessed oral presentations are often performed before a peer audience - either in-person or online. It is important to consider what role the peers will play and to ensure they are fully aware of expectations, ground rules and etiquette whether presentations take place online or on campus:

  • will the presentation be peer assessed? If so how will you ensure everyone has a deep understanding of the criteria?
  • will peers be required to interact during the presentation?
  • will peers be required to ask questions after the presentation?
  • what preparation will peers need to be able to perform their role?
  • how will the presence and behaviour of peers impact on the assessment?
  • how will you ensure equality of opportunities for students who are asked fewer/more/easier/harder questions by peers?

Hounsell and McCune (2001) note the importance of the physical setting and layout as one of the conditions which can impact on students’ performance; it is therefore advisable to offer students the opportunity to familiarise themselves with the space in which the presentations will take place and to agree layout of the space in advance.

Good practice

As a summary to the ideas above, Pickford and Brown (2006, p.65) list good practice, based on a number of case studies integrated in their text, which includes:

  • make explicit the purpose and assessment criteria
  • use the audience to contribute to the assessment process
  • record [audio / video] presentations for self-assessment and reflection (you may have to do this for QA purposes anyway)
  • keep presentations short
  • consider bringing in externals from commerce / industry (to add authenticity)
  • consider banning notes / audio visual aids (this may help if AI-generated/enhanced scripts run counter to intended learning outcomes)
  • encourage students to engage in formative practice with peers (including formative practice of giving feedback)
  • use a single presentation to assess synoptically; linking several parts / modules of the course
  • give immediate oral feedback
  • link back to the learning outcomes that the presentation is assessing; process or product.

Neumann in Havemann and Sherman (eds., 2017) provides a useful case study in chapter 19: Student Presentations at a Distance, and Grange & Enriquez in chapter 22: Moving from an Assessed Presentation during Class Time to a Video-based Assessment in a Spanish Culture Module.

Diversity & inclusion

Some students might feel more comfortable or be better able to express themselves orally than in writing, and vice versa . Others might have particular difficulties expressing themselves verbally, due for example to hearing or speech impediments, anxiety, personality, or language abilities. As with any other form of assessment it is important to be aware of elements that potentially put some students at a disadvantage and consider solutions that benefit all students.

Academic integrity

Oral presentations present relative low risk of academic misconduct if they are presented synchronously and in-class. Avoiding the use of a script can ensure that students are not simply reading out someone else’s text or an AI generated script, whilst the questions posed at the end can allow assessors to gauge the depth of understanding of the topic and structure presented. (Click here for further guidance on academic integrity .)

Recorded presentations (asynchronous) may be produced with help, and additional mechanisms to ensure that the work presented is their own work may be beneficial - such as a reflective account, or a live Q&A session. AI can create scripts, slides and presentations, copy real voices relatively convincingly, and create video avatars, these tools can enable students to create professional video content, and may make this sort of assessment more accessible. The desirability of such tools will depend upon what you are aiming to assess and how you will evaluate student performance.

Student and staff experience

Oral presentations provide a useful opportunity for students to practice skills which are required in the world of work. Through the process of preparing for an oral presentation, students can develop their ability to synthesise information and present to an audience. To improve authenticity the assessment might involve the use of an actual audience, realistic timeframes for preparation, collaboration between students and be situated in realistic contexts, which might include the use of AI tools.

As mentioned above it is important to remember that the stress of presenting information to a public audience might put some students at a disadvantage. Similarly non-native speakers might perceive language as an additional barrier. AI may reduce some of these challenges, but it will be important to ensure equal access to these tools to avoid disadvantaging students. Discussing criteria and expectations with your students, providing a clear structure, ensuring opportunities to practice and receive feedback will benefit all students.

Some disadvantages of oral presentations include:

  • anxiety - students might feel anxious about this type of assessment and this might impact on their performance
  • time - oral assessment can be time consuming both in terms of student preparation and performance
  • time - to develop skill in designing slides if they are required; we cannot assume knowledge of PowerPoint etc.
  • lack of anonymity and potential bias on the part of markers.

From a student perspective preparing for an oral presentation can be time consuming, especially if the presentation is supported by slides or a poster which also require careful design.

From a teacher’s point of view, presentations are generally assessed on the spot and feedback is immediate, which reduces marking time. It is therefore essential to have clearly defined marking criteria which help assessors to focus on the intended learning outcomes rather than simply on presentation style.

Useful resources

Joughin, G. (2010). A short guide to oral assessment . Leeds Metropolitan University/University of Wollongong

Race, P. and Brown, S. (2007). The Lecturer’s Toolkit: a practical guide to teaching, learning and assessment. 2 nd edition. London, Routledge.

Annotated bibliography

Class participation

Concept maps

Essay variants: essays only with more focus

  • briefing / policy papers
  • research proposals
  • articles and reviews
  • essay plans

Film production

Laboratory notebooks and reports

Objective tests

  • short-answer
  • multiple choice questions

Patchwork assessment

Creative / artistic performance

  • learning logs
  • learning blogs


Work-based assessment

Reference list

Eberly Center

Teaching excellence & educational innovation, grading methods for group work, instructor assessment of group product, student assessment of group product.

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June 5, 2024

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Using Guided Groups for Formative Assessment

Address the individual needs of each learner of your class with this powerful formative assessment called Guided Groups. At the end of group instruction, students assess their understanding of the content by placing an A, B, or C on their paper. These letters correspond to their comfort level: A, I need the lesson again; B, I just have a few questions; C, I am ready to work independently. Through a guided group process, all students are provided with the differentiated support they need based on their self-assessment. This strategy encourages students to become active, self-reflective learners and allows the teacher to reflect on his or her own teaching each day, too. Watch to learn more about this assessment format now!

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  1. Assessment grids/rubrics for Group presentation

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  1. PDF Group Presentation Scoring Guide

    Group Presentation Scoring Guide Group Evaluation Criteria Comments/Points Introduction Group: Engages audience with attention-getter (e.g., asks a question, presents surprising fact, tells a story, makes connection) Establishes credibility Establishes themselves as a cohesive unit Introduces topic and purpose clearly


    3. PEER ASSESSMENT OF GROUP PRESENTATIONS BY MEMBERS OF TEAM Use the criteria below to assess your contribution to the group presentation as well as the contribution of each of your teammates. 0 = no contribution 1 = minor contribution 2 = some contribution, but not always effective/successful 3 = some contribution, usually effective/successful

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    Group Presentation Assessment Criteria For each presentation mark(s) out of four are given for each rubric (1‐5). The maximum number of marks for a presentation is 20 marks. Rubrics A (4 marks) B (3 marks) C (2 marks) D (1 mark) 1. Organisation and technical Student presents information in logical, interesting sequence which audience can ...

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  7. PDF Oral Presentation Evaluation Rubric

    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.

  8. PDF Group Classroom Presentation Sample Rubric Page 1

    Group Classroom Presentation Sample Rubric - Page 2 Criteria Unsatisfactory Developing Accomplished Exemplary Presentation "Notes" are included in the Notes/ Transcript (Group grade) Presentation lacks "Notes" on slides (or in a separate document) to explain each slide and/or, if included, the notes repeat the text provided on the slide.

  9. PDF Assessment Guidelines & Marking Criteria of your Group Presentation

    The group presentation should fall within a 8-9 minute time-limit. Your group presentation will be broadly assessed on the following criteria: • Clear identification of the research question(s) being addressed in the paper • Organisation and coherence of presentation

  10. PDF Oral presentations: Planning a group presentation

    Step 4. Planning the final presentation Once you've undertaken the required research and achieved your group goals, you need to discuss how to orally present the material gathered. Refer again to assessment criteria and then: • decide on a presentation format and order for speakers • agree on audio/visual aids for the presentation

  11. PDF Group Oral Presentation Rubric

    Most group members are hard to understand. All group members speak clearly and are easy to understand. Most group members speak clearly and are easy to understand. Some group members speak clearly, but are difficult to understand. Only 1 or 2 group members speak and can be understood. All group members speak to the entire audience.

  12. Group presentation rubric

    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.

  13. PDF Oral Presentation Evaluation Criteria and Checklist

    ORAL PRESENTATION EVALUATION CRITERIA AND CHECKLIST. talk was well-prepared. topic clearly stated. structure & scope of talk clearly stated in introduction. topic was developed in order stated in introduction. speaker summed up main points in conclusion. speaker formulated conclusions and discussed implications. was in control of subject matter.

  14. PDF Oral Presentation Grading Rubric

    presentation. Does not read off slides. Presenter's voice is clear. The pace is a little slow or fast at times. Most audience members can hear presentation. Presenter's voice is low. The pace is much too rapid/slow. Audience members have difficulty hearing presentation. Presenter mumbles, talks very fast, and speaks too quietly

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  17. How can I assess group work?

    Professor Montoya's total grade for the project combines a group grade (75%) and an individual grade (25%). The individual grade is based, in equal parts, on how each student's teammates evaluated his contribution to the group and on the quality of the feedback he provided to them. Make your assessment criteria and grading scheme clear.

  18. PDF Presentation Evaluation Criteria

    The speaker presents ideas in a clear manner. The speaker states one point at a time. The speaker fully develops each point. The presentation is cohesive. The presentation is properly focused. A clear train of thought is followed and involves the audience. The speaker makes main points clear. The speaker sequences main points effectively.

  19. What Makes A Great Presentation Checklist

    1. Ability to analyse an audience effectively and tailor the message accordingly. If you ask most people what makes a great presentation, they will likely comment on tangible things like structure, content, delivery and slides. While these are all critical aspects of a great presentation, a more fundamental and crucial part is often overlooked ...

  20. PDF Criteria for Evaluating an Individual Oral Presentation

    you to achieve sustained eye contact throughout the presentation. Volume Adjust the volume for the venue. Work to insure that remote audience members can clearly hear even the inflectional elements in your speech. Inflection Adjust voice modulation and stress points to assist the audience in identifying key concepts in the presentation.

  21. Oral presentations

    In-class presentations can be performed individually or in a small group and are generally followed by a brief question and answer session. Oral presentations are often combined with other modes of assessment; for example oral presentation of a project report, oral presentation of a poster, commentary on a practical exercise, etc.

  22. PDF Microsoft Word

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  24. Using Guided Groups for Formative Assessment

    Through a guided group process, all students are provided with the differentiated support they need based on their self-assessment. This strategy encourages students to become active, self-reflective learners and allows the teacher to reflect on his or her own teaching each day, too. Watch to learn more about this assessment format now!