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What It Takes to Give a Great Presentation
- Carmine Gallo
Five tips to set yourself apart.
Never underestimate the power of great communication. It can help you land the job of your dreams, attract investors to back your idea, or elevate your stature within your organization. But while there are plenty of good speakers in the world, you can set yourself apart out by being the person who can deliver something great over and over. Here are a few tips for business professionals who want to move from being good speakers to great ones: be concise (the fewer words, the better); never use bullet points (photos and images paired together are more memorable); don’t underestimate the power of your voice (raise and lower it for emphasis); give your audience something extra (unexpected moments will grab their attention); rehearse (the best speakers are the best because they practice — a lot).
I was sitting across the table from a Silicon Valley CEO who had pioneered a technology that touches many of our lives — the flash memory that stores data on smartphones, digital cameras, and computers. He was a frequent guest on CNBC and had been delivering business presentations for at least 20 years before we met. And yet, the CEO wanted to sharpen his public speaking skills.
- Carmine Gallo is a Harvard University instructor, keynote speaker, and author of 10 books translated into 40 languages. Gallo is the author of The Bezos Blueprint: Communication Secrets of the World’s Greatest Salesman (St. Martin’s Press).
Partner Center
Academic Manual
- 4. Marking & Moderation
Section 4: Marking & Moderation
Published for 2023-24
4.1 Overarching Principles
4.2 responsibilities, 4.3 markers, 4.4 anonymity, 4.5 marking criteria, 4.6 second marking, 4.6.1 minimum requirements, 4.6.2 parity meetings, 4.6.3 sampling, 4.6.4 reconciliation of marks, 4.6.5 third markers, 4.6.6 documentation of marking, 4.7 internal moderation, advice for students.
Further information and advice for students about assessment is available on the Examinations & Awards webpages .
Recent Changes
A guide to changes to the regulations are available from the Recent Changes page.
- Study and research support
- Academic skills
Presentations: posters
Effective poster presentations.
An effective poster presentation and a good oral presentation share many qualities: it's important to know your audience and their needs, be confident of your purpose, and to convey your key message with impact. Poster presentations challenge you to communicate your research in a different way to oral presentations or written assignments.
Before you start, make sure you read the marking and assessment guidelines and follow them.
Here are some key things that make an effective poster:
- Attractive visual impact to entice people to read it
- A compelling title, interesting and intriguing enough to compel your audience’s attention
- A clear message that differentiates your research poster from others
- Good use of images and diagrams – a picture paints a thousand words in a restricted space
- An obvious reading order
- Audience interaction – is there something you want your audience to do, or think about, as a result of reading your poster?
This guide will cover planning and designing your poster presentation. We will also consider how poster presentations are assessed.
- The Library Replies
Making a mark: guidelines for a good presentation
The Complete your final project page has more content on making a presentation
Communicating effectively in front of an audience is a key skill that you can master with the right guidelines and resources. Here is a selection of content you can use as a starting point, and an infographic with tips and tools for making an online presentation .
Click on the image to see the full infographic.
Comunicación y emprendimiento. Estrategias para elaborar un pitch exitoso
Eloi Trullàs, the author of this UOC final project , sets out seven factors behind a successful presentation. They include preparing thoroughly, structuring the content properly, and being careful when choosing your words.
Creando y entrenando mi Elevator Pitch
A Skills series webinar with the journalist and conference speaker Ami Bondía, sharing essential ideas for capturing your audience's attention in a few minutes. Learn the structure and characteristics of a good presentation.
Presentaciones efectivas. Técnicas para la exposición oral de trabajos y proyectos académicos
An ebook that sets out techniques and tools for making presentations in public, face-to-face and online, in a very practical way. It includes exercises, the phases in preparing the presentation, ideas to inspire you, and tips when dealing with queries from the audience.
Presentations
An audiobook published by the Harvard Business Review, with expert advice on crafting your message, preparing and rehearsing, engaging your audience, and dealing with Q&A sessions.
10 steps to successful presentations
Learn strategies to reduce stress, and how to make riveting opening and closing remarks. It includes guidelines for making online presentations, telling interesting stories, formulas for engaging the audience, and the most common mistakes you should avoid. There is also a self-assessment test.
Presentacions section of the Language Service's website
Guidelines for presentations from the Universitat Oberta de Catalunya’s (UOC) Language Service. It includes the language criteria you need to follow in your slides, with examples of good and bad practices.
Tips for giving a great presentation from the curator of TED Talks.
TED's secret to great public speaking
Tips from the director of the TED Talks to make a great presentation.
Marking criteria
Deciding on the model of setting marking criteria can depend upon the intended learning outcomes of the course and the type of assessment task. There are two main ways to provide marking criteria - marking guides and rubrics – of which there is a range of formats. The choice of using a marking guide or a rubric to present your marking criteria will depend on the type of assessment task designed, the intended learning outcomes being demonstrated and the learning technologies used. In its simplest form, a marking guide provides broad outlines for success and allocates a range of marks for each component, and a simple rubric provides specific outlines and examples of what is expected for success and allocate specific marks. There is no preference for either method (or sometimes you may use a combination of both) – they can both be done well, and poorly.
Regardless of which method you use, the purpose of marking criteria is to provide students with instructions on what it is that you are asking them to demonstrate. So teaching staff who are marking the assessment need to have a clear understanding of what the students have been asked to demonstrate in order to make a judgement of success. The language used within the criteria needs to be clear, concise and within the levels of learning expected.
Marking guides
A marking guide is a means of communicating broad expectations for an assignment, providing feedback on works in progress, and grading final products. This marking scheme articulates the expectations for an assignment by listing the criteria or elements and describing the various levels of quality from excellent to poor. Students receive a list of expectations required for each component of the task, within a range. A marking guide differs from a rubric in that each criteria is given a range, not a specific point value. For example: Excellent 8-10, Good 5-7, Poor 2-4, Unsatisfactory 0-1.
It is worth noting that depending upon the learning technology used for assessment submission and/or marking, the structure of the marking guide may differ. It is important that the technology tool chosen matches the purpose of the assessment task. Please visit the technologies to enhance assessment webpage to explore what Federation University supports.
A rubric is a means of communicating specific expectations for an assignment, providing focused feedback on works in progress, and grading final products. This marking scheme articulates the expectations for an assignment by listing the specific criteria or elements and describing the various levels of quality from excellent to poor. Students receive a comprehensive list of expectations required for each component of the task. A rubric differs from a marking guide in that each criteria is usually given a specific point value, not a range. For example: Excellent 5, Substantial 4, Moderate 3, Minimal 2, Poor 1, Unsatisfactory 0.
Rubrics are often used to grade student work but more importantly, they also have the role of teaching as well as evaluating. When used as part of a formative, student-centred approach to assessment, rubrics have the potential to help students develop understanding and skill, as well as make dependable judgments about the quality of their own work. Students should be able to use rubrics the same way that teachers use them—to clarify the standards for a quality performance, and to guide ongoing feedback about progress toward those standards.
Creating rubrics
Whilst the advantages of using rubrics are evident, they can be quite time-consuming to develop initially. Before you get started, view the Rubistar website developed by the University of Kansas to assist you in creating quality rubrics. They provide templates for many common assessment tasks, giving you a foundation to build your specific rubric for your specific assessment task marking criteria.
It is worth noting that depending upon the learning technology used for assessment submission and/or marking, the structure of the rubric may differ. It is important that the technology tool chosen matches the purpose of the assessment task. Please visit technologies to enhance assessment web page to explore what Federation University supports.
Federation University Learning and Teaching website
- Teaching Practice - Technologies to enhance assessment
- University of Kansas – Rubistar website
Professional Learning Modules – Online | self-paced. Access the following strategies.
- Introduction to assessment principles (30 min)
- Importance of effective marking criteria (15 min)
- Introduction to simple rubrics (15 min)
- Introduction to simple marking guides (15 min)
- Contact your Learning Designer via the CAD job portal to assist in matching the right type of marking criteria with your assessment task, and exploring the technology tools that may enhance the assessment.
- Contact your Learning Skills Advisor to assist you with improving the clarity and expression of marking criteria.
Marking, College Framework
Document profile.
The College Marking Framework includes:
- Marking Models
- College Marking Schemes
- College Marking Criteria
The framework is an important reference point for setting and maintaining academic standards across the College. It provides guidance for all assessment practices and promotes consistency across taught programmes with the aim of enhancing the student experience of assessment. This College Marking Framework was endorsed by the Academic Standards Subcommittee (ASSC) and approved by College Education Committee (CEC) in November 2021. The framework was noted for information by Academic Board in December 2021. It was piloted in some faculties in 2022-23 and is the College Marking Framework for all faculties from September 2023.
The College Marking Criteria also provides a frame for the setting of learning outcomes and supports faculties and assessment sub-boards in refining their faculty, discipline or assessment-specific marking criteria.
Step-Marking Guidance for Faculties
- Step-Marking Guidance for Faculties, 2023-24
- Step-Marking Guidance for Students
Previous Framework
The previous College Marking Framework and the Undergraduate and Taught Postgraduate Marking Criteria are available here:
- College Marking Framework
- Undergraduate Marking Criteria
- Taught Postgraduate Marking Criteria
COMMENTS
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
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 ...
SAMPLE ORAL PRESENTATION MARKING CRITERIA 1. INFORMAL PEER FEEDBACK ON ORAL PRESENTATION Give feedback on each presentation using the following table NAME OF PRESENTER 1- NOT WELL ACHIEVED 2 3 4- VERY WELL ACHIEVED COMMENTS Delivery Clearly presented Organised and easy to follow Engaged with the audience Obvious
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 ...
Problematic Content, structure, and language of presentation geared to intended audience Presentation is missing some content required by audience; some language used inappropriately (e.g., unfamiliar jargon, too much jargon) Presentation is missing a substantial portion of content required by audience; uses some inappropriate or ineffective ...
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 ...
Dr. Philip E. Bourne is a Professor in the Department of Pharmacology, University of California San Diego, La Jolla, California, United States of America. E-mail: [email protected]. help you to define the right number of visuals for a particular presentation. A useful rule of thumb for us is if you have more than one visual for each minute you ...
12. You should complete the presentation within the allowed time (nor-mally 20-25 minutes), leaving a few minutes for questions. For short presentations,1 the talk itself should take 20-25 minutes, leaving a few minutes afterward for questions, plus a few minutes for 1For workshop presentations and other types of projects, please see the ...
The presentation style is interactive and encouraging of discussion throughout. The presenter engages with questions from the audience. Presentation style (10%) 0-4% 6% 8% 10% Effective use of verbal and non-verbal communication (e.g., voice, volume, inflection, eye contact).
Majority of questions answered by only one member or majority of information incorrect. Presentation Skills. Regular/constant eye contact, The audience was engaged, and presenters held the audience's attention. Appropriate speaking volume & body language. Most members spoke to majority of audience; steady eye contact.
Rule 2: Spend only 1 minute per slide. When you present your slide in the talk, it should take 1 minute or less to discuss. This rule is really helpful for planning purposes—a 20-minute presentation should have somewhere around 20 slides. Also, frequently giving your audience new information to feast on helps keep them engaged.
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.
Here are a few tips for business professionals who want to move from being good speakers to great ones: be concise (the fewer words, the better); never use bullet points (photos and images paired ...
Oral Presentation Marking Criteria Your presentation will be marked on the following criteria. As with essays, markers will focus on the ways in which your presentation meets these criteria overall, rather than subtracting individual marks for specific issues (as is the case with language assessments). Presentations will be first and second marked.
Grading Rubric for PowerPoint Presentation Rubric. CATEGORY 4 3 2 1 Points Sequencing of Information. Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide. Most information is organized in a clear, logical way. One slide or item of information seems out of place.
Principle 25: Assessment policies and regulations must respect the academic judgement of the internal examiners in relation to a student's performance against the published marking criteria.: Principle 26: All assessment processes, including marking, second-marking and moderation, should be conducted anonymously unless the nature of the assessment makes this impossible.
Poster presentations challenge you to communicate your research in a different way to oral presentations or written assignments. Before you start, make sure you read the marking and assessment guidelines and follow them. Here are some key things that make an effective poster: Attractive visual impact to entice people to read it
Presentation exceeds the standards described by the above statements, but does not meet the standards for a marginal fail. 32. Presentation is well described by the above statements. 10. Presentation falls below the standards described by the above statements. Zero Marks. 0. No presentation given.
10 steps to successful presentations. Learn strategies to reduce stress, and how to make riveting opening and closing remarks. It includes guidelines for making online presentations, telling interesting stories, formulas for engaging the audience, and the most common mistakes you should avoid. There is also a self-assessment test.
A marking guide differs from a rubric in that each criteria is given a range, not a specific point value. For example: Excellent 8-10, Good 5-7, Poor 2-4, Unsatisfactory 0-1. It is worth noting that depending upon the learning technology used for assessment submission and/or marking, the structure of the marking guide may differ.
The framework was noted for information by Academic Board in December 2021. It was piloted in some faculties in 2022-23 and is the College Marking Framework for all faculties from September 2023. The College Marking Criteria also provides a frame for the setting of learning outcomes and supports faculties and assessment sub-boards in refining ...
Marking Guidelines for Classified Documents Containing CUI 11. CUI Markings for Classified Documents 12. CUI Designation Indicator 15. Limited Dissemination Controls 16. ... Example of markings on a classified slide presentation including CUI. • (U) First impressions matter! • (CUI) There's no point doing work if others don't know about ...
Some merit. Although there is some attempt to engage with source materials, the work is overly reliant on subjective opinion; the thesis is unconvincing; analytical methods are not effectively deployed in support of the argument; too many infelicities in expression and presentation; sloppy. Fail (low) 20-29. Few merits.