social media presentation rubric

Rubrics for Multimedia Projects

Good rubrics can make it easier to fairly assess students’ work. Good rubrics also help students understand how their work is being assessed. But a good rubric takes time to develop. That’s why I refer to the  University of Wisconsin Stout’s collection of rubrics  to help me when I’m developing rubrics for assignments in my classroom.

Rubrics for Podcasts, Videos, Digital Portfolios, and More

UW Stout’s collection of rubrics is organized by task or project type. There are sections in the collection for presentations, digital portfolios and websites, social media, group work, graphic organizers, videos, games, writing, and the research process.

Even if UW Stout’s rubric collection doesn’t have something that is a perfect fit for your needs, it may provide you with a great starting point for making your own rubric. Speaking of making your own rubric, Microsoft Teams and Google Classroom both have good, built-in rubric tools.

Create Rubrics in Google Classroom, Microsoft Teams, or Quick Rubric

Online Rubric  is a Google Sheets add-on that I’ve used for years to create rubrics. It’s still a good add-on for those who use Google Sheets but might not use Google Classroom. Those who do use Google Classroom can create within Google Classroom. This  short video  explains that process.

Microsoft Teams has a built-in rubric tool for teachers. There’s no one better than Microsoft Education’s product manager, Mike Tholfsen to learn from when it comes to using any aspect of Microsoft Teams.  Here he is explaining  how to create and use rubrics in Microsoft Teams.

Finally, if you want an “old school” approach to using rubrics for assessment, take a look at  Quick Rubric  which makes it easy to quickly create printable rubrics.  Here’s a quick overview  of Quick Rubric.

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Multimedia Presentation Rubric

Component	Excellent - 4	Good - 3	Satisfactory - 2	Needs Improvement - 1
Subject Knowledge	Subject knowledge is evident throughout the project. All information is clear, appropriate, and correct.	Subject knowledge is evident in much of the project. Most information is clear, appropriate, and correct.	Some subject knowledge is evident. Some Information is confusing, incorrect, or flawed.	Subject knowledge is not evident. Information is confusing, incorrect, or flawed.
Citing Sources	All sources are properly cited.	Most sources are properly cited.	Few sources are properly cited.	No sources are properly cited.
Organization	The sequence of information is logical and intuitive. Menus and paths to all information are clear and direct.	The sequence of information is logical. Menus and paths to most information are clear and direct.	The sequence of information is somewhat logical. Menus and paths are confusing and flawed.	The sequence of information is not logical. Menus and paths to information are not evident.
Originality	The project shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, and inventive.	The project shows some evidence of originality and inventiveness.	The work is an extensive collection and rehash of other people's ideas, products, and images. There is little evidence of new thought or inventiveness.	The work is a minimal collection or rehash of other people's ideas, products, and images. There is no evidence of new thought.
Technical	Project runs perfectly with no technical problems. For example, there are no error messages, all sound, video, or other files are found.	Project runs adequately with minor technical problems.	Project runs minimally. There are many technical problems when viewing the project.	Project does not run satisfactorily. There are too many technical problems to view the project.

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Oral Presentation Rubric

About this printout

This rubric is designed to be used for any oral presentation. Students are scored in three categories—delivery, content, and audience awareness.

Teaching with this printout

More ideas to try, related resources.

Oral presentation and speaking are important skills for students to master, especially in the intermediate grades. This oral presentation rubric is designed to fit any topic or subject area. The rubric allows teachers to assess students in several key areas of oral presentation. Students are scored on a scale of 1–4 in three major areas. The first area is Delivery, which includes eye contact, and voice inflection. The second area, Content/Organization, scores students based on their knowledge and understanding of the topic being presented and the overall organization of their presentation. The third area, Enthusiasm/Audience Awareness, assesses students based on their enthusiasm toward the topic and how well they came across to their intended audience. Give students the oral presentation rubric ahead of time so that they know and understand what they will be scored on. Discuss each of the major areas and how they relate to oral presentation.

• After students have completed their oral presentations, ask them to do a self-assessment with the same rubric and hold a conference with them to compare their self-assessment with your own assessment.
• Provide students with several examples of oral presentations before they plan and execute their own presentation. Ask students to evaluate and assess the exemplar presentations using the same rubric.
• Students can do a peer evaluation of oral presentations using this rubric. Students meet in partners or small groups to give each other feedback and explain their scoring.
• Lesson Plans
• Student Interactives

Students research engineering careers and create poetry to understand the vocabulary of STEM (science, technology, engineering, and mathematics).

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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Explore Resources by Grade

• Kindergarten K

• Implementation
• Posters & Presentations
• Multimodal Essays
• Interactive Works
• Rubric Language

Sample Rubrics

• Student Resources
• Nifty Tools
• Digital Media Project: Sample Assessment Rubric This rubric is created by the Adobe Education group. It assesses a generic media project in three areas: Demonstration of learning, use of technological elements and tools, and final product and presentation.
• Rubric for Multimedia Presentation This is a very comprehensive assessment for any sort of multimodal presentation. It analyses 6 categories: Research of topic, organization, content, use of technology, mechanics, and teamwork.
• Podcast Rubric This rubric created by the University of Wisconsin assesses the podcast delivery in seven areas: Introduction, content, delivery, interview, graphic and music enhancements, technical production, group/partner work.
• Rubric for Infographic or Poster This rubric created by Texas Education seeks to evaluate the infographic or poster in 4 overall areas: content, focus, visual appeal, and mechanics.
• Infographic Rubric This infographic rubric seeks to assess all of the elements of the composition of the infographic such as the type of infographic, objects, data visualization, fonts, colors, and layout; as well as some academic feature such as citations, information organization (that overlap with the composition of the infographic) and the topic.
• Rubric for Classroom Webpages This rubric from the University of Wisconsin attempts to assess the creations of a webpage in seven categories that look for easy navigability, audience, layout, copyright, and mechanics.

McGraw Center for Teaching and Learning

Developing grading rubrics/assessment criteria for multimedia assignments, introduction.

Multimedia assignments can involve a wide range of formats, including digital posters, podcasts, timelines, visualizations, digital/online exhibitions, websites, blogs, presentations, and video. These assignments have the potential to give students opportunities to communicate ideas and make arguments in new ways. Digital projects also lend themselves well to group work and can give students the chance to use background knowledge and skills. At the same time, these assignments can be challenging to grade, especially if you have not attempted these types of assignments before.

Thankfully, many of the good habits in designing more traditional assignments also apply to the creation of digital assignments and can make the process of grading students’ work much easier. Establishing and clearly communicating learning goals, for example, can reassure students that they are being graded on their understanding of the course material and their ability to convey that understanding as opposed to their artistic or creative abilities and aptitude with digital tools. Establishing a clear drafting, review, and revision process, similar to more traditional writing assignments, can not only lead to better outcomes, but can also provide more consistent and systematic criteria for assessment.

Many of these multimedia or digital assignments, however, are by their nature more intimately tied to the medium. These assignments have the potential to provide faculty opportunities to set learning objectives pertaining to both content and form, to the choice of medium as well as the message, and to make students aware of the relationship between the two. As new forms of media afford new ways to craft arguments, multimedia assignments can provide opportunities to reflect upon these affordances and to assess student work based both on the message and on the skill and creativity with which they used the medium.

Considerations for Assignment Design

• Based on the goals of the assignment, select a few tools that students may use to complete the assignment. Allowing students too much freedom in choosing their medium can make grading more difficult and can confuse the message that you are trying to convey with the final product. If some students are producing video documentaries, for example, and others are creating websites, will you be able to develop grading criteria that will evaluate different media evenly? Within each assignment type (mapping, timeline, podcast, website, etc), you will find several different tools that offer slightly different affordances. You can always consult with McGraw Center staff to learn more about digital tools commonly used for course assignments.  
• Students may not know how long a multimedia project might take, or how best to manage their time working on it. Scaffolding the project by creating multiple due dates to review progress can clarify expectations and help students effectively structure their efforts to produce their best work.  
• Consider having students produce a written reflection of the entire assignment process. This can give you an additional gradable item as well as inform your design of future multimedia assignments. If you have created a group assignment, students might also appreciate the opportunity to outline and explain their personal contributions to their group’s work.

Considerations for Assessing the Assignment

• Establishing grading criteria should be an early step in creating a multimedia assignment. What do you hope students will gain by having completed this assignment? Is it important that students consider the unique aspects of their chosen medium? Clarifying your learning goals for multimedia assignments well as more traditional types of assignments can help you determine what you’d like to prioritize in assessment. Decide what is important to you in this assignment: the process of developing the project, the teamwork involved, the final product or presentation of the final product, academic rigor, or all of these things. From this, you can determine the amount of weight to give to each area in your grading.  
• Assessment can also take into account how students use the medium to tell their story or make their argument. For instance, if students are incorporating audio clips from an interview into a podcast assignment, will you grade them on how engaging the clips are to the listener or how clearly you can hear the audio (aspects related to the podcast form) in addition to how well the clips reflect an understanding of course themes (an aspect related to content)?  
• Even if you are more interested in the academic content than in the technical proficiency of student work, it’s a good idea to include some assessment of the quality of their execution of the project . This can incentivize students to channel their efforts into learning to use the new tools as opposed to perceiving them as extraneous to the “real” assignment.  
• Don't assume that your students have the necessary expertise or experience with digital tools because they are 'digital natives'; most students have more experience consuming media than creating it. It is important to make sure students develop the new skills they need to complete the assignment as part of the course . This could take the form of an in-class workshop, low-stakes practice assignments, or tutorials/asynchronous content that is incorporated into class time. As an example: if you expect that the podcasts that your students submit are free from distortion or excessive noise, you should dedicate class time to teaching recording skills.  
• As consumers of media students can have valuable insights into how digital assignments should be assessed. Consider including students in a discussion of how they think their projects should be graded .

Developing Rubrics

• Set clear goals by creating a concrete rubric that outlines criteria for grading. You can find some basic examples of rubrics below. A rubric will make it much easier to assess the quality of student work based on systematic and consistent criteria. You might even consider distributing your rubric to students at the outset so that they have a clear understanding of your expectations.  
• Decompose the process into the various phases of planning, production, and presentation, then grade students based on their effort in each. Weight different aspects of the assignment corresponding to different aspects of the process, including different responsibilities within a group project.  
• In group projects, students often delegate portions of the project. Determine whether everyone will get the same grade or whether their performance will be graded individually. If you choose to grade students collectively as a group, consider how you will handle situations in which students do not contribute enough to the project.  

Sample Podcasting Assignment Rubric

Sample Blogging Assignment Rubric  

• Almeida, Nora. "Podcasting as Pedagogy." Critical Library Pedagogy Handbook, Vol. 2. Nicole Pagowsky and Kelly McElroy (Eds.). ACRL Press, 2016.
• Buddle, Chris. “ Hear This! Podcasts as an Assessment Tool in Higher Education .” Teaching for Learning @ McGill University, 18 Feb. 2014.
• Hall, Macie. “ Multimedia Assignments | The Innovative Instructor.” February 25, 2014.
• Bartel, Tracy. “ Inspiring Student Engagement with Technology .” The Journal of Interactive Technology and Pedagogy. March 19, 2015.
• Bell, Ann. “ Podcast Rubric .”. University of Wisconsin - Stout.
• “ 10 Tips for Successful Multimedia Assignments ". Instruct @ UMass. blog , Instructional Media Lab, University of Massachusetts, Amherst. March 8, 2013
• Reyna, Jorge, Jose Hanham, and Peter Meier. “ A Taxonomy of Digital Media Types for Learner-Generated Digital Media Assignments .” E-Learning and Digital Media 14, no. 6 (November 1, 2017): 309–22.
• Reyna, Jorge, “ Digital Media Assignments in Undergraduate Science Education: An Evidence-Based Approach .” Research in Learning Technology 29 (2021).
• Walker, Leila. “ On Crafting an Assignment Sequence for a Collaborative, Web-Based Final Project in a Composition Course. ” The Journal of Interactive Technology and Pedagogy (blog), May 21, 2015.

[Updated February 2021]

Learning Goals

• Use this rubric as you work on your presentation.

Multimedia Presentation Rubric—Middle School

My presentation has a theme that makes an important and meaningful statement about my topic. All parts of my presentation relate to the purpose or theme in a meaningful way.	My presentation has a theme. All parts of my presentation make an important statement about my topic.	My presentation has a topic. Most parts of my presentation make an important statement about the topic, but some parts may be off topic.	My presentation seems to have a topic, but many parts are off topic.
I synthesize my own experiences and knowledge with the research to draw important and meaningful conclusions about my presentation’s theme.	I synthesize my own experiences and knowledge with the research to draw conclusions about my presentation’s theme.	I try to use my knowledge and the research to draw conclusions, but some of my ideas are not logical or based on credible evidence.	I rarely draw conclusions, and when I do, they are not logical.
I organize my presentation around a few concise points that support the theme and synthesize the most important information I have discovered and the conclusions I have drawn.	I organize my presentation around a few concise points that support the theme.	I include some main points in my presentation, but they may be wordy or missing information.	I do not identify the main points in my presentation.
I use graphics, video, sound, and other multimedia features effectively to communicate my theme and create interest. I follow all copyright laws when I use multimedia features.	I use some graphics, video, sound, and other multimedia features to enhance and support my key points.	I use graphics, video, sound, and other multimedia features, but some features detract from my key points.	I do not use graphics, video, sound, or other multimedia features, or the ones I use detract from my key points.
My presentation includes unique features that communicate meaningful fresh insights and perspectives in unusual and surprising ways.	My presentation communicates insights in unusual and surprising ways.	I try to communicate fresh insights in unusual and surprising ways, but some of my methods distract rather than support my presentation’s theme.	My presentation is predictable.
My presentation begins with a slide that builds curiosity and interest in the theme, organizes information in a logical order, and leaves the audience with an important idea about the theme to think about.	My presentation begins with an introduction that describes the theme in an interesting way, organizes information in order, and concludes with a summary of the most important points.	My presentation has an introduction and a conclusion, but they may not engage the audience in thinking about my theme. The order of the information may not help me communicate the theme.	My presentation is missing an introduction or a conclusion and is organized in a way that confuses the audience.
I have rehearsed my presentation. I speak clearly and smoothly in an engaging way. I show poise and confidence, interact appropriately with my audience, and handle unexpected problems effectively.	I have rehearsed my presentation. I speak clearly and smoothly. I show poise and audience awareness.	I could have rehearsed my presentation more carefully. Sometimes, my audience loses interest or has difficulty understanding me.	My audience has difficulty following my presentation and understanding me. I did not practice enough.

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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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iRubric: Apostles Social Media Presentation rubric

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Rubric Code: By Ready to use Public Rubric Subject:    Type:    Grade Levels: 6-8

Apostles Social Media Presentation

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Effectiveness Of A Social Media Campaign Presentation Assignment & Rubric

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Lesson Plan September 4, 2024

Fake News + Text Analysis

This unit was created by  Katherine Smith , an English 3 and ESL 3 at Back of the Yards College Preparatory High School in Chicago, IL as part of the 2023-2024 Pulitzer Center Teacher Fellowship program. It is designed for facilitation across 3 weeks or 15 51-minute class periods. For more units created by Pulitzer Center Teacher Fellows in this cohort,  click here .

Objectives:

Students will be able to….

• Identify and analyze the source of a text and its message for an intended audience
• Present findings of their analysis of print text and social media posts
• Reflect on their relationship with news, technology, and social media

Essential Questions:

• What is a fact?
• What is bias?

Conceptual :

• Can facts be biased?
• Can an issue truly be two-sided?
• How does audience and context change how a person views an issue?
• What should you do with information you encounter?
• What is "too much" information? 

Debatable :

• What is real? How do you know?
• Is any information free of a social imperative?

Unit Overview:

The goal of this unit is to have students evaluate the messages they see all day, every day on screens. Often these messages are chosen by an algorithm, not the person who interacts with the message. Throughout the unit, students will be asked to reflect on whether technology is a tool or a distraction.  Students will evaluate what the algorithm chooses for them through a project.  

In this project, students will be grouped based on a self-selected topic. They will read an aligned piece of Pulitzer Center reporting and then research that topic on their social media platforms. Students will analyze the reporting and the results of their social media searches using text analysis strategies.

Finally, they will determine if bias was present in the information they interacted with throughout the unit.  They will also determine if any of the messages drive reader/viewer action as a result of determining a social imperative.  Students will summarize their findings in a presentation, ultimately reflecting on the role of social media in their lives. 

**Educator notes :

An important element of this unit is metacognitive reflection. I want them to metacognitively reflect on how the technological tools impact them personally. Throughout this unit, students will be asked to track their daily phone use, and how much of that time is on social media. I also ask them to write how it makes them feel every day.  On a personal level, I want them to start thinking about how to use their phones as a tool and I want them to evaluate the effect of screens on their lives, especially in their relationships, mental health, grades, and safety.  

Before starting this unit, spend time directly teaching text analysis by introducing the following: message, audience, purpose, speaker, and context. Introduce the text analysis technique through analyzing images, watching short videos, and reading speeches. Students should focus on evaluating the message, audience, purpose, speaker, and context through their analysis while reading the Pulitzer Center reporting and the research of their topic.  We also watched the movie “The Social Dilemma” to introduce the idea of “the algorithm” and to help students begin reflecting on their relationship with social media.

Performance Task:

Formative Assessments:

Formative assessment #1: Pulitzer Center Reporting Analysis Tool [ .docx ][ .pdf ]. Students will complete this tool each time they analyze a piece of Pulitzer Center reporting.  Students will use this slightly different Analysis tool for social media posts [ .docx ][. pdf ].  These tools assess reading and writing.  

Formative assessment #2: Peer feedback on practice presentations [ .docx ][ .pdf ].  Students will practice presenting before the final presentation. Students will give each other feedback.  This tool assesses speaking and listening. 

Summative Assessments:

Summative Assessment: Fake News Analysis Project and Presentation [ .docx ][ .pdf ]. Students will choose an issue and read Pulitzer Center reporting on this topic. Then, students will conduct research on this topic through their social media platforms.  All articles will be analyzed using text analysis strategies.  The information will be curated and presented through a Google Slides presentation.  Students will be required to present this to the class as a group.  Students not presenting will be giving each group feedback.  This project assesses reading, writing, speaking, and listening. 

Individual reflections: Students will complete individual reflections [ .pdf ] on how they can take action on their topic, on the social media algorithm's place in their lives and society, and on their relationship with social media.

Assessment / Evaluation:

Students will be assessed with both formative assessments and summative assessments. The formative assessments will use the same rubrics as the summative assessment so students receive feedback before completing the summative assessment. Rubrics are included in the assignment documents.

After the students are formally assessed using the rubrics, students will complete a reflection.  This reflection will be a tool to evaluate student's thoughts on the role social media plays in their lives. This reflection serves as an SEL tool to gauge student's understanding of the practical application of the concepts introduced in the unit.

Three week unit plan for teachers, including pacing, presentations, worksheets, texts, performance task instructions, and a grading rubric for the unit.

Pulitzer Center Reporting	by Arijit Douglas Sen and Derêka Bennett for by Arijit Douglas Sen and Derêka Bennett for by Amanda Magnani for   by Jane Wiertel for by  Brendan Ross and Nathaniel Brown for Migrants Face Uncertainty Throughout Journey—Even in the United States,” by Madison Powers for by Sara Miller Llana and Stephanie Hanes for
Teacher-created materials	Daily Google Slides: 2-6 [ ][. ] Pulitzer Center Reporting Analysis Tool [ ][ ] Analysis Tool for Social Media Posts [ ][. ] Fake News Analysis Project and Presentation [ ][ ] The Black Box -Jigsaw article [. ][ ] Jigsaw note catcher [. x][ ] Social Media Sharing Note Catcher [ ][. ] Information Analysis Research Project: Peer Feedback Form [ ][ ]

Common Core Standards:

RI.9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 

W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 

SAT Skill and Score Range:  

RAG.01: The student will identify claims and counterclaims explicitly stated in text or determine implicit claims and counterclaims from text.

LCON.01: The student will revise text as needed to improve the economy of word choice (i.e., to eliminate wordiness and redundancy).

Middle Years Programme (MYP)

B.iii (reading): analyze connections 

D. i (writing): communicate all the required information with a clear sense of audience and purpose to suit the context  

Presentation 

A.iii (listening): analyze connections

C.i (speaking): use a wide range of vocabulary

WIDA Standards

ELD-LA.9-12.Argue. Interpretive Multilingual learners will interpret language arts arguments by analyzing use of text analysis and details to advance point of view or purpose.ELD-LA.9-12.Narrate. Expressive Multilingual learners will construct language arts narratives that orient audience to context and one or multiple point(s)* of view.

MYP Context and Statement of Inquiry

GLOBAL CONTEXT (+ possible exploration)

• globalization and sustainability: commonality, diversity, and interconnection

KEY CONCEPT

• communication

RELATED CONCEPTS

STATEMENT OF INQUIRY

The presentation of commonality, diversity, and interconnection are communicated with a specific purpose and impacts audience reactions. 

MYP ATL Statements

B.iii: thinking: recognize unstated assumptions and bias 

In order for students to analyze connections in reading for MAPS-C, students must be able to recognize unstated assumptions and bias.

D.i: take effective notes in class 

In order for students to communicate all the required information with a clear sense of audience and purpose to suit the context to complete a MAPS-C analysis, students must take effective notes in class and while reading. 

A.iii: social: listen actively to other perspectives and ideas 

In order for students to analyze connections in listening during the small group discussions and presentations, students must listen actively to other perspectives and ideas. 

C.i: communication: negotiate ideas and knowledge with peers and teachers

In order for students to use a wide range of vocabulary in small group discussions and presentations, students must negotiate ideas and knowledge with peers and teachers.

Smith's high school students chose an issue and read Pulitzer Center reporting on this topic. Then, students conducted research on the topic through their social media platforms.  The information was curated and presented through a Google Slides presentation. 

Students Presenting:

Smith's students presented their social media analysis of global issues covered by Pulitzer Center reporters. Students in the audience provided feedback using the Information Analysis Research Project: Peer Feedback Form [ .docx ][ .pdf ].

Final Student Presentations:

Indigenous-led seed bank protects the amazon's biodiversity Download

In Taiwan, Finding Solace-and Identity-in Traditional Healing Download

How Colleges Use AI to Monitor Student Protest Download

Migrants Face Uncertainty Throughout Journey Download

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REPORTING FEATURED IN THIS LESSON PLAN

Migrants Face Uncertainty Throughout Journey—Even in the United States

Climate Change Is Driving a Global Youth Revolution

Indigenous-Led Seed Bank Protects the Amazon’s Biodiversity

In Taiwan, Finding Solace—and Identity—in Traditional Healing

News Analysis: Illinois Protects Library Books; Missouri Removes Them

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