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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!
teaching resource
Emoji themed self-assessment desk cards.
Print these emoji themed self-assessment cards for students to reflect on their learning and display on their desk to indicate the level of teacher support they need.
Back-to-School Self-Assessment Template
Get to know your students on the first day and learn their thoughts on school with a printable self assessment.
Learning Scale and Self-Assessment Checklists
Have your students reflect on their work and effort using this self-assessment learning scale.
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Resource library.
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Sample group work rubric
- Problem-Based Learning Clearinghouse of Activities, University of Delaware
Feel free to modify this sample rubric for assessing group work to meet your teaching needs.
| Skills | 4 Advanced - Exceeds expectations | 3 Competent - Meets expectations | 2 Progressing - Does not fully meet expectations | 1 Beginning - Does not meet expectations |
|---|---|---|---|---|
| Contributions, Attitude | Always willing to help and do more. Routinely offered useful ideas. Always displays positive attitude. | Cooperative. Usually offered useful ideas. Generally displays positive attitude. | Sometimes cooperative. Sometimes offered useful ideas. Rarely displays positive attitude. | Seldom cooperative. Rarely offers useful ideas. Is disruptive. |
| Cooperation with Others | Did more than others–highly productive. Works extremely well with others. Never argues. | Did their part of the work-cooperative. Works well with others. Rarely argues. | Could have done more of the work–has difficulty. Requires structure, directions, and leadership. Argues sometimes. | Did not do any work–does not contribute. Does not work well with others. Usually argues with teammates. |
| Focus, Commitment | Tries to keep people working together. Almost always focused on the task and what needs to be done. Is very self-directed. | Does not cause problems in the group. Focuses on the task and what needs to be done most of the time. Can count on this person. | Sometimes not a good team member. Sometimes focuses on the task and what needs to be done. Must be prodded and reminded to keep on task. | Often is not a good team member. Does not focus on the task and what needs to be done. Lets others do the work. |
| Team Role Fulfillment | Participated in all group meetings. Assumed leadership role as necessary. Did the work that was assigned by the group. | Participated in most group meetings. Provided leadership when asked. Did most of the work assigned by the group. | Participated in some group meetings. Provided some leadership. Did some of the work assigned by the group. | Participated in few or no group meetings. Provided no leadership. Did little or no work assigned by the group. |
| Ability to Communicate | Always listens to, shares with, and supports the efforts of others. Provided effective feedback to other members. Relays a great deal of information–all relates to the topic. | Usually listens to, shares with, and supports the efforts of others. Sometimes talks too much. Provided some effective feedback to others. Relays some basic information–most relates to the topic. | Often listens to, shares with, and supports the efforts of others. Usually does most of the talking–rarely listens to others. Provided little feedback to others. Relays very little information–some relates to the topic. | Rarely listens to, shares with, or supports the efforts of others. Is always talking and never listens to others. Provided no feedback to others. Does not relay any information to teammates. |
| Correctness | Work is complete, well organized, has no errors and is done on time or early. | Work is generally complete, meets the requirements of the task, and is mostly done on time. | Work tends to be disorderly, incomplete, not accurate, and is usually late. | Work is generally sloppy and incomplete, has excessive errors and is mostly late or not at all. |
| Total Score: | ||||
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.
- Workshop Recording (Fall 2022)
- Workshop Registration
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
| Above Average (4) | Sufficient (3) | Developing (2) | Needs improvement (1) | |
|---|---|---|---|---|
| (Thesis supported by relevant information and ideas | The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work. | The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas. | The central purpose of the student work is identified. Ideas are mostly focused in a way that supports the thesis. | The purpose of the student work is not well-defined. A number of central ideas do not support the thesis. Thoughts appear disconnected. |
| (Sequencing of elements/ ideas) | Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience. | Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty. | Information and ideas are presented in an order that the audience can mostly follow. | Information and ideas are poorly sequenced. The audience has difficulty following the thread of thought. |
| (Correctness of grammar and spelling) | Minimal to no distracting errors in grammar and spelling. | The readability of the work is only slightly interrupted by spelling and/or grammatical errors. | Grammatical and/or spelling errors distract from the work. | The readability of the work is seriously hampered by spelling and/or grammatical errors. |
Example of a holistic rubric for a final paper
| The audience is able to easily identify the central message of the work and is engaged by the paper’s clear focus and relevant details. Information is presented logically and naturally. There are minimal to no distracting errors in grammar and spelling. : The audience is easily able to identify the focus of the student work which is supported by relevant ideas and supporting details. Information is presented in a logical manner that is easily followed. The readability of the work is only slightly interrupted by errors. : The audience can identify the central purpose of the student work without little difficulty and supporting ideas are present and clear. The information is presented in an orderly fashion that can be followed with little difficulty. Grammatical and spelling errors distract from the work. : The audience cannot clearly or easily identify the central ideas or purpose of the student work. Information is presented in a disorganized fashion causing the audience to have difficulty following the author’s ideas. The readability of the work is seriously hampered by errors. |
Single-Point Rubric
| Advanced (evidence of exceeding standards) | Criteria described a proficient level | Concerns (things that need work) |
|---|---|---|
| Criteria #1: Description reflecting achievement of proficient level of performance | ||
| Criteria #2: Description reflecting achievement of proficient level of performance | ||
| Criteria #3: Description reflecting achievement of proficient level of performance | ||
| Criteria #4: Description reflecting achievement of proficient level of performance | ||
| 90-100 points | 80-90 points | <80 points |
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.
Center for Excellence in Teaching
Home > Resources > 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
Download this file [63.74 KB]
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CMU Core Competencies Initiative
Collaboration rubric.
What is it and how does it work?
Developed by Dietrich College for use in the Grand Challenge First-Year seminars that specifically target Collaboration learning outcomes, this rubric can be used in whole or in part to assess student artifacts for evidence of student mastery of the Collaboration learning outcomes. In addition to the rubric, a rater training guide has been developed to support interrater reliability across educators, evaluators, and other prospective raters.
Which skill(s) are targeted?
- Participate in constructive dialogue to support both the process and product of the collaboration
- Shape teams and navigate collaborations in consideration of individual differences and interpersonal dynamics
- Apply skills and processes to resolve and manage disagreements in collaborative settings
- Participate constructively in planning, leading and improving meetings
- Plan, organize, and deliver coordinated work targeted to a project goal
NOTE: While the rubric can be used in whole to evaluate artifacts for all collaboration competencies, individual row(s) can also be used if artifacts are more targeted to specific skills but not necessarily the full set.
Who else has used it?
- Dietrich College General Education Program
Educator time commitment
Student time commitment, contact [email protected] for help with incorporating this resource., educator how-to steps.
- View/download the rubric (.docx file) .
- Consider your teaching context and assignment goals for students' collaboration.
- Identify one or more rubric criteria that is aligned to your assignment criteria and add it to your assignment rubric.
- Set up the assignment in Canvas (or as you normally would) and include the rubric so that a) students can use it to help guide their work; b) you and/or your TAs can use it to grade the students' collaboration and teamwork skills development. (Note: We have a Canvas assignment shell with the rubric in place already set up that you can copy to your Canvas course and use as is or edit. Contact [email protected] to ask for help with this.)
See these related resources…
OLI course designed to develop skills and strategies for managing conflicts that arise in teams.
OLI course designed to develop skills and strategies for managing, participating in productive meetings.
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Rubric - Collaborative Presentation.docx
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- Moscow Oblast
Elektrostal
Elektrostal Localisation : Country Russia , Oblast Moscow Oblast . Available Information : Geographical coordinates , Population, Altitude, Area, Weather and Hotel . Nearby cities and villages : Noginsk , Pavlovsky Posad and Staraya Kupavna .
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Find all the information of Elektrostal or click on the section of your choice in the left menu.
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| Country | |
|---|---|
| Oblast |
Elektrostal Demography
Information on the people and the population of Elektrostal.
| Elektrostal Population | 157,409 inhabitants |
|---|---|
| Elektrostal Population Density | 3,179.3 /km² (8,234.4 /sq mi) |
Elektrostal Geography
Geographic Information regarding City of Elektrostal .
| Elektrostal Geographical coordinates | Latitude: , Longitude: 55° 48′ 0″ North, 38° 27′ 0″ East |
|---|---|
| Elektrostal Area | 4,951 hectares 49.51 km² (19.12 sq mi) |
| Elektrostal Altitude | 164 m (538 ft) |
| Elektrostal Climate | Humid continental climate (Köppen climate classification: Dfb) |
Elektrostal Distance
Distance (in kilometers) between Elektrostal and the biggest cities of Russia.
Elektrostal Map
Locate simply the city of Elektrostal through the card, map and satellite image of the city.
Elektrostal Nearby cities and villages
Elektrostal Weather
Weather forecast for the next coming days and current time of Elektrostal.
Elektrostal Sunrise and sunset
Find below the times of sunrise and sunset calculated 7 days to Elektrostal.
| Day | Sunrise and sunset | Twilight | Nautical twilight | Astronomical twilight |
|---|---|---|---|---|
| 8 June | 02:43 - 11:25 - 20:07 | 01:43 - 21:07 | 01:00 - 01:00 | 01:00 - 01:00 |
| 9 June | 02:42 - 11:25 - 20:08 | 01:42 - 21:08 | 01:00 - 01:00 | 01:00 - 01:00 |
| 10 June | 02:42 - 11:25 - 20:09 | 01:41 - 21:09 | 01:00 - 01:00 | 01:00 - 01:00 |
| 11 June | 02:41 - 11:25 - 20:10 | 01:41 - 21:10 | 01:00 - 01:00 | 01:00 - 01:00 |
| 12 June | 02:41 - 11:26 - 20:11 | 01:40 - 21:11 | 01:00 - 01:00 | 01:00 - 01:00 |
| 13 June | 02:40 - 11:26 - 20:11 | 01:40 - 21:12 | 01:00 - 01:00 | 01:00 - 01:00 |
| 14 June | 02:40 - 11:26 - 20:12 | 01:39 - 21:13 | 01:00 - 01:00 | 01:00 - 01:00 |
Elektrostal Hotel
Our team has selected for you a list of hotel in Elektrostal classified by value for money. Book your hotel room at the best price.
| Located next to Noginskoye Highway in Electrostal, Apelsin Hotel offers comfortable rooms with free Wi-Fi. Free parking is available. The elegant rooms are air conditioned and feature a flat-screen satellite TV and fridge... | from | |
| Located in the green area Yamskiye Woods, 5 km from Elektrostal city centre, this hotel features a sauna and a restaurant. It offers rooms with a kitchen... | from | |
| Ekotel Bogorodsk Hotel is located in a picturesque park near Chernogolovsky Pond. It features an indoor swimming pool and a wellness centre. Free Wi-Fi and private parking are provided... | from | |
| Surrounded by 420,000 m² of parkland and overlooking Kovershi Lake, this hotel outside Moscow offers spa and fitness facilities, and a private beach area with volleyball court and loungers... | from | |
| Surrounded by green parklands, this hotel in the Moscow region features 2 restaurants, a bowling alley with bar, and several spa and fitness facilities. Moscow Ring Road is 17 km away... | from | |
Elektrostal Nearby
Below is a list of activities and point of interest in Elektrostal and its surroundings.
Elektrostal Page
| Direct link | |
|---|---|
| DB-City.com | Elektrostal /5 (2021-10-07 13:22:50) |
- Information /Russian-Federation--Moscow-Oblast--Elektrostal#info
- Demography /Russian-Federation--Moscow-Oblast--Elektrostal#demo
- Geography /Russian-Federation--Moscow-Oblast--Elektrostal#geo
- Distance /Russian-Federation--Moscow-Oblast--Elektrostal#dist1
- Map /Russian-Federation--Moscow-Oblast--Elektrostal#map
- Nearby cities and villages /Russian-Federation--Moscow-Oblast--Elektrostal#dist2
- Weather /Russian-Federation--Moscow-Oblast--Elektrostal#weather
- Sunrise and sunset /Russian-Federation--Moscow-Oblast--Elektrostal#sun
- Hotel /Russian-Federation--Moscow-Oblast--Elektrostal#hotel
- Nearby /Russian-Federation--Moscow-Oblast--Elektrostal#around
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Order of Lenin Moscow Air Defence District
Ордена Ленина Московский округ ПВО
Military Unit: 64178
Commanders:
- Marshal of the Soviet Union Kirill Semenovich Moskalenko, 1948 - 1953
- Colonel-General Nikolay Nikiforovich Nagornyy, 1953 - 1954
- Marshal of the Soviet Union Pavel Fedorovich Batitskiy, 1954 - 7.66
- Colonel-General Vasiliy Vasilevich Okunev, 7.66 - 8.70
- Marshal of Aviation Aleksandr Ivanovich Koldunov, 8.70 - 1975
- Colonel-General Boris Viktorovich Bochkov, 1975 - 1980
- Marshal of Aviation Anatoliy Ustinovich Konstantinov, 1980 - 1987
- Colonel-General Vladimir Georgievich Tsarkov, 1987 - 1989
- General of the Army Viktor Alekseevich Prudnikov, 1989 - 8.91
- General of the Army Anatoliy Mikhaylovich Kornukov, 8.91 - 1998
- Colonel-General G.B. Vasilev, 1998 - 2002
- Colonel-General Yuriy V. Solovev, from 2002
Activated 1948 in Moscow, Moscow Oblast, as the Moscow Air Defence Region , from the North-Western Air Defence District.
1950 renamed Moscow Air Defence District .
Organisation 1955:
- 37th Fighter Aviation Corps PVO (Morsansk, Tambov Oblast)
- 56th Fighter Aviation Corps PVO (Yaroslavl, Yaroslavl Oblast)
- 78th Guards Fighter Aviation Corps PVO (Bryansk, Bryansk Oblast)
- 88th Fighter Aviation Corps PVO (Rzhev, Kalinin Oblast)
- 151st Guards Fighter Aviation Division PVO (Klin, Moscow Oblast)
- 38th independent Reconnaissance Aviation Squadron (Rzhev, Kalinin Oblast)
- 182nd independent Reconnaissance Aviation Squadron
- 90th independent Transport Aviation Squadron (Stupino, Moscow Oblast)
- 1st Guards Anti-Aircraft Artillery Division (Maryino-Znamenskoye, Moscow Oblast)
- 52nd Anti-Aircraft Artillery Division (Biryulevo, Moscow Oblast)
- 74th Anti-Aircraft Artillery Division (Mytishchi, Moscow Oblast)
- 76th Anti-Aircraft Artillery Division (Skolkovo, Moscow Oblast)
- 78th Anti-Aircraft Artillery Division (Gorkiy, Gorkiy Oblast)
- 80th Anti-Aircraft Artillery Division (Moscow (Lenin Hills), Moscow Oblast)
- 96th Anti-Aircraft Artillery Division (Panki, Moscow Oblast)
- 48th Anti-Aircraft Artillery Regiment (Yaroslavl, Yaroslavl Oblast)
- 80th Guards Anti-Aircraft Artillery Regiment (Tula, Tula Oblast)
- 108th Anti-Aircraft Artillery Regiment (Voronezh, Voronezh Oblast)
- 387th Anti-Aircraft Artillery Regiment (Sarov, Gorkiy Oblast)
- 389th Anti-Aircraft Artillery Regiment (Bezhitsa, Bryansk Oblast)
- 393th Guards Anti-Aircraft Artillery Regiment (Elektrostal, Moscow Oblast)
- 532nd Anti-Aircraft Artillery Regiment (Smolensk, Smolensk Oblast)
- 1225th Anti-Aircraft Artillery Regiment (Gorkiy, Gorkiy Oblast)
- 1287th Anti-Aircraft Artillery Regiment (Shcherbaki, Kalinin Oblast)
- 92nd independent Regiment for Radar Countermeasures (Moscow, Moscow Oblast)
Organisation 1962:
- 118th Communications Center (Moscow, Moscow Oblast)
- 6th independent Radio-Technical Regiment (Klin, Moscow Oblast)
- 436th independent Transport Aviation Regiment (Stupino, Moscow Oblast)
- 103rd independent Communications and Radio-Technical Support Company (Stupino, Moscow Oblast)
- 2367th independent Radio-Relay Battalion (Nemchinovka, Moscow Oblast)
- 52nd independent Airfield Engineer Battalion (Kosterevo, Moscow Oblast)
- 1470th independent Engineer Battalion (Elektrostal, Moscow Oblast)
- 193rd independent Transport Battalion (Moscow, Moscow Oblast)
- 1st Air Defence Army for Special Use (Balashikha, Moscow Oblast)
- 2nd Air Defence Corps (Rzhev, Rzhev Oblast)
- 3rd Air Defence Corps (Yaroslavl, Yaroslavl Oblast)
- 7th Air Defence Corps (Bryansk, Bryansk Oblast)
- 18th Air Defence Division (Gorkiy, Gorkiy Oblast)
Awarded the Order of Lenin 22.6.68.
Organisation 1970:
- 16th Air Defence Corps (Gorkiy, Gorkiy Oblast)
Organisation 1980:
- 712th Data Center (Moscow, Moscow Oblast)
Organisation 1988:
1998 renamed Moscow Air Force and Air Defence District.
2002 renamed Special Purpose Troop Command.
- Moscow, Moscow Oblast, 1948 - today [55 45 59N, 37 38 22E]
Subordination:
- GK PVO, 1948 - 7.98
- GK VVS and PVO, 7.98 - today
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This rubric is intended to guide faculty in scoring a group presentation and allow instructors to score groups both as a unit and for individual student's skills and contributions. The rubric emphasizes that an effective group presentation requires coordination and ... Group Presentation Rubric . Author: Anne Wahl Created Date: 6/18/2021 10 ...
Group Presentation Rubric The teacher will use this rubric to evaluate each group's presentation. Students can look at this rubric so they may understand what they are being graded on. The Group Presentation Rubric will be combine with the Teammate Participation Rubric to determine your final grade for the project. Trait Criteria Points 1 2 3 4
presentation and assisted in editing others' work to produce a polished presentation. Coordinated group's efforts and/or demonstrated leadership to facilitate and achieve the project goals and meet deadline. Timeliness Collaborative pand Length of Presentation (Group grade) Collaborative presentation is completed 2-3 days (49-72 hours) or
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!
Teacherbot 30 Aug, 15:13:12. A rubric for a group presentation typically includes the following criteria: Content Knowledge: Assess the group's understanding and mastery of the topic. Are they able to explain and discuss the key concepts and ideas accurately and comprehensively?
Example of Group Work Rubric. Always willing to help and do more. Routinely offered useful ideas. Always displays positive attitude. Cooperative. Usually offered useful ideas. Generally displays positive attitude. Sometimes cooperative. Sometimes offered useful ideas.
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.
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. Page.
Apply skills and processes to resolve and manage disagreements in collaborative settings. Participate constructively in planning, leading and improving meetings. Plan, organize, and deliver coordinated work targeted to a project goal. NOTE: While the rubric can be used in whole to evaluate artifacts for all collaboration competencies ...
collaborative presentation assignment and how students' work will be graded. Students should be able to visibly see a link to the Rubric at the beginning of the assignment in web-enhanced, hybrid, or fully online courses if a course management system is used (e.g., eCollege, Sakai, etc.).
1. Find or create a rubric template that you can use and re-use for any project. I am sharing with you a FREE base template I use, but you can create your own version to make it work for you, of course. 2. Add the title of your project or activity at the top and decide if your project is going to include team roles or not.
Collaboration Rubric. Outcomes. 4 - Advanced. 3 - Accomplished. 2 - Developing. 1- Beginner. Facilitates the contributions of team members. Engages team members in ways that facilitate their contributions to meetings by both constructively building upon or synthesizing the contributions of others as well as noticing when someone is not ...
Rubric for Cooperative and Collaborative Learning Student Name: Assignment: Teacher Name: Course Name: Date: Level: Exceeds expectations: Meets expectations: Approaching expectations: Not yet meeting expectations: Focus on task and participation: Consistently stays focused on task Effectively encourages and supports the efforts of the group as ...
collaborative group presentation scoring rubric - Free download as PDF File (.pdf), Text File (.txt) or read online for free. Scribd is the world's largest social reading and publishing site.
This rubric evaluates group presentations on content, design, oral delivery, comprehension, contribution, and timeliness. It provides criteria for unsatisfactory, developing, accomplished, and exemplary performance in each category. For example, an exemplary presentation will show a thorough understanding of the topic, be accurately cited, have no errors, and involve equal contribution from ...
This rubric evaluates collaborative presentations with three criteria: presentation content and design, oral delivery, and contribution to the group project. It assesses elements such as understanding of the topic, research efforts, organization, visual design, communication skills, time management, and workload distribution. Groups are given a total score out of 100 points across the four ...
Collaborative Presentation Rubric - In-Class or Online (with Oral Delivery) Criteria Presentation/ Content (Group grade) Unsatisfactory-Beginning 0-27 points Presentation content shows a lack of understanding of the topic. There is inadequate evidence of research and insufficient relevant information and facts. Content is confusing and/or ...
collaborative presentation assignment and how students' work will be graded. Students should be able to visibly see a link to the Rubric at the beginning of the assignment in web-enhanced, hybrid, or fully online courses if a course management system is used (e., eCollege, Sakai, etc.).
One person. Sharing and real-time collaboration. PowerPoint for the web and PowerPoint desktop app for offline use. Premium templates, fonts, icons, and stickers with thousands of options to choose from. Dictation, voice commands, and transcription. Advanced spelling and grammar, in-app learning tips, use in 20+ languages, and more.
In 1938, it was granted town status. [citation needed]Administrative and municipal status. Within the framework of administrative divisions, it is incorporated as Elektrostal City Under Oblast Jurisdiction—an administrative unit with the status equal to that of the districts. As a municipal division, Elektrostal City Under Oblast Jurisdiction is incorporated as Elektrostal Urban Okrug.
Elektrostal. Elektrostal ( Russian: Электроста́ль) is a city in Moscow Oblast, Russia. It is 58 kilometers (36 mi) east of Moscow. As of 2010, 155,196 people lived there.
ABC - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or view presentation slides online. Def
Elektrostal Geography. Geographic Information regarding City of Elektrostal. Elektrostal Geographical coordinates. Latitude: 55.8, Longitude: 38.45. 55° 48′ 0″ North, 38° 27′ 0″ East. Elektrostal Area. 4,951 hectares. 49.51 km² (19.12 sq mi) Elektrostal Altitude.
The presentation, titled "Complementary Gene Editing Technologies Enhance Rapid Generation of Stable Cell Lines Producing Enveloped Viral-Like Particles," showcases Demeetra's expertise in gene ...
Moscow Air Defence District. Order of Lenin Moscow Air Defence District. Ордена Ленина Московский округ ПВО. Military Unit: 64178. Commanders: Marshal of the Soviet Union Kirill Semenovich Moskalenko, 1948 - 1953. Colonel-General Nikolay Nikiforovich Nagornyy, 1953 - 1954. Marshal of the Soviet Union Pavel ...