How to Judge a PowerPoint Presentations: Judging Criteria

Self-evaluations, peer evaluations, and professional evaluations are the three main ways for evaluating presentations. The most significant issue is, of course, defining evaluation standards.

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How to Judge a PowerPoint Presentations: Judging Criteria

Giving students information about how their presentations will be judged is one of the best methods to help them produce and deliver successful presentations. You can use the following factors to evaluate presentations:

  • The presentation’s main point

  • The content’s clarity and cohesiveness

  • The rigour with which the ideas are presented and the analysis with which they are analysed

  • The presentation’s clarity

  • Facts, data, and specifics are used effectively.

  • There are no grammatical or spelling errors.

  • The layout of the slides

  • Imagery is used well.

  • Voice projection clarity and volume that is appropriate

  • Presentation completion within the specified time frame

You are free to adopt these criteria or create your own that are better tailored to your teaching environment.

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Self-assessments:

I regularly encouraged students to grade their own presentations after they gave them when teaching public speaking and presentation skills. They were often quite insightful about how things could have been done better. Others simply couldn’t finish this section of the task. I occasionally refer to their evaluations to comment on what they noticed in their presentations. Their assessments, on the other hand, did not have a significant impact on their grade, with the exception of a more detailed review increased their grade and a poor evaluation could impair their presentation grade.

I asked them to consider the following questions:

  • What do you believe happened?
  • What have you really done differently to improve the situation?
  • What did you accomplish that you are particularly proud of?
  • What did you discover about yourself as a result of preparing for and giving this presentation?
  • What would you do differently next time?

Evaluations by peers:

Encourage – or require – each student to review each other’s presentation as one technique to deliver the most feedback to pupils. It forces them to pay attention to the presentation’s content as well as its delivery, and it teaches them how to tell the difference between a good and a bad presentation. They learn more when they observe or watch more presentations.

In classrooms where students are forced to give presentations, I have students use a form I created to evaluate the presentations they see. As soon as the evaluation or feedback forms are handed out, the students in the audience hand them over to the presenter.

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To encourage thoughtful comments and much more direct input, I do not collect or review them. In addition, when filling out the form, students never use their names. As a result, the presenter receives a visual of everyone in the crowd – including myself – and is unable to dismiss the comments by recognising the source.

Professional Assessments:

Remember to consider when and how to offer spoken comments rather than a completed form when doing your professional evaluation of a presentation. I complete a written evaluation with all of the students (seen above) so that they can receive rapid feedback. I also take notes and assign a mark for the presentation. I facilitated a class discussion on the presentation topic after the conclusion of the presentation, whether it was an individual or group presentation. Students will be able to hear some immediate feedback as well as read the written peer evaluations in this manner.

Prior to the delivery day, I normally request a copy of the presentation. (Preparing the PowerPoint slides ahead of time also ensures that I have all of the presentations loaded on the projector or computer, preventing us from wasting class time.) Students can send it to me via email or upload it to our classroom management system. I’ll give them a letter grade and add notes on the presentation design on the copy they handed me. However, I do not reveal the final grade immediately following the presentation because it is often difficult for students who have just given a presentation to receive feedback.

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Parameters  that plays an important role in powerpoint presentations:

1. Communication

  • Was the language and terminology used by the presenter clear and understandable?

  • Was the conversation’s pacing effective?

  • Is the presenter making effective use of nonverbal communication (e.g., eye contact, voice modulation, body language, etc.)?

  • Was the slide clear, legible, and succinct, rather than detracting from the presentation?

3. Understanding

  • Have you gained a better understanding of scholarly research and creativity as a result of the presentation?

  • Is the nature and goal of the scholarly study and creativity clearly stated by the presenter?

  • Did the lecturer make it obvious what makes scholarly study and creativity so interesting?

  • Was the presentation organised in a sensible manner?

4. Participation

  • Was the discussion interesting?

  • Did the discussion pique your interest and make you want to learn more?

  • Is the presenter enthusiastic about their work?

  • Is the presenter able to hold your interest and keep it?

5. Story flow

This characteristic is used to assess the presentation’s intended flow structure. ‘Problem – cause – solution’ to ‘Goal – path – challenges’ could be the structure. The argument’s clarity and logic are used to score it.

5. Visualization of concepts

Was the presenter able to clearly explain the concepts using charts, graphs, and images? Are the slides free of any extraneous material? Is there any relevant animation employed by the presenter to present concepts in stages?

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6. A strong start

The following are the two questions that are used to evaluate the effectiveness of an opening:

  • Was the hook powerful enough to pique the audience’s interest?

  • Was the presenter’s credibility established as a result of the opening?

7. Between-slide verbal transitions

Before showing the following slide, did the presenter consistently recap the current presentation and give a preview of the next slide? The use of verbal transitions keeps the listener engaged in the storey. It means the presenter constructed the slide structure around a compelling presentation. When a presenter employs verbal transitions consistently, it indicates that the presentation has been thoroughly rehearsed.

8. Maintain eye contact

Is there enough eye contact between the presenter and the audience? Did he/she offer everyone in the room equal attention?

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9. Clarity of voice

Could the presenter’s voice be heard clearly by the last person in the audience? Was the modulation in the voice sufficient?

10. Move around

Did the presenter prefer the safety of the podium or was he or she able to roam about freely? Did he nervously pace the room or make any other body language gaffes? When confronted with difficult questions, did the presenter shift away from the audience? Did he or she take a step forward when asking the audience to make a decision?

11. Hand motions

Were there any jittery hand movements? Was the hand motion used to highlight important elements in the speech? Were any distracting hand motions used, such as jingling money or gripping the marker?

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