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Presentation and Defense: Overview

The Presentation and Defense category is student centered. We put our attention on the knowledge, skills and abilities of the students.

Criteria of evaluation

The general criteria performance criteria for the category Specialization, as specified in the evaluation forms, are:

A. Coverage of research outcomes: Clarity of problem formulation, clarity on contributions and main conclusions from the research. Choice and relevance of presented material

B. Presentation skills: Didactic quality of presentation, clarity, pace, self-confidence, correctness of formulations, accuracy of timing, fitting for audience, ability to attract attention and interest from audience

C. Quality of supporting material: Effectiveness of visual support (slides), quality of demonstration, sound or other equipment

D. Discussion skills: Initiative and initiation of discussion, flow and focus in discussion, confidence in responses

E. Extra

Grades

A. Coverage of research outcomes

10

  • The presented content fully and transparently covers the outcomes of the project, emphasizing the parts with future relevance or special importance;
  • The presentation adds deep insights to the written report;
  • The problem definition, research questions, research approach, conclusions, utilization potential are covered in a visionary way, influencing the thinking of the audience and inspiring actions;
  • The presentation covers historical and future-related aspects of the problem definition, used approach, and application in both qualitative and quantitative way;
  • The results are fairly scrutinized (own deficiencies are covered) before proposing future work and providing recommendations;
  • There are multiple learning moments in the chosen material for presentation;
  • A clear and realistic plan for results utilization is proposed.

9

  • The presented content fully covers the outcomes of the project in a, creative, effective and efficient way, and is accessible for both experts and non-experts;
  • Experts can closely reproduce the key results based on the presented material;
  • The presentation adds value to the written report.
  • The problem definition, research questions, research approach, conclusions, utilization potential are clear and covered in a balanced way;
  • The presentation properly connects achieved results, problem definition, approach, and utilization potential;
  • The presentation fairly considers the external sources of advices/ideas and the own, original contributions/deliverables (e.g. the benefits of alternative solutions are fairly covered);
  • The acquired new knowledge and results are disseminated effectively and fair credit is given to the external contributors.

8

  • The presented content fully covers the outcomes of the project in an effective and efficient way;
  • The problem definition, research questions, research approach and conclusions are clear and covered in a balanced way;
  • The presentation properly connects achieved results, problem definition and approach
  • The presentation explicitly covers own, original contributions and deliverables;
  • The acquired new knowledge and results are presented fairly and objectively (covering e.g. limitation and assumptions, negative results);

7

  • The presentation successfully covers the essence of the project, what has been done and why;
  • All key results are covered;
  • The problem definition, research questions and research approach are explicitly presented;
  • The student puts the achieved results in the context of the project goals, problem definition and the research question;
  • The acquired new knowledge is disclosed, but some parts may remain undiscussed;

6

  • It is sufficiently clear from the presentation and defense what has been done;
  • The most important results of the work are covered;

B. Presentation skills

10

  • The whole presentation (student, slides, supporting material) is visionary and inspirational, while radiating wisdom, confidence, enthusiasm, novelty and precision and presented to the audience in an own student's unique style;
  • The presentation and the student feature a magnetic ability to draw and keep attention and consequently provoke desire to take action;
  • The student shows a remarkable personality (e.g. maturity, mission, vision, expression, skills, experience, knowledge, wisdom) and has the ability to inspire the audience;
  • There are effective didactic elements (e.g. everybody learns) which succeed in communicating the novelties and influencing thinking;
  • The student influences the audience at a deeper level (e.g. discusses paradoxes, draws the future, convinces others in own principles);
  • The pace is excellent, dynamic and adapted to the understanding of the audience;
  • An excellent and fair debate is initiated with a smooth transition;
  • Both the student and the audience enjoy the presentation.

9

  • The whole presentation (student, slides, supporting material) is aligned and radiates experience, confidence, enthusiasm, novelty and precision;
  • Both the student and presentation feature the magnetic ability to attract and keep attention and interest from audience;
  • The student improvises well and connects with the audience at a deeper level (e.g. challenges the fundamentals, creates common experience, adapts to the audience);
  • The presentation is dedicated to the audience and project, while the emphasis on own personality is of a secondary importance;
  • There are clear didactic elements (e.g. the audience learns) which succeed in communicating the novelties;
  • There are absolutely no mistakes in the formulations;
  • The pace is very good, dynamic and adapted;
  • The presentation starts and finishes on time with very good planning and execution: start, making points and efficiently making use of the time (e.g. more time for the relevant things and less time for the non-relevant), finish;
  • A lively and instructive discussion is naturally initiated as a follow-up of the presentation with a smooth transition;
  • The supervisors do not interfere during the presentation;
  • The audience enjoys the presentation.

8

  • The student radiates self-confidence and enthusiasm, uses correct formulations, fits story for audience, and has the ability to attract attention and interest from audience;
  • There are clear didactic elements (e.g. the audience learns);
  • The student connects with the audience (e.g. asks rhetorical questions, shares common experience) and keeps the attention focused;
  • The pace is good;
  • The transitions between slides are smooth;
  • The presentation starts and finishes on time;
  • A lively discussion is initiated.

7

  • The student explicitly connects with the audience (e.g. asks rhetorical questions, does not ignore parts of the audience);
  • Eye contact, body gestures, tone of the voice are acceptable;
  • The student does not haste;
  • The formulations used are correct;
  • The presentation does not deviate from the allocated time by more than 20%;
  • The student does not read directly from the slides.

6

  • The student presents at least the main required elements (opening, body, conclusions) and makes clear what has been done and why;
  • The student relies on the slides to tell the story (may be reading from the slides);
  • The presentation and defense do not deviate from the allocated time by more than 50%;
  • The key formulations must be correct (e.g. units, formulas, concepts).


C. Quality of supporting material

10

  • The supporting materials are excellently structured, showing off the whole story as solid, visionary, and ground-breaking;
  • The support material is original, excellent, inspiring, remarkable (e.g. style, clarity, message) and effective;
  • There are variety of surprising activation means (going beyond what was expected), e.g. figures, animations, interaction, which feature elements of modern technologies;
  • There is a real-live, relevant and interesting demo, long to be remembered;
  • The student has made additional free materials in the public domain, e.g. YouTube video, a publication Wikipedia, Adobe spark video or presentation, promotional account in the social media;
  • The quality of the slides and the demonstration (balance of visuals and text, font size, readability, consistency of coloring, figures) is excellent.

9

  • The supporting material is very well structured, making the story clear and coherent, highlighting the key aspects of the work;
  • The support material is original, interactive, illustrative, interesting;
  • The choice of the supporting material is original and very effective;
  • The presentation goes beyond the slides, e.g. multiple activation techniques are used, like didactic questioning, drawing on the board, interaction with the audience, embedded demonstration, etc.;
  • The presentation includes elements of a demonstration, e.g. a physical deliverable of the project, interactive demonstration of a tool, a simple interactive illustrative exercise, a short video;
  • The quality of the support material is very good and very well tuned to the audience.

8

  • The presentation is properly structured, the story is clear and coherent;
  • The slides/support material are effective;
  • The choices of the supporting materials are appropriate;
  • The presentation goes beyond the slides, e.g. at least one activation technique is used, like didactic questioning, drawing on the board, interaction with the audience, embedded demonstration, etc.;
  • Quality of slides (balance of visuals and text, font size, readability, consistency of coloring, figures, spelling and grammar) is good;
  • The presentation content is tuned to the audience and reaches the audience;
  • The presentation is well prepared in all aspects (everything works).

7

  • The slides illustrate the project, the work done and the results;
  • There is an appropriate balance between text, figures, illustrations, tables and formulas in the slides;
  • An appropriate TU/e style is used for slides (including at least TU/e logo);
  • The presentation has acceptable structure: Introduction, background information, problem statement, body, conclusions; it starts general and then goes to specifics; the slides are readable and stylish.
  • Material of other sources is used only where relevant, and properly credited.
  • During the discussions and defense the student can refer back to the slides;

6

  • The slides address the work done;
  • There are at least: a "title" slide, "introduction" slides, a set of body slides, a "conclusions" slide and a "future work" slide;
  • There are figures, illustrations, tables and/or formulas in the slides;
  • There is a focus on the message.

D. Discussion skills

10

  • Inspirational discussion skills are used for successfully communicating the key messages of the work;
  • The discussion is excellent, visionary, pleasant with new insights, while comprehensively handling the problem, the solution and the future of the work and the discipline;
  • The student successfully, very convincingly handles all questions without intervention of the supervisors;
  • The student owns the discussion;
  • The discussion goes through different viewpoints (technical, industrial/societal use, impact), uses arguments from different fields/disciplines, touching counter-intuitive arguments/paradoxes, and historical developments from various fields;
  • The student is able to explain difficult concepts in original and simple terms, using e.g. metaphors;
  • The audience learns, enjoys, and the discussion leads to new ideas and triggers follow ups.

9

  • Fully mastered discussions skills are used for successfully communicating the novel messages of the work;
  • The discussion is very good, deep, intriguing with novel and surprising elements, while comprehensively handling the problem and the solution;
  • The discussion is enthusiastic, keeps focus;
  • The student provokes discussions and questions, and is aware of time limits;
  • The audience learns from the discussion;
  • The discussion goes through different viewpoints (technical, industrial/societal use, impact), touching counter-intuitive arguments and historical developments;
  • The student is able to explain difficult concepts in simple terms;

8

  • Enthusiastic and convincing discussion skills, leading to successfully communicating the main messages of the work;
  • There is a good discussion in which both the student and the audience participate;
  • The student is capable of answering questions from the defense committee and lead the discussion in a way to promote own research results and findings, without being assisted by the experts;
  • The student (makes sure s/he) fully understands and correctly interprets the questions from the audience;
  • The student is confident in his/her own positions;
  • The discussion is very effective, touching on the key aspects of the work, providing strong argumentation of the approach and design choices, going through relevant abstraction levels;
  • The student is able to meaningfully explain difficult concepts;
  • The student knows what the limits of the work are;
  • Everyone enjoys the discussion.

7

  • Various discussions skills are used for communicating the main message of the work;
  • The discussion is concrete and specific, touches the main aspects of the work, and underlines those which are relevant;
  • The student is able to explain the main fundamental concepts;
  • Relevant conclusions are drawn.
  • The arguments are well inter-linked;
  • The student is capable of answering questions from the defense committee and lead a discussion, with minimal assistance from the experts;
  • The presentation, discussion, and defense are supported by sufficient illustrative material, e.g. pictures, tables, videos;
  • Some people enjoy the discussion;
  • There are learning moments for the student in the received feedback.

6

  • Basic discussion skills are used for communicating the main message of the work;
  • The discussion communicates the relevant results of the study;
  • With assistance from the defense committee, the student is capable of understanding and participating in the discussion;
  • The student gives correct answers to the questions concerning the fundamentals of the EE field;
  • The discussion is at a practical level;
  • The student learns important aspects about his work from the discussion.

E. Extra

10

  • For the presentation, an external, public material is created, e.g. a web-site, social-media account, promotional videos;
  • Scientific and inspiring spoken English (the student freely and accurately uses common scientific terminology and inspires people).

9

  • Stylish spoken English (the student accurately uses rich vocabulary, precise terminology and efficiently gets the message across) at a very good level;

8

  • Good spoken English (good pronunciation; no technical jargon, no grammar mistakes);

7

  • Intelligible spoken English;

6

5 and lower

  • The presentation is not structured, does not add to the understanding of the project;
  • The defense is too weak and the student does not understand the questions of the audience;
  • There are serious mistakes in e.g. formulas, statements, units.


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