Education Day Electrical Engineering | Presentation and Defense: Presentation skills

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.

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.

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.

The student easily makes clear what has been done and why;
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.

The student presents at least the main required elements (opening, body, conclusions) and makes clear what has been done;
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).

When giving feedback for a specific grade, please select its corresponding channel in the chat-box below ↧. Thanks!