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Student Seminar Presentation Assessment
To be filled out by the Seminar faculty member.
Student Name:
Date of Presentation (MM/DD/YY):
Your/Faculty Name:
Design and Execute Scientific Research:
Learning Outcome 3: Design, conduct, analyze and interpret original research on a significant biological problem in Immunobiology, infection, or disease.
Design and Execute Scientific Research:
Learning Outcome 3: Design, conduct, analyze and interpret original research on a significant biological problem in Immunobiology, infection, or disease.
4 = Exceeds Expectations
3 = Meets Expectations
2 = Needs Improvement
1 = Unsatisfactory
Rate the student's ability to perform sufficiently rigorous science
Rate the student's ability to perform sufficiently rigorous science 4 = Exceeds Expectations
Rate the student's ability to perform sufficiently rigorous science 3 = Meets Expectations
Rate the student's ability to perform sufficiently rigorous science 2 = Needs Improvement
Rate the student's ability to perform sufficiently rigorous science 1 = Unsatisfactory
Rate the student's ability to demonstrate a clear relevance to a biological question
Rate the student's ability to demonstrate a clear relevance to a biological question 4 = Exceeds Expectations
Rate the student's ability to demonstrate a clear relevance to a biological question 3 = Meets Expectations
Rate the student's ability to demonstrate a clear relevance to a biological question 2 = Needs Improvement
Rate the student's ability to demonstrate a clear relevance to a biological question 1 = Unsatisfactory
Rate the student's ability to provide sufficient background information
Rate the student's ability to provide sufficient background information 4 = Exceeds Expectations
Rate the student's ability to provide sufficient background information 3 = Meets Expectations
Rate the student's ability to provide sufficient background information 2 = Needs Improvement
Rate the student's ability to provide sufficient background information 1 = Unsatisfactory
Rate the student's ability to provide a well-formulated hypothesis
Rate the student's ability to provide a well-formulated hypothesis 4 = Exceeds Expectations
Rate the student's ability to provide a well-formulated hypothesis 3 = Meets Expectations
Rate the student's ability to provide a well-formulated hypothesis 2 = Needs Improvement
Rate the student's ability to provide a well-formulated hypothesis 1 = Unsatisfactory
Rate the student's ability to provide a logical flow of information
Rate the student's ability to provide a logical flow of information 4 = Exceeds Expectations
Rate the student's ability to provide a logical flow of information 3 = Meets Expectations
Rate the student's ability to provide a logical flow of information 2 = Needs Improvement
Rate the student's ability to provide a logical flow of information 1 = Unsatisfactory
Rate the student's ability to show data adequately interpreted and explained
Rate the student's ability to show data adequately interpreted and explained 4 = Exceeds Expectations
Rate the student's ability to show data adequately interpreted and explained 3 = Meets Expectations
Rate the student's ability to show data adequately interpreted and explained 2 = Needs Improvement
Rate the student's ability to show data adequately interpreted and explained 1 = Unsatisfactory
Rate the student's ability to prove the hypothesis was tested by the experimental work
Rate the student's ability to prove the hypothesis was tested by the experimental work 4 = Exceeds Expectations
Rate the student's ability to prove the hypothesis was tested by the experimental work 3 = Meets Expectations
Rate the student's ability to prove the hypothesis was tested by the experimental work 2 = Needs Improvement
Rate the student's ability to prove the hypothesis was tested by the experimental work 1 = Unsatisfactory
Design and Execute Scientific Research Comments:
Apply Oral Communication:
Learning Outcome 2: Effectively communicate scientific findings, significance and impact of research findings to general scientific audiences through oral presentation.
Apply Oral Communication:
Learning Outcome 2: Effectively communicate scientific findings, significance and impact of research findings to general scientific audiences through oral presentation.
4 = Exceeds Expectations
3 = Meets Expectations
2 = Needs Improvement
1 = Unsatisfactory
Rate the student's ability to effectively communicate to a broad scientific audience
Rate the student's ability to effectively communicate to a broad scientific audience 4 = Exceeds Expectations
Rate the student's ability to effectively communicate to a broad scientific audience 3 = Meets Expectations
Rate the student's ability to effectively communicate to a broad scientific audience 2 = Needs Improvement
Rate the student's ability to effectively communicate to a broad scientific audience 1 = Unsatisfactory
Rate the student's ability to effectively communicate significance to a lay audience
Rate the student's ability to effectively communicate significance to a lay audience 4 = Exceeds Expectations
Rate the student's ability to effectively communicate significance to a lay audience 3 = Meets Expectations
Rate the student's ability to effectively communicate significance to a lay audience 2 = Needs Improvement
Rate the student's ability to effectively communicate significance to a lay audience 1 = Unsatisfactory
Rate the student's ability to keep a good pace (not too fast or slow)
Rate the student's ability to keep a good pace (not too fast or slow) 4 = Exceeds Expectations
Rate the student's ability to keep a good pace (not too fast or slow) 3 = Meets Expectations
Rate the student's ability to keep a good pace (not too fast or slow) 2 = Needs Improvement
Rate the student's ability to keep a good pace (not too fast or slow) 1 = Unsatisfactory
Rate the student's ability to explain future directions clearly
Rate the student's ability to explain future directions clearly 4 = Exceeds Expectations
Rate the student's ability to explain future directions clearly 3 = Meets Expectations
Rate the student's ability to explain future directions clearly 2 = Needs Improvement
Rate the student's ability to explain future directions clearly 1 = Unsatisfactory
Rate the student's ability to answer questions adequately
Rate the student's ability to answer questions adequately 4 = Exceeds Expectations
Rate the student's ability to answer questions adequately 3 = Meets Expectations
Rate the student's ability to answer questions adequately 2 = Needs Improvement
Rate the student's ability to answer questions adequately 1 = Unsatisfactory
Rate the student's Professionalism (attire, demeanor, etc.)
Rate the student's Professionalism (attire, demeanor, etc.) 4 = Exceeds Expectations
Rate the student's Professionalism (attire, demeanor, etc.) 3 = Meets Expectations
Rate the student's Professionalism (attire, demeanor, etc.) 2 = Needs Improvement
Rate the student's Professionalism (attire, demeanor, etc.) 1 = Unsatisfactory
Rate the student's presentation length (# of slides).
Rate the student's presentation length (# of slides). 4 = Exceeds Expectations
Rate the student's presentation length (# of slides). 3 = Meets Expectations
Rate the student's presentation length (# of slides). 2 = Needs Improvement
Rate the student's presentation length (# of slides). 1 = Unsatisfactory
Rate the student's information on each slide (was there an appropriate amount of information?)
Rate the student's information on each slide (was there an appropriate amount of information?) 4 = Exceeds Expectations
Rate the student's information on each slide (was there an appropriate amount of information?) 3 = Meets Expectations
Rate the student's information on each slide (was there an appropriate amount of information?) 2 = Needs Improvement
Rate the student's information on each slide (was there an appropriate amount of information?) 1 = Unsatisfactory
Rate how well the student's data was labeled
Rate how well the student's data was labeled 4 = Exceeds Expectations
Rate how well the student's data was labeled 3 = Meets Expectations
Rate how well the student's data was labeled 2 = Needs Improvement
Rate how well the student's data was labeled 1 = Unsatisfactory
Apply Oral Communication Comments:
What were the strengths of the presentation?:
Comments on parts of the presentation that could be improved:
Anything else you would like to add?
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