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University Library, University of Illinois at Urbana-Champaign

Research Posters : Poster rubric

Poster sessions at conferences and professional meetings are a way to visually convey the details of your research or conclusions. This guide will offer you the basics in design, content and printing resources.

Assessing the effectiveness of posters

Expert
Use appropriate evidence, presentation modes and/or argument strategies to skillfully communicate meaning to a specified audience; communicate with clarity and fluency and in a virtually error-free presentation. 

Proficient
Use mostly appropriate evidence, presentation modes, and/or argument strategies to communicate meaning to a specified audience; design a presentation that is clear and has few errors. 

Emerging
Use some appropriate evidence, presentation modes, and/or argument strategies to communicate meaning to a specified audience; design a presentation with limited clarity and/or some errors. 

Novice
Use approaches or include errors that limit or obscure relevance and impede understanding. 

 

Expert

 

Proficient

 

Emerging

 

Novice

Articulation of Problem, Purpose, or Focus

Question, hypothesis, or position is articulated and defended in the context of the problem or purpose; and/or

A central purpose, focus, or essence of the work or performance is highly evident

Question, hypothesis, or position is stated clearly and context of the problem or purpose is apparent; and/or

A central purpose, focus, or essence of the work or performance is evident

Question, hypothesis, or position is stated clearly; and/or

A purpose or focus of the work can be determined

Question, hypothesis, position, purpose, or focus is not visible or stated clearly

Scholarly Context

 

Comprehensively places problem/question in appropriate scholarly context (scholarly literature, theory, model, or genre)

 

Sufficiently places problem/question in appropriate scholarly context (scholarly literature, theory, model, or genre)

 

Partially places problem/question in scholarly context; some critical elements are missing, incorrectly developed, or unfocused

 

Scholarly context for the problem/question may be apparent but is not sufficiently demonstrated

Application of Scholarly Method/Technique to Project Design

Method/technique is appropriate for question or purpose

Data/sources/evidence are expertly presented

All elements of method/technique are fully developed and articulated

Method/technique is appropriate for question or purpose

Data/sources/evidence are adequately presented

Critical elements of method/technique are adequately developed; subtle elements are unclear or missing

Method/technique loosely supports the question or purpose

Data/sources/evidence are partially presented

Critical elements of method/technique are partially developed

Method/technique is not appropriate for question or purpose

Data/sources/evidence are minimally or not presented

Critical elements of method/technique are minimally developed

 

Analysis or Interpretation

Evidence supports a mature, complex, and/or nuanced analysis of the problem

Interpretation is explicitly linked to theoretical framework or scholarly model

Evidence supports an adequately complex analysis of the problem

Interpretation is adequately linked to theoretical framework or scholarly model

Evidence supports a limited analysis of the problem

Interpretation is partially linked to theoretical framework or scholarly model

Evidence supports very limited analysis of the problem

Interpretation is minimally linked to theoretical framework or scholarly model

 

Implications/Impact

Implications, consequences, and/or questions raised by the project are thoroughly explored

Limitations are fully articulated

Implications, consequences, and/or questions are adequately explored

Limitations are adequately articulated

Implications, consequences, and/or questions are partially explored

Limitations are partially articulated

Implications, consequences, and/or questions are minimally supported or unarticulated

Limitations are minimally or not articulated

Quality of Delivery

Presentation or performance is of superior quality

Delivery is free of technical errors

Presentation or performance is of high quality

Delivery has few technical errors

Presentation or performance is of acceptable quality

Delivery has some technical errors

Presentation or performance is of low quality

Delivery has frequent technical errors

 

From George Mason University Students as Scholars Product Rubric