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|  | Performance Levels |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Row | Content Area/ Proficiency | Low | Medium | High | Points\u003Cbr>(Max) |\n| 1 | Understand\u003Cbr>and Analyze Context | The presentation identifies a problem or issue but places the research question ina very limited context and offers little or no explanation of how it is connected to the stimulus materials.\u003Cbr>2 | The presentation makes general statements about the context of the research question, including how it is connected to the stimulus materials.\u003Cbr>4 | The presentation clearly explains the relevance of the research question (situates the perspective within a larger context) AND how it is connected to the stimulus materials.\u003Cbr>6 | 6 |\n| 2 | Establish\u003Cbr>Argument | The presentation summarizes information instead of offering an argument.\u003Cbr>2 | The presentation connects evidence and claims. The argument is mostly clear and organized, but at times the reasoning may be faulty OR the reasoning may be logical but not well organized.\u003Cbr>4 | The presentation is logically organized, well-reasoned, and complex. It persuasively connects the evidence to claims to clearly and convincingly establish an argument.\u003Cbr>6 | 6 |\n| 3 | Select and Use Evidence | The presentation incorporates evidence from a minimal range of perspectives OR information is provided but not used as evidence to support the argument.\u003Cbr>2 | The presentation incorporates evidence from various perspectives to develop and support the argument.\u003Cbr>4 | The presentation incorporates and synthesizes relevant evidence from various perspectives to develop and support the argument.\u003Cbr>6 | 6 |\n| 4 | Establish\u003Cbr>Argument | The presentation offers information without offering specific resolutions, conclusions, and/or solutions OR they are unsubstantiated or oversimplified.\u003Cbr>2 | The presentation offers specific resolutions, conclusions, and/or solutions that at least partially address the research question.\u003Cbr>4 | The presentation offers detailed, plausible resolutions, conclusions and/or solutions, and considers the limitations and implications of any suggested solutions.\u003Cbr>6 | 6 |\n\nAP Seminar Performance Task 2 | 2016-2017 Scoring Guidelines ©2016 The College Board 5  \nAP Seminar Rubric 2016-17: Performance Task 2 Component 2 of 3: Individual Presentation and Oral Defense Presentation (continued)  \n\n|  |  | Performance Levels |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Row | Content Area/ Proficiency | Low | Medium | High | Points\u003Cbr>(Max) |\n| 5 | Engage Audience | The presentation’s design does little to effectively convey the information. There is little evidence of purposeful selection or emphasis of information to suit audience, situation, medium, or purpose (e.g. too much of the essay is included on slides, too much for given time limit) .\u003Cbr>2 | The presentation’s design aligns with the information and selects and emphasizes key information.\u003Cbr>4 | The presentation’s design aligns well with and effectively contextualizesthe information. The presentation, including its selection and emphasis of information, is designed for audience, situation, medium, and/or purpose.\u003Cbr>6 | 6 |\n| 6 | Engage Audience | The selection and execution of delivery or performance techniques (e.g., eye contact, vocal variety, movement, energy) severely limit the presentation’s impact.\u003Cbr>2 | The selection of delivery or performance techniques (e.g., eye contact, vocal variety, movement, energy) OR execution of those techniques, supports communication of the argument.\u003Cbr>4 | A careful selection of delivery or performance techniques (e.g., eye contact, vocal variety, movement, energy), coupled with a dynamic execution of those techniques, strongly supports the communication of the argument.\u003Cbr>6 | 6 |\n\nAP Seminar Performance Task 2 | 2016-2017 Scoring Guidelines ©2016 The College Board 6  \nA","cbCaienMy4wmlkU5","https://ap.wps.com/l/cbCaienMy4wmlkU5","pdf",557522,"English","# Performance Task 2 Component 2: Individual Presentation and Oral Defense\n## Understand and Analyze Context\n## Establish Argument\n## Select and Use Evidence\n## Establish Argument (Resolutions, Conclusions, Solutions)\n## Engage Audience (Presentation Design)\n## Engage Audience (Delivery/Performance Techniques)\n# Performance Task 2 Component 3: Individual Presentation and Oral Defense Oral Defense\n## Reflect\n## Establish Argument\n# Additional Scores\n## Score of 0 (Below-Minimum Quality)","[{\"question\":\"What does the rubric evaluate in Performance Task 2 Component 2?\",\"answer\":\"It evaluates content proficiency and audience engagement, including understanding/analyzing context, establishing an argument, selecting and using evidence, offering resolutions or solutions, and effective presentation design and delivery techniques.\"},{\"question\":\"How are higher performance levels described for establishing an argument?\",\"answer\":\"High levels require logical organization, complex and well-reasoned reasoning, and a persuasive connection between evidence and claims to establish a clear, convincing argument.\"},{\"question\":\"When is a score of 0 assigned?\",\"answer\":\"A score of 0 is assigned to a single rubric row when the response shows a below-minimum level of quality as identified for that row.\"}]","AP Seminar Rubric 2016-17 - Performance Task 2 Component 2 - Individual Presentation and Oral Defense | PDF",1790679467]