ECON5102 - Macro Project Presentation – Instructions, Tips and Rubric
Assignment
Students will form their own groups of 2 to 5 members and prepare a 5-minute presentation on
a topic of their choosing from those covered in class. During the presentation, students should
discuss and apply the theory developed in lectures to a real-world example,
describing the macroeconomic problem first and then proposing policy implications. Students
should also walk through at least one simple model and use macroeconomic data properly.
The presentation will be delivered in electronic format.
You should prepare presentation slides (in the background) to present any of the models, data,
graphs, etc.
You should speak as if addressing a small audience (of say, 10-15 people). Assume that your
audience understands basic economic principles and is interested in your topic but has most
likely not taken a Macroeconomics course.
Groups are required to submit a one-page proposal by Week 7. The proposal must provide a
tentative title for your presentation, group members, roles, and a brief description of the
macroeconomic problem you want to present. It should also briefly explain why the topic is
important and how you intend to approach your project (covering, for example, data to be
used, sources, the economic model, the analysis you will conduct, etc.), etc. Please provide as
much detail as possible (within the one-page constraint) in order to get valuable feedback.
Purpose
This assignment is designed to develop your oral presentation skills and to apply the theory
learned in class to a real macroeconomic issue. As written documents are often not intended
to be read aloud, communicating an economic concept, theory or proposition verbally
requires a different approach than communicating these ideas in writing. Typically, your
audience is time-constrained and is interested in the key points. If that sparks their further
interest, they will ask for more detail.
So, the ability to concisely present key points is an important skill that is consistently in high
demand by the customers and senior management of businesses and government bodies. Your
first real experience might well be when you pitch yourself to potential employers in an
interview.
Assessment
The presentation will be assessed based on the rubric on the final page of this document. It is
strongly recommended that you read through the criteria carefully and use them as a guide
while preparing the video presentation.
Please note that each Team member is expected to present and be on camera for a
portion of the video presentation.
Be mindful of the time limit. Times below 4:30 or above 5:30 minutes will be penalised.
Presentation Tips
You must decide which points are most important and need to be addressed and which can be
left for a (hypothetical) more detailed written report; that is, rank the points in order of
importance and then determine a logical sequence in which to present them. When you do
your first practice, ask yourself whether it made sense. Feedback from your peers can also be
useful.
In any presentation, the key is to look at the audience (in this case, camera). Do not simply
read from a script. Project your voice and talk as if in normal conversation. Don’t speak too
fast and feel free to use pauses. Variation in your voice is also important – such as when
emphasising key points. Watch the news presenters on TV and observe carefully how they
project and vary their voice with the content. Perfection is not expected but energy and
interest on your part is.
Marking Rubric:
Criteria <50% (Fail) 50% - 74% (Pass-Credit) ≥ 75% (Distinction-HD)
1. Clear and coherent
communication
(20%)
Does not communicate clearly or structure presentation
coherently to achieve aim:
• Does not express aim, key ideas and information clearly
and precisely in language appropriate for the intended
audience, purpose and spoken context (e.g., does not use
own words or explain terminology or concepts if necessary;
inaccurate grammar/expression; inappropriate vocabulary)
• Does not structure material logically or make a coherent
overall statement, e.g., no clear focus; ideas difficult to
follow; structure does not highlight or progress key
message (inadequate introduction/ conclusion; unclear links
between parts)
Communicates clearly and structures material coherently to
largely achieve aim, but this could be more consistently effective,
e.g., generally:
• Expresses aim, ideas and information clearly (e.g.,
sufficiently accurate grammar and vocabulary)
• Uses language appropriate for the intended audience,
purpose and spoken context
• Structures material clearly and logically to communicate a
coherent message, e.g., clear focus and flow of ideas, with
little/no irrelevant material; clearly structured (introduction,
conclusion, clear links between parts) to progress message
Communicates clearly, coherently and convincingly to achieve
aim:
• Expresses aim, ideas and information clearly, precisely and
concisely (accurate expression/ grammar/ vocabulary) and
explains technical language where necessary.
• Uses highly appropriate and accessible language for the
intended audience, purpose and spoken context.
• Uses language fluently and eloquently to reinforce message
and engage and interest the audience.
• Structures material clearly, logically, persuasively, and
possibly creatively, e.g., clear focus and flow of ideas;
structure reinforces and develops key points
2. Engaging and
professional delivery
(20%)
Delivery does not engage audience, e.g.:
• Insufficient eye contact with audience
• Overly reading from notes/slides/board
• Unclear or inaudible speech - difficult to understand
• Voice not used effectively (e.g., too fast or too slow, no
variation of volume, pace to stress key points)
• Unengaging or distracting body language / manner
• Unprofessional style or appearance
• Unprepared or disorganised delivery
• Poor time management
Delivery engages audience adequately, e.g.:
• Addresses audience and makes some eye contact
• Does not overly read from notes or slides
• Speech generally clear and audible
• Voice used to emphasise key points and add interest
• Appropriate manner/body language which conveys interest
in the topic
• Style/appearance is suitably professional
• Adequately prepared and organised
• Manages time adequately
Delivery is engaging and memorable, e.g.:
• Addresses audience and maintains eye contact
• Does not read or use notes intrusively
• Speech is clear and audible
• Voice (volume, pace, variety, etc.) is used effectively to
engage audience and promote understanding
• Manner/body language is confident, interested and
promotes audience engagement
• Style/ appearance is very professional
• Well-prepared and well-organised
• Manages time effectively
3. Effective use of tools
and technologies
(10%)
Video quality is poor:
• Issues with video quality distract from the content of the
presentation
• The presenter cannot be understood.
If visual aids are used, they are:
• unclear/cluttered/inaccurate
• not relevant, or not used appropriately by speaker (e.g.
ignored or read out verbatim)
Video quality is generally adequate for the task:
• Some minor issues with video quality, but they do not
significantly distract from the presentation content.
• Presenter can be seen, heard, and understood.
If visual aids are used, they are:
• generally clear, uncluttered and accurate
• relevant and used appropriately by speaker to support
message and highlight key points
Video quality is good and does not distract from presentation at
all.
If visual aids are used, the are:
• well-prepared, clear, accurate, visually effective
• highly pertinent and used very effectively by speaker to
reinforce message and achieve aim
4.
Identify
macroeconomic
factors and apply the
theory properly.
Adequate use of
macroeconomic data
(50%)
Does not identify:
• key macroeconomic factors or theory
• macroeconomic data properly
• macroeconomic policy implications
Identifies:
• key macroeconomic factors or theory (1 model)
• macroeconomic data properly
• macroeconomic policy implications
Accurately and insightfully identifies:
• key macroeconomic factors or theory (2+ models)
• macroeconomic data properly (advanced techniques)
• macroeconomic policy implications (new+old policies)
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