Presentations
This page describes an implementation of an assessment method by a lecturer or group of lecturers. The content of the page is the result of an interview conducted through the RAFT project in DIT in the 2013-14 Academic Year.
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Programme and year on which assessment was offered
BTech Timber Product Technology, Year 1
Description
Students are given a topic to present for 12 minutes and are to allow a further 3 minutes for questions. The topic for the presentation relates back to the module content. Throughout the module there are scheduled practice assessments starting off at 2 minute presentations and working up to 6 minutes. Marking criteria for the presentations is made available through Webcourses and is discussed in class. The students are also offered the option of videoing me videoing their presentation and making it available to them only.
Why did you use this Assessment?
Making a formal presentation mimics many real life settings in which students may find themselves in the workplace. I think it is a very authentic method of assessment that is beneficial to the student in many ways not just through getting a good mark. It can help shy people become more confident and thus is goof for self-esteem.
Why did you change to this form of assessment?
Always used presentations on this module.
How do you give feedback to students?
I have general guidelines that we talk through first, I then show a video of myself doing a poor presentation and we talk about it, pointing out what is wrong. I then show a video of me doing a good presentation and we talk about what is good about it. After the practice sessions we then have a general discussion where I invite comments from the floor. This has to be handled diplomatically to ensure no student is offended. I also use the marking the scheme on each practice and also anonymous peer marking on the practice presentations. The student also has the option of viewing a video of themselves.
What have you found are the advantages of using this form of assessment?
- Authentic assessment.
- Improves communications skills.
- Improves self-confidence of students.
What have you found are the dis-advantages of using this form of assessment?
- Some students may find it intimidating.
- It needs a lot of time to practice and run the assessment.
- If the student does not engage with it from the start the student will fall behind quickly.
If another lecturer was using this assessment method would you have any tips for them?
Make it clear it is part of the assessment from the very start so the student becomes used to the idea of it. Have clear marking criteria from the outset and give it to the students from the start. Give time for practice sessions. If possible video the students – a lot of times they are not even aware of what they may be doing poorly e.g. tapping their feet, swinging their legs. Many students have been amazed when they look back at videos and see what they were doing!
Do you have any feedback from students about this assessment?
The students definitely do not like it from the start. Generally they are terrified of it and it is only after several practice sessions that they start to relax. Increasingly though it is part of the workplace that a person can stand up and talk about something for a short period of time. Once I can sell this idea to them and they buy into they generally engage more.
Additional Comments
It takes a lot of time to put it into place and manage it but it is well worth it.
