Poster Presentation
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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Lecturer and Contact Detials
Programme and year on which assessment was offered
Higher Certificate in Buildings Management, Year 2
Description
Students must produce an A1 poster. This poster is based upon 1 of 8 components which make up the module. The students must select which component to research and then design, produce, print and present the poster for 10 minutes and allow a further 3 minutes for questions and answers.
Why did you use this Assessment?
It is relevant to the subject matter. It allows the students an opportunity to research one area which the students themselves chose. As such this gives the student ownership over the assessment.
The assessment improves the student’s communications skills through the development of non verbal communications and also their verbal skills.
This assessment also feeds into three other modules the students have covered – computers, communications and colour and design which the students cover in a practical painting and decorating module. So although this is a standalone module the assessment type ties in with three other modules giving further relevance to those modules also.
Why did you change to this form of assessment?
This is a relatively new module and this is the original assessment so it has not changed.
How do you give feedback to students?
Face to face and peer feedback which usually takes place after the question and answer session which is at the end of the presentation.
What have you found are the advantages of using this form of assessment?
- Using several skills learned across other modules also reinforces that learning.
- Gives the students a sense of independence in their learning as they chose which component to research.
- It all occurs in a short time frame (one module) and moves along quickly.
- Students are given a schedule from the start which is clear and transparent.
What have you found are the dis-advantages of using this form of assessment?
- The posters were printed through an outside printer and on the day the students went to printer there was a problem with the printers equipment which delayed the submission.
If another lecturer was using this assessment method would you have any tips for them?
- Have a clear marking scheme.
- Give the students the marking scheme in advance.
- Make sure the room where the presentation will take place is suitable e.g. space to actually display the poster.
- Have a previously prepared poster by the lecturer to show the students in advance so they can get an idea of what you are expecting.
- Run a class in designing posters in PowerPoint.
- Switch off phones etc to ensure no distractions.
- Running order was decided in advance of the final presentation.
Do you have any feedback from students about this assessment?
Feedback was very positive with no negative comments from students. They liked that they could pick (from 8 components) the area to do their research on. The students also liked the library sessions which were run to familiarise the students with the research process.
Additional Comments
It should be noted that this assessment carried 50% of the module mark. All the students fully engaged with this assessment.
