Classroom-based Assessment: a report-back on the use of the Mobile Presentation Grading and Feedback Tool Peter Chalk, Dr Yanguo Jing (FoC), Fraser Hardy and Nandamuri Chaitanya (FoC MSc students) London Met L&T Conf 10/7/12

Jenny Moon - Assessing Oral Presentations “One of the features of an oral presentation is that it does not leave a record. Unless the presentation is recorded, there is no chance for discussion of a disputed mark. For this reason, the assessment procedure must be simple so that the assessor can use it easily and fairly from the beginning. This in turn implies that the assessment should operate on the basis of very few assessment criteria – in effect those that the assessor can hold in mind during the presentation.” (Moon, undated, our emphasis)

Grading presentations – criteria? Was there a useful introduction? Logical structure? Evidence given? Discussed? Was there a conclusion? (Main points restated? Yes/No?) Rapport and eye contact? Use of cue sheets/cards? Sensitive handling of Q&A? Comments:

Solution (presented last year): A mobile app – Presentation Grading and Feedback Tool (PGFT) Almost all students in the class room have a mobile device. How can we use this technology to enhance student learning? The project aims to propose a mobile solution to make presentation assessment and feedback procedure simple, prompt and easy to use. Capturing a ‘record’ of the event (Moon) Supports 'assessment as learning', eg "external, structured opportunities for students to assess themselves.” (Manitoba 2006)

Uses in the class room (and other situations) Collect and return formative feedback Use ‘ask the audience’ mode to get instant feedback Useful for peer assessment. Summative assessment.

Grades plus text– event organiser view (web app)

New mobile app (Android) – Event Organiser (Admin) view

Setting up event

Grading and feedback - app in action

The Investigation Can this technology be used to help engage in situated learning/ assessment activities? Will academics want this PGFT mobile app? How can it be better designed for use? Is it applicable across all subjects and levels? Is it most useful for summative grading, by staff only, or formative feedback, including by peers?

Outcomes so far PGFT has been used in four modules with 200+ students PGFT has been used for summative assessment, peer formative assessment and 'ask the audience’ 15 staff have shown an interest, and formed a support network Five staff have registered as event organisers, and started to set up and grade events A selection of comments: "very interactive", "good for Q&A sessions", "I have been considering tools of this nature especially for peer support and engagement" and "Interesting, would like to use it for PGCE Primary Presentations"

References Manitoba Education, Citizenship and Youth (2006) ‘Rethinking Classroom Assessment with Purpose in Mind’, Moon, J (undated) Assessing Oral Presentations, alPresentations.doc