Stefanie Sinclair Department of Religious Studies The Open University

Heroes and Monsters Heroes and Monsters: extraordinary tales of learning and teaching in the Arts and Humanities Assessing oral presentations at a distance

Project aims Methodology Challenges Benefits Tips for assessment design

Project Aims Insights into ways in which digital technology can be effectively utilised in the development and assessment of students’ oral communication skills Insights into how students approach and experience the delivery of oral presentations at a distance Establishment of principles of good practice in the assessment of oral presentations at a distance

Methodology Using the example of an assessment task that forms part of A332 ‘Why is religion controversial?’ Surveys sent out to 303 students and 21 tutors, out of which 136 students (43.6%) and 17 tutors (80.6%) responded Sample assignments Post toolkit on tutor and 4 student forums Data re. student retention, submission rates etc.

Challenges Technology Performance anxiety or ‘stage fright’ Artificiality No clues re. the presenter’s body language and no immediate, direct interaction with audience Preparation and support (both staff + students)

Benefits Graduate skills + transferable skills with links to employability ‘Less nerve wrecking’ than delivering a presentation to a live audience Engagement in deep approaches to learning Feeding back into students’ essay writing skills Finding a ‘voice’ that is both academic and engages a broader audience Hearing their students’ voices (personal connection) Students can be rewarded for a broader range of skills and aptitudes Preservation (can be re-recorded/ played back)

Tips for assessment design Technology needs to be as straightforward and easy as possible Trial/ dummy assignments or unassessed practice Generic advice on presentation skills with links to relevant study skills resources Contact with experienced students (or podcast) Clearly explain why an oral presentation has been included in the assessment strategy Approach the same or a similar topic through different media (with clear rationale and clear assessment criteria)

Tips for assessment design Clear identification of the target audience and purpose Specify the required length of the presentation. 3 minutes can be sufficient List of at least three written bullet points – further visual aids? Feedback on both content and presentation skills Comments on areas of improvement need to be worded sensitively and constructively Relatively low weighting if form of assessment is new Alternative assessment options.

With special thanks to Joshua, Ellie and Naomi