1. PRESENTATIONS The whys and hows of including student presentations in a portfolio of learning, teaching and assessment techniques

2. PRESENTATIONS – the ‘whys’  Student Learning  Life/Transferable Skills  Teaching and Learning Styles  Demonstrating skills, knowledge and understanding

3. Academic Rigor  Defining the task  Clarity of objectives  Student support and guidance  Assessment criteria  Marking procedures  Review and feedback

4. PRESENTATIONS – the ‘hows’  Systems and purpose  Planning ahead  Support and guidance  Formal Assessment  Joint marking  External examiners  Student feedback

5. PRESENTATIONS – the ‘whys’  Student Learning  Life/Transferable Skills  Teaching and Learning Styles  Demonstrating skills, knowledge and understanding

6. Student Learning  Preparation - research skills, ICT capability, selection of materials and evidence, building a credible case, time management and planning, audience engagement  Delivery - presentation of self, pace, structure and organisation, supporting materials  Feedback and Evaluation – self assessment, question and answer, peer feedback, tutor assessment and feedback

7. Life/transferable Skills  Self-presentation, reflection and evaluation  Organisation and time management  Handling ICT and other media  Communication skills  Audience engagement  Managing feedback

8. Teaching and Learning Styles  Understanding and using a range of T/L styles  Building on strengths – developing areas of weakness  Confidence and competence

9. Demonstrating skills, knowledge and understanding  Presentations as an assessment vehicle – part of a package  Formative assessment  Providing students with opportunities  Differentiation – meeting student needs

10. Academic Rigor  Defining the task  Clarity of objectives  Student support and guidance  Assessment criteria  Marking procedures  Review and feedback

11. PRESENTATIONS – the ‘hows’  Systems and purpose  Planning ahead  Support and guidance  Formal Assessment  Joint marking  External examiners  Student feedback

12. Systems and purpose  Decide on the purposes which the introduction of presentations will serve  Work ‘smart’ - make sure this isn’t an ‘add on extra’  Work out what format can feasibly be managed by the dept, including its support systems  Ensure that all those involved in the management, teaching and assessment are appraised of the purposes and systems to be used

13. Planning ahead  Decide when and for whom presentations will be used – pilot is useful  Ensure that teaching staff are involved in the planning processes and understand the reasons for its introduction  Work out the logistics –including ICT support  Ensure that sufficient time is allowed for the whole process – including review and evaluation

14. Support and guidance  Students and staff need clear, supportive materials  Time in teaching sessions needs to be devoted to preparing for presentations  Be prepared for nerves and lack of confidence  Revisit purpose, format and criteria several times  Remember the whole process, as well as the final presentation, is important

15. Formal Assessment  Consider the implications of including presentation in formal assessment  Ensure that sufficient and appropriate preparation has been done to ensure formal assessment runs smoothly  Consider ‘weighting’ in the course assessment portfolio

16. Joint marking  Plan this well in advance – and meet to discuss before hand  Plan time for grading discussion and agreement  Provide criteria and marking schedule well in advance  Provide ‘training’ – video footage, peer observation can be useful sites

17. External examiners  Ensure that purpose and systems are crystal clear  Provide all supportive materials with the assessed work  Use video as a means of evidence  Analyse external examiner feedback carefully

18. Student feedback  Gather student feedback on all aspects of the processes  Ensure that students are appraised of the purpose of video in relation to self- assessment  Build time in for peer feedback on performance

19. Getting started  Clarity of purpose –why do it?  Pin pointing drawbacks – and how to address them  Identifying like minds  Getting support – don’t reinvent the wheel!  Try it out – small group pilot, dept. seminars  Rework, redraft, refine