1. Video as a Tool for Self- Assessment of Undergraduate Oral Presentations David J McGarvey and Paul C Yates Lennard-Jones Laboratories, School of Chemistry & Physics

2. RATIONALE Keele’s Learning and Teaching Strategy (May 2000) places great emphasis (Section 3.6, key objectives in learning and teaching) on the development of key transferable skills in undergraduate teaching. Specifically (Section 3.4), the strategy expresses within the educational aims…’a capacity for self-reflection, self- assessment and self criticism’ and ’…the ability to communicate effectively, both orally and in writing’. This project is intended to enhance the development of skills in oral presentation, through the use of video as a vehicle for self-assessment.

3. INTRODUCTION Undergraduate oral presentations are an important feature of the Principal courses in Chemistry and Biological & Medicinal Chemistry at Keele. All undergraduates are requested to give one oral presentation per year at levels I, II & III. Detailed written guidelines are provided and, at level I, an introductory presentation by an academic member of staff is given as part of a study skills programme. The assessment of the oral presentation at levels I and II contributes 5% of the mark for the laboratory component of the module in which the presentation is given. In addition, there is an element of peer assessment of the presentations at levels I & II. Both staff and students use an assessment pro-forma with a breakdown of assessment criteria.

4. INTRODUCTION Cont’d Oral presentation sessions at levels I & II are preceded by an introductory session and concluded by a general feedback session hosted by the Academic Staff member in charge (usually the Module Leader). Detailed individual feedback is provided on the oral presentation assessment form at levels I & II, a copy of which is stored with the student’s record. As part of the School’s continual development of such activities, facilities are now available for undergraduates to deliver PowerPoint ® presentations, and a growing number of students now take advantage of this.

5. INTRODUCTION Cont’d In summary, the key features of the management of undergraduate oral presentations in Chemistry are: Structured peer assessment Group and individual feedback This project aims to further develop students’ aptitudes for delivering effective oral presentations through the use of video as a vehicle for self-assessment and reflection.

6. AIMS To encourage students to be self-critical through self- assessment of their oral presentations on video. To improve the quality of feedback provided to students. OBJECTIVE To improve student performance in delivering effective oral presentations. IMPLEMENTATION The project was implemented during 2001-2002. 1 st and 2 nd year students were asked to carry out a self- assessment after viewing the video. The use of video was evaluated through an evaluation questionnaire.

7. ItemCost / £ Video camera300 Tripod50 Camera tapes50 Blank VHS tapes50 Technical Support165 Total615 COSTINGS

8. SELF-ASSESSMENT AND EVALUATION Self-assessment was done on an individual basis. The possibility of doing this as a group exercise is being explored. Eight students participated in the evaluation exercise. Evaluation was based on an indication of the extent of agreement/disagreement (1-5) with positive statements about the use of video. Analysis of the evaluation forms indicates a spectrum of opinion with regard to the effectiveness of the exercise (see conclusions)

9. CONCLUSIONS The evaluation feedback indicates that some students found the video tool very useful and these students were able to identify specific aspects of their presentation that could be improved. Practical considerations such as the choice of room (background noise), lighting and camera angle etc. are important for the exercise to be beneficial to students. Time demands are modest, but careful organisation is required. The equipment costs are modest and could be shared between Departments or within a Faculty. On balance, video as a tool for self-assessment of undergraduate oral presentations is beneficial to students.

10. ACKNOWLEDGEMENTS This Innovation Project is part funded by the Higher Education Funding Council for England & Wales (HEFCE) via the Learning and Teaching Committee of Keele University. The authors thank Dave Olivant and Sue Love for technical assistance, and also 1 st and 2 nd year Chemistry/BMC undergraduates for their participation and valuable feedback.