An example of this approach, plus: pros and cons; requirements; resistance to academic misconduct and suggestions for making this approach more robust. Example These may be individual or group presentations/performances. Including questions to individuals strengthens the value substantially. Pros Authentic: presentational (oral, visual, physical) skills are useful in future employment; Peer-assessment can make presentations/performances a better learning experience for all; Showing and quizzing multiple students together builds community and understanding Asking spontaneous questions from the assessor and/or the audience helps reduce misconduct Cons Assessing presentations is quite time-consuming; May be hard to strike a balance between mastery of content, and skills of presentation; ‘Raising the bar’: expected standards can become higher over a series of presentations/performances as assessors expect more and more; In presentations, ‘impression’ marks can be associated with the quality of presentation slides or resource materials used in the presentations; Reliability – scores from different assessors may vary substantially. Time requirement for student preparation, and for assessment – though per student, probably not longer than marking an essay. Requirements Time for assessors – but also for students Assessment criteria must be made clear in advance of the task being started Large file sizes where performance submitted in advance Resistance to academic misconduct High if performance in question-answering is a major part of the mark. (Questions need to be probing). Making it more robust Ask questions and score for answers. This article was published on 2024-02-26
