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Assessing oral presentation performance

Assessing oral presentation performance PurposeThe purpose of this paper is to design a rubric instrument for assessing oral presentation performance in higher education and to test its validity with an expert group.Design/methodology/approachThis study, using mixed methods, focusses on: designing a rubric by identifying assessment instruments in previous presentation research and implementing essential design characteristics in a preliminary developed rubric; and testing the validity of the constructed instrument with an expert group of higher educational professionals (n=38).FindingsThe result of this study is a validated rubric instrument consisting of 11 presentation criteria, their related levels in performance, and a five-point scoring scale. These adopted criteria correspond to the widely accepted main criteria for presentations, in both literature and educational practice, regarding aspects as content of the presentation, structure of the presentation, interaction with the audience and presentation delivery.Practical implicationsImplications for the use of the rubric instrument in educational practice refer to the extent to which the identified criteria should be adapted to the requirements of presenting in a certain domain and whether the amount and complexity of the information in the rubric, as criteria, levels and scales, can be used in an adequate manner within formative assessment processes.Originality/valueThis instrument offers the opportunity to formatively assess students’ oral presentation performance, since rubrics explicate criteria and expectations. Furthermore, such an instrument also facilitates feedback and self-assessment processes. Finally, the rubric, resulting from this study, could be used in future quasi-experimental studies to measure students’ development in presentation performance in a pre-and post-test situation. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

Assessing oral presentation performance

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2050-7003
DOI
10.1108/JARHE-02-2016-0012
Publisher site
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Abstract

PurposeThe purpose of this paper is to design a rubric instrument for assessing oral presentation performance in higher education and to test its validity with an expert group.Design/methodology/approachThis study, using mixed methods, focusses on: designing a rubric by identifying assessment instruments in previous presentation research and implementing essential design characteristics in a preliminary developed rubric; and testing the validity of the constructed instrument with an expert group of higher educational professionals (n=38).FindingsThe result of this study is a validated rubric instrument consisting of 11 presentation criteria, their related levels in performance, and a five-point scoring scale. These adopted criteria correspond to the widely accepted main criteria for presentations, in both literature and educational practice, regarding aspects as content of the presentation, structure of the presentation, interaction with the audience and presentation delivery.Practical implicationsImplications for the use of the rubric instrument in educational practice refer to the extent to which the identified criteria should be adapted to the requirements of presenting in a certain domain and whether the amount and complexity of the information in the rubric, as criteria, levels and scales, can be used in an adequate manner within formative assessment processes.Originality/valueThis instrument offers the opportunity to formatively assess students’ oral presentation performance, since rubrics explicate criteria and expectations. Furthermore, such an instrument also facilitates feedback and self-assessment processes. Finally, the rubric, resulting from this study, could be used in future quasi-experimental studies to measure students’ development in presentation performance in a pre-and post-test situation.

Journal

Journal of Applied Research in Higher Education – Emerald Publishing

Published: Jul 3, 2017

References

  • Reciprocal peer coaching and its use as a formative assessment strategy for first-year students
  • Rethinking models of feedback for learning: the challenge of design
  • Developing communication competence using an online video reflection system: pre-service teachers’ experiences
  • Enhancing reflective learning through role-plays: the use of an effective sales presentation evaluation form in student role-plays
  • Teaching oral communication in undergraduate science: are we doing enough and doing it right?