Element: Presentation | Assessment Criteria

Element: Presentation|Assessment Criteria

These can be found below.

Task 

To research, plan, prepare and deliver online an academic presentation and participate in a follow-up discussion. 

Element: Presentation|Assessment Criteria

The Process

• You will work in small groups to prepare your presentation. You will not present in a group, but your group is there to support you as you research and plan your presentation. 

• Your group will be given a topic by the teacher. The topic relates to an aspect of social media. You need to individually narrow this topic down so that all members of your group have a different topic and no topic is too broad. 

• Look for appropriate academic source material on the topic. Identify key arguments, counter-arguments and refutations (if appropriate). Identify key findings, results or conclusions. Share these sources with your group members and use any that you think are applicable to your focus.

• Plan and prepare your presentation and visual aids. 

• Practise your presentation. Get feedback on your performance from your group members and discuss together how you can improve your presentation.

The Product

• You will deliver your presentation individually on Tuesday 7 December.  

• Your presentation will have two parts. The first part involves you delivering your presentation with slides. This should last 7 minutes. The second part involves a discussion. This part will last approximately 7 minutes.

• You will present Part 1 to two assessors. In Part 2, one of these assessors (i.e. the interlocutor) will take part in the discussion with you. The other (i.e. the observer) will observe the discussion.

• After the presentation and discussion, your assessors will evaluate your performance. The interlocutor will evaluate your general performance (GEN 1-3 of the Assessment Criteria below) and the observer will evaluate you in more detail (all of the other Assessment Criteria below). The interlocutor's evaluation is worth 10% of your final grade for this assessment. The observer's evaluation is worth 90% of your final grade for this assessment. 

• Your presentation should be academic in style and format with sources appropriately acknowledged. You can use a maximum of 5 slides. This includes the title slide and the reference list. Therefore, you can only use 3 slides for your main body. 

• You are required to use MS PowerPoint and to share your screen with the assessors. 

Feedback

You will receive provisional results and feedback on your presentation on Friday 10 December

Presentation - Assessment Criteria

	A	B	C	D                                     E
Content	(CON1) The topic has been skilfully narrowed and is considered in accomplished depth.	(CON1) The topic has been effectively narrowed and is considered in good depth.	(CON1) The topic has been sufficiently narrowed and is considered in adequate depth.	(CON1) The topic has been inadequately narrowed and is considered in limited depth.
	(CON2) Slide design is skilful.	(CON2) Slide design is effective.	(CON2) Slide design is adequate.	(CON2) Slide design is inadequate.
	(CON3) Excellent understanding of key concepts/issues is demonstrated.	(CON3) Good understanding of key concepts/issues is demonstrated.	(CON3) Satisfactory understanding of key concepts/issues is demonstrated.	(CON3) Limited understanding of key concepts/issues is demonstrated.
	(CON4) An excellent range of relevant and critical reading is demonstrated.	(CON4) A good range of relevant and critical reading is demonstrated.	(CON4) An adequate range of relevant and critical reading is demonstrated.	(CON4) A limited range of relevant and critical reading is demonstrated.
	(CON5) Demonstrates an excellent ability to summarise, synthesize and evaluate information and ideas.	(CON5) Demonstrates a good ability to summarise, synthesize and evaluate information and ideas.	(CON5) Demonstrates sufficient ability to summarise information and ideas. Synthesis and evaluation are evident but basic.	(CON5) Demonstrates limited ability to summarise information and ideas. Synthesis and evaluation are lacking or ineffective.
	(CON6) Oral citation is skilfully executed. Citation is used where needed.	(CON6) Oral citation is well executed. Citation is mostly used where needed.	(CON6) Oral citation is competent but there may be occasional lapses. Some points may be uncited/cited inaccurately.	(CON6) There is an attempt at oral citation but it may be incomplete and/or ineffective. Many points may be uncited/cited inaccurately.
Interactive Communication	(INT1) Produces extended stretches of language with ease and with very little hesitation.	(INT1) Produces extended stretches of language with little hesitation.	(INT1) Extended stretches of language are produced despite some hesitation.	(INT1) Produces responses which are extended beyond short phrases, despite some hesitation.
	(INT2) Interacts with ease, linking contributions to those of the other speaker.	(INT2) Interacts and responds appropriately, linking contributions to those of the other speaker.	(INT2) Interacts and responds appropriately.	(INT2) Has difficulty interacting and responding appropriately.
	(INT3) There are no instances of inappropriate reading.	(INT3) There may be limited instances of inappropriate reading.	(INT3) There may be instances of inappropriate reading.	(INT3) Large parts may be read.
Language	(LAN1) Word choice is skilful. Vocabulary is appropriate to the content and task.	(LAN1) Word choice is effective. Vocabulary is largely appropriate to the content and task.	(LAN1) Word choice is adequate. Vocabulary is, overall, appropriate to the content and task although they may be some examples of inappropriate word choice.	(LAN1) Word choice is limited. Word choice is often inappropriate to the content and task.
	(LAN2) Maintains control of appropriate grammatical forms. Very little strain.	(LAN2) Shows a good degree of control of simple and complex grammatical forms. Minimal strain.	(LAN2) Shows a good degree of control of simple grammatical forms and some control of complex grammatical forms. Some minor strain.	(LAN2) Shows some control of simple grammatical forms but limited control of complex grammatical forms. Causes strain.
	(LAN3) Is always intelligible. Sentence and word stress is accurately placed.	(LAN3) Is mostly intelligible. Sentence and word stress is generally accurately placed.	(LAN3) Is mostly intelligible. Sentence and word stress is generally accurately placed, but there may be lapses.	(LAN3) Is mostly intelligible despite limited control of phonological features.

	A	B	C	D	E
Overall Performance	(GEN1) No strain.	Performance shares features of A and C.	(GEN1) Some strain	Performance shares features of C and E.	(GEN1) Causes strain.
	(GEN2) Uses accurate and appropriate linguistic resources to express complex ideas and concepts, and produce extended discourse that is coherent and easy to follow.	Performance shares features of A and C.	(GEN2) Uses generally accurate and mostly appropriate linguistic resources to express ideas and concepts, and produce extended discourse that is generally coherent.	Performance shares features of C and E.	(GEN2) Sometimes organises extended discourse but generally produces utterances that lack coherence, and inaccuracies and inappropriate usage occur.
	(GEN3) Handles communication throughout with little hesitation.	Performance shares features of A and C.	(GEN3) Handles communication on most aspects of the interaction although there may be some hesitation.	Performance shares features of C and E.	(GEN3) Handles communication with some difficulty and inappropriate hesitation.