Keuzetool Toetsen

In an online presentation, a student gives a presentation or pitch on a certain subject, either individually or as a group, using video conferencing software. The student may also use presentation tools, drawings, plans or models during the presentation. The presentation can be given live or can be pre-recorded, and there may be time during or after the presentation for questions. Presentations are suitable for assessing the following levels of cognitive learning: remembering, understanding, applying, analysing, evaluating and creating.

Students need different skills to give an online presentation. As well as the ability to use video conferencing software, the presentation may also need to be adapted to the online setting. A physical poster presentation really is …

Students need different skills to give an online presentation. As well as the ability to use video conferencing software, the presentation may also need to be adapted to the online setting. A physical poster presentation really is a different activity when done online.

Advantages

*Can be done live or can be pre-recorded. *Location-independent. *Can simulate a real-life professional setting.

Disadvantages

*Limited reliability if there is just one examiner. *Risk of technical problems. *More difficult to assess non-verbal presentation skills.

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Preparation

Assessment form If a presentation is to be given online, you may need to make some changes to the assessment form as not every criterion can be assessed online. For example, it is difficult to judge whether the student …

Preparation

Assessment form If a presentation is to be given online, you may need to make some changes to the assessment form as not every criterion can be assessed online. For example, it is difficult to judge whether the student manages to hold the audience’s attention.

Anticipate technical problems Organising online presentations differs somewhat from organising presentations face-to-face. As well as the ’normal’ information (about planning, procedure, equipment, expectations, assessment method), you also need to communicate the ground rules for working on the online platform. For example, rules about sharing the screen, turning the camera/microphone on and off, the procedure for asking questions, and what to do in the case of any technical problems. Many students are happy to know that they can redo a presentation if there is a technical problem. You can also encourage students to practice with each other beforehand. Some institutions allow students to loan equipment or provide a physical location for the presentation. In any case, make sure to communicate any instructions/ground rules clearly and in plenty of time.

Recording The reliability of the assessment can be improved by recording the presentation, as it can then be reviewed if there are any questions about the assessment. Make sure to inform the student beforehand if a recording is to be made. Note too that the processing, storage and deletion of recordings must take place in accordance with legal requirements. Find out what the rules are for this at your educational institution.

Multiple examiners The reliability of the assessment can also be improved by using more than one examiner to assess an online presentation. In the case of formative assessment, other students can also take on this role. Examiners can also review the recording after the presentation.

During

Just before the presentation

*Make sure that all equipment is charged.
*Make sure that the assessment can take place in a quiet location where you will not be disturbed.
*Test the equipment before the presentation, and use a headset where necessary. *Make sure that you have the required documents to hand (rubric, assessment form, etc.), either printed out or on a second screen.
*Log into the video conference a few minutes before the presentation.

Start

*Reassure the student.
*Check that the rules are clear, and repeat them if necessary. *Tell the student when they can expect the grade and/or feedback.
*If necessary, explain that the presentation will be recorded.

Recording

*Deal with any technical problems.

End

*If you are working with other examiners and would like to provide direct feedback, you could ask the student to leave the online session for a moment or put them in a breakout room. You can then invite the student to return to the session once you have discussed the observations with the others.

Afterwards

Provide the student with feedback immediately after the presentation and before giving a grade, as this is when the student is most receptive to the feedback. You may decide to allow the student access to the recording afterwards.

Points to note

*Students often find it stressful to give a presentation, and being clear about what they can expect can help. Make sure therefore to inform the students in full and in plenty of time about what is required, the procedures, the examiners taking part and the assessment method, and set out the ground rules for use of the online platform. This is particularly important for students with a learning difficulty such as autism. You could also ask the students what you can do to make giving the presentation easier for them.

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*Give students the opportunity to practice an online presentation by planning an online session in which students can practice with each other. Make sure that they have a copy of the assessment form and let them give each other feedback based on the form. The students learn a lot about their own performance through peer feedback, improve their capacity for self-reflection and inspire each other. See this brochure by Inholland (in Dutch) for more information on organising peer feedback. *Provide the student with feedback immediately after the presentation and before giving a grade, as this is when the student is most receptive to the feedback. *Feedback can also be provided as subtitling in the recorded video, so that the student can see exactly what the feedback refers to. *Students can record their presentation/pitch beforehand, which can be especially useful for students with fear of failure. Giving a presentation online gives students the opportunity to display their creativity in different ways. The disadvantage, however, is that they cannot interact with the audience and the lecturer when recording the video. Time should therefore be planned for an online questions and answers session and for providing feedback after viewing the presentation. There is also a danger that other skills (e.g. video editing) may subconsciously play a role in the assessment of the presentation. *An online presentation on completion of a thesis or a work placement may seem impersonal to a student and may not reflect the effort made. In such cases, a face-to-face presentation is clearly preferable. See whether it is possible to encourage a feedback culture, for example by giving some of the assessment a formative rather than a summative function. You can read more about this in the book Toetsrevolutie (in Dutch).