Transcript Presentations: an easier form of assessment?

Presentations
An easier form of
Assessment?
Paddy woodman
The University of Reading
Background: introduction of presentations

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
Systematic introduction
in 2001
Transferable skills
Diversification of
assessment
Mechanics of assessing presentations

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Handouts
Marking guidance
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

50% of marks for delivery
50% for content
Feedback Form
Marks awarded for presentations
seem to stand out from other
coursework and examination marks
The data

CertHE programmes in:
History
 History of Art and Architecture
 Archaeology
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Cohorts spanning 3 years
Compare:



written work
examinations
oral presentations
Snap shot of the data
students
Wr 1
Wr 2
Pres 1
1
64
63
2
72
62
3
43
56
4
72
65
5
61
62
6
65
62
7
85
66
8
75
65
9
63
67
10
75
62
11
65
58
12
52
65
13
85
61
14
62
60
15
40
63
Pres 2
Exams 1
Exams 1
Snap shot of the data
students
Wr 1
Wr 2
Pres 1
Pres 2
Exams 1
Exams 1
1
64
63
67.33
60.00
2
72
62
71.00
73.67
3
43
56
63.67
64.67
4
72
65
70.67
71.33
5
61
62
69.67
59.00
6
65
62
64.33
56.00
7
85
66
72.00
68.00
8
75
65
68.33
75.00
9
63
67
71.00
64.00
10
75
62
65.67
56.00
11
65
58
65.33
53.33
12
52
65
68.33
62.33
13
85
61
65.67
57.33
14
62
60
68.00
51.33
15
40
63
67.00
62.67
Snap shot of the data
students
Wr 1
Wr 2
Pres 1
Pres 2
Exams 1
Exams 1
1
64
63
72
57
67.33
60.00
2
72
62
75
66
71.00
73.67
3
43
56
60
75
63.67
64.67
4
72
65
75
90
70.67
71.33
5
61
62
72
80
69.67
59.00
6
65
62
75
75
64.33
56.00
7
85
66
75
85
72.00
68.00
8
75
65
72
68
68.33
75.00
9
63
67
72
80
71.00
64.00
10
75
62
69
80
65.67
56.00
11
65
58
68
57
65.33
53.33
12
52
65
75
72
68.33
62.33
13
85
61
72
61
65.67
57.33
14
62
60
80
62
68.00
51.33
15
40
63
75
53
67.00
62.67
Visual representation
100
marks in %
90
Wr 1
Wr 2
Pres 1
80
70
Pres 2
Exams 1
Exams 1
60
50
40
0 1 2 3 4 5 6 7 8 9 10111213 1415
students
Another example
Good students
100
90
Wr 1
Wr 2
Pres 1
Pres 2
Exams 1
Exams 2
80
70
60
50
40
30 0 1 2 3 4 5 6 7 8 9 10 11 12 13
20
Less good students
Analysis of mark distribution
35
number of students
72% awarded
65% or more
Wr 1
30
Wr 2
25
Wr 3
pres
20
Compared to an
average of 47%
Exams 1
Exams 2
15
And 40%
10
5
0
30
35
40
45
50
55
60
65
70
marks in %
75
80
85
90
95 100
Analysis of mark distribution
100
Wr 1
90
cumulative % of students
80
Wr 3
Pres
70
Exams 1
60
50
40
30
Less than 30%
were awarded
more than
70%
Wr 2
Almost 50% were
awarded more
than 70%
Exams 2
30% were
awarded less
than 55%
Only 10% were
awarded less than
55%
20
10
0
30
35
40
45
50
55
60
65
70
marks in %
75
80
85
90
95 100
Are the differences significance?
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Difference between exams and written
assignments is NOT significant
Difference between presentation marks and
exams IS significant (at 0.001)
Difference between presentation marks and
written assignments IS significant (at between
0.001 and 0.01)
Therefore the difference IS significant and is NOT
a product of chance
Students’ previous experience
Hypothesis
It is easier for students without
experience of HE to do well (or very
well) if assessment is in the form of
an oral presentation
Breakdown of students by HPQ
35%
previous experience of HE
54%
No previous experience of HE
11%
Professional qualifications, i.e. have
had some training since leaving
compulsory education
Affect of including presentation marks
Vast majority increased their overall mark
73%
previous experience of HE
80%
No previous experience of HE
89%
Professional qualifications
Comparison of overall marks: with and
without presentation mark
50
Same number of
students gain
marks > 65%
HE exp
40
HE exp (w ith pres)
30
20
10
0
30
35
40
45
50
55
60
65
70
75
50
80
85
90
10% more gain
marks > 65%
95 100
50
no HE exp
40
no HE exp (w ith pres)
prof quals
40
prof quals (w ith pres)
30
30
20
20
10
10
0
0
30
35
40
45
50
55
60
65
70
75
80
85
90
95 100
30
35
40
45
50
55
60
65
70
75
80
85
90
95 100
Analysis of the difference by HPQ
50
45
% of students
40
HE exp
76% of
students marks
vary by 1 or less
60% of
students marks
vary by 1 or
more
35
30
prof quals
non HE exp
88% of
students marks
vary by 1 or
more
25
20
15
10
5
0
0
0.5
1
1.5
Difference
2
2.5
3
An easier form of assessment?
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Yes, but why?
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Is it a more accessible form of
assessment?
Are the topics we set for written work
actually more challenging?
Are our marking criteria appropriate?
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Moderation?
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