The assessment of student PowerPoint presentations—attempting the impossible?

Dobson, Stephen

doi:10.1080/02602930500262403

Cited by 18 publications

(9 citation statements)

References 4 publications

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“…The table shows that half the students welcomed group work, or had very positive feelings towards it. This is despite problems of dissatisfaction that often arise from the assessment of group work (see for example Chapman et al, 2006;Dobson, 2006). In fact only 5.4 per cent of the sample said they "hated" group work and less than one in five indicated that they would prefer not to engage in group work for assignments.…”

Section: Methodsmentioning

confidence: 99%

Term‐time employment and the student experience

Greenbank

Hepworth

Mercer

2009

Education + Training

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Purpose -The purpose of this paper is to examine the extent to which term-time employment influences two specific aspects of the student experience in higher education: working collaboratively and preparing for entry into the graduate labour market. The paper also aims to consider the extent to which the students are able to appreciate the inter-relationships that exist between activities such as these. Design/methodology/approach -The study is based on three research projects: an ongoing piece of action research into the factors influencing student engagement in collaborative activities for examination preparation; a related study into attitudes to group work; and a study into how students make career decisions. Findings -In all of these studies term-time working was identified as a factor influencing student engagement in collaborative/group activities and career planning and preparation. However, the research found that term-time is often "blamed" by the students for their failure to engage in these activities when other factors are more influential. Practical implications -This research argues that students should try and obtain term-time jobs that benefit both their academic studies and their prospects in the graduate labour market. The students need to appreciate the inter-relationships that exist between the different activities they are engage in. They should be supported in this by both higher education institutions and employers. The government ought to monitor the situation, and if necessary, introduce legislation to protect students from the negative effects of term-time employment. Originality/value -This research suggests that the negative effects of term-time employment may be exaggerated by students looking for an excuse for not engaging in particular activities.

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Section: Methodsmentioning

confidence: 99%

Term‐time employment and the student experience

Greenbank

Hepworth

Mercer

2009

Education + Training

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“…Usher (2002) describes a range of transferable skills including collaboration, leadership, taking initiative, problem-solving and creativity. However, one skill not identified by Usher is the ability to present oneself in front of an audience (Dobson, 2006). An assessed presentation in situ provides an opportunity to present information to an audience away from the comfort zone of the classroom.…”

Section: Introductionmentioning

confidence: 98%

“…Dobson has written about his experiences of assessing students using Microsoft PowerPoint presentations and regards them as providing an opportunity for learning through feedback and learning from peers (Dobson, 2006). However, undergraduate student-led seminars tend to follow a familiar but repetitive pattern of delivery using PowerPoint software, student discussion and summary handouts.…”

Section: Introductionmentioning

confidence: 98%

Student-led Presentationsin situ: The Challenges to Presenting on the Edge of a Volcano

Marvell

2008

Journal of Geography in Higher Education

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Student-led seminars are commonplace within higher education but few are allowed the opportunity of being delivered in situ. Presentations in situ widen the experience of students and develop a range of transferable skills, encouraging a greater sense of place and facilitating reflective learning. This case study describes the experiences of a group of undergraduate tourism management students who embark on a field course to southern Italy and take responsibility for leading the delivery of tutor-assessed student presentations at a variety of selected sites, including the Mount Vesuvius National Park. Students reflect on their own experiences through written comments in an assessed field course notebook that reveals the positive aspects and challenges to presenting in situ.

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“…Oral presentations can be assessed by oneself, peers and by trained professionals. Those three types of assessment have been studied in comparison to each other in different demographic areas, different languages and academic groups [12,13]. Assessment of oral presentations by professionals in the university system should be studied to see if more accurate and transparent grades are given to the students.…”

Section: Introductionmentioning

confidence: 99%

Reliability of Assessing Oral Presentations by the University Professionals

Kasthuriratna¹,

Rathnayaka²,

Kodithuwakkuge³

et al. 2021

IRISS

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The fairness and precision of evaluation of Oral Presentations of students by university professionals have become a debatable subject. The effectiveness of the evaluation of PowerPoint presentations was seriously questioned by the students due to its unreliability of scoring procedure. Therefore, it's important to establish a planned evaluation system for oral presentation based on PowerPoint, to guarantee the fairness for every student. To minimize the potential biases, most of the universities presently adopt Objective Structured Evaluation systems to enhance the transparency and the reliability of the assessments. In view of that, the present study analysed the biasness of assessing the oral presentations of a student cohort of a university. For this study, mean score of each student received from each examiner was taken. Single-factor ANOVA tests were conducted to analyse variances to compare three examiner groups; professors, senior lecturers and probationary lecturers. Tukey simultaneous test was conducted to identify mean differences in each comparison. Strong evidence of differences among the three examiner groups was present. Within the most senior level of professionals, a greater degree of variance was also identified. In addition, there is a variance within the senior lecturer group while the probationary lecturer group did not reflect any significant variance. In conclusion, our findings demonstrated statistically significant differences in the marks awarded for the PowerPoint presentations of undergraduates as influenced by examiners' experience and seniority both in between examiners and within the same level of examiners.

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The assessment of student PowerPoint presentations—attempting the impossible?

Cited by 18 publications

References 4 publications

Term‐time employment and the student experience

Term‐time employment and the student experience

Student-led Presentationsin situ: The Challenges to Presenting on the Edge of a Volcano

Reliability of Assessing Oral Presentations by the University Professionals

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