Video as a Tool for SelfAssessment of Undergraduate Oral Presentations

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Video as a Tool for Self-Assessment of
Undergraduate Oral Presentations
David J McGarvey and Paul C Yates Lennard-Jones
Laboratories, School of Chemistry Physics
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RATIONALE Keeles Learning and Teaching Strategy
(May 2000) places great emphasis (Section 3.6,
key objectives in learning and teaching) on the
development of key transferable skills in
undergraduate teaching. Specifically (Section
3.4), the strategy expresses within the
educational aimsa capacity for self-reflection,
self-assessment and self criticism and the
ability to communicate effectively, both orally
and in writing.   This project is intended to
enhance the development of skills in oral
presentation, through the use of video as a
vehicle for self-assessment.
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INTRODUCTION Undergraduate oral presentations are
an important feature of the Principal courses in
Chemistry and Biological Medicinal Chemistry at
Keele. All undergraduates are requested to give
one oral presentation per year at levels I, II
III. Detailed written guidelines are provided
and, at level I, an introductory presentation by
an academic member of staff is given as part of a
study skills programme. The assessment of the
oral presentation at levels I and II contributes
5 of the mark for the laboratory component of
the module in which the presentation is given.
In addition, there is an element of peer
assessment of the presentations at levels I II.
Both staff and students use an assessment
pro-forma with a breakdown of assessment
criteria.
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INTRODUCTION Contd Oral presentation sessions at
levels I II are preceded by an introductory
session and concluded by a general feedback
session hosted by the Academic Staff member in
charge (usually the Module Leader). Detailed
individual feedback is provided on the oral
presentation assessment form at levels I II, a
copy of which is stored with the students
record. As part of the Schools continual
development of such activities, facilities are
now available for undergraduates to deliver
PowerPoint presentations, and a growing number
of students now take advantage of this.    
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• INTRODUCTION Contd
• In summary, the key features of the management of
  undergraduate oral presentations in Chemistry
  are
• Structured peer assessment
• Group and individual feedback
•  
• This project aims to further develop students
  aptitudes for delivering effective oral
  presentations through the use of video as a
  vehicle for self-assessment and reflection.
•  

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• AIMS
• To encourage students to be self-critical through
  self-assessment of their oral presentations on
  video.
• To improve the quality of feedback provided to
  students.

• OBJECTIVE
• To improve student performance in delivering
  effective oral presentations.

• IMPLEMENTATION
• The project was implemented during 2001-2002.
• 1st and 2nd year students were asked to carry out
  a self-assessment after viewing the video.
• The use of video was evaluated through an
  evaluation questionnaire.

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COSTINGS
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• SELF-ASSESSMENT AND EVALUATION
• Self-assessment was done on an individual basis.
  The possibility of doing this as a group exercise
  is being explored.
• Eight students participated in the evaluation
  exercise.
• Evaluation was based on an indication of the
  extent of agreement/disagreement (1-5) with
  positive statements about the use of video.
• Analysis of the evaluation forms indicates a
  spectrum of opinion with regard to the
  effectiveness of the exercise (see conclusions)

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• CONCLUSIONS
• The evaluation feedback indicates that some
  students found the video tool very useful and
  these students were able to identify specific
  aspects of their presentation that could be
  improved.
• Practical considerations such as the choice of
  room (background noise), lighting and camera
  angle etc. are important for the exercise to be
  beneficial to students.
• Time demands are modest, but careful organisation
  is required.
• The equipment costs are modest and could be
  shared between Departments or within a Faculty.
• On balance, video as a tool for self-assessment
  of undergraduate oral presentations is beneficial
  to students.

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ACKNOWLEDGEMENTS This Innovation Project is part
funded by the Higher Education Funding Council
for England Wales (HEFCE) via the Learning and
Teaching Committee of Keele University. The
authors thank Dave Olivant and Sue Love for
technical assistance, and also 1st and 2nd year
Chemistry/BMC undergraduates for their
participation and valuable feedback.