Join Kevin Kelly for an in-depth discussion in this video Assessing student presentations, part of Teaching with Technology.
- Many teachers believe student presentations or performances help students demonstrate knowledge or skills, but don't always have enough class time for each student or team to present. Here's where technology can help. Virtual versions of student presentations make it possible for student self-assessment, peer review and instructor grading all in the same space. You'll still create a rubric or a set of guidelines to assess the work, but it can help move the process online. Depending on your goals or discipline you can ask your students to record their presentations using different media formats such as audio files, videos, screencasts, or online presentations with audio comments.
Audio files are an effective medium for assessing skills in disciplines like language or music. To collect them all in one space you can ask students to share the audio files in Google Drive, SoundCloud or Box. If you want them to own their files, they can share links to the files through a blog or forum. Video is an effective medium for assessing types of performance such as artistic performances, lab activities, or oral communication skills. In higher education that list might also include things like nursing or physical therapy procedures, and student teaching experiences.
A theater instructor I know asks her students to record video of themselves delivering a monolog. They submit the link, get feedback, and make adjustments, and record themselves again. To collect them all in one place you can ask students to share the videos in a private YouTube channel for your class, or have them share the links in a blog or forum. I've also seen live video streaming used for assessment at a specific time, you can do this with video chat tools like Skype, or virtual meeting rooms like Adobe Connect or GoToMeeting. If students do not have access to a device that captures video such as a camera, laptop, tablet or Smartphone, then you can investigate checking out a camera for them to use during or after class.
Screencasts are a great way for students to demonstrate traditional presentations, use of specific software, or simulations. A language instructor I know asks her students to record themselves giving a business presentation in German, they all post the links to the recordings online in the learning management system, they also provide feedback to a couple other students. Along with other benefits she likes having time to review each recording more than once. Online presentations are similar to screencasts, they do roughly the same thing, but have a different creation process.
Instead of recording whatever happens on the screen students have more time to put the presentation together. They work well when students are describing information presented via images or slides. While most people jump straight to PowerPoint, it's also possible to have students use images taken during field work or internships. I myself, have asked students to submit online presentations via VoiceThread. The tool works for individual projects, but is well suited for team presentations, because each student can work on their own portion when they have time.
VoiceThread makes it easy for peers to give feedback via text or voice comments. As you can see, you can move student presentations out of the classroom for a number of reasons. You don't have time during class meetings, you want to facilitate peer review, you want to be able to review the presentation more than once as you assess each student's work, or you want students to get experience with virtual presentation skills they'll need in today's workforce. Before reviewing the next movie take a minute to answer the following questions for yourself.
What medium is best for your students' presentation, audio, video, screencast, online presentation, and who will need access to provide feedback on the student presentations?
Author Kevin Kelly explains how learning outcomes can be adapted to support technology in the classroom, and guides educators through selecting the appropriate technology for their activity, module, or class. Then he shows how to apply technology in three key areas: finding, creating, and sharing content with students; facilitating classroom activities; and assessing learning inside the classroom or online.
- Including technology in your learning outcomes
- Applying Universal Design for Learning (UDL) principles
- Finding and creating content and instructional materials
- Enhancing lectures and presentations with technology
- Getting students involved
- Facilitating in-class activities
- Assessing learning
- Teaching effectively online