Performance+Assessment+Oral+Presentation4

Continued from page 3
 * Performance Assessment Task: Oral Presentation** - page 4

In order to deliver a skillfully performed oral presentation, students must first meet two necessary conditions: The performance assessment (refer to submitted EDU6140 paper by marie Thérèse Rush) provides a form of evidence of student proficiency.
 * Evidence of learning **
 * 1) Mastering prerequisite knowledge and understanding components for the course //Environmental Biology of Fishes//, and
 * 2) Developing the reasoning proficiency to analyze and discover new insights to adaptations enabling fish to live in aquatic environments.

The key to successful performance is articulated in the oral presentation rubric (refer to submitted EDU6140 paper by marie Thérèse Rush).
 * Performance Criteria **

Levels of success are denoted in the column sections: Exceptional; Admirable; Acceptable and Amateur. These help students to focus on requirement targets for their presentations. ....for more information, refer to submitted EDU6140 paper by marie Thérèse Rush.

Accurate assessment allows students to process and improve on areas where they are weak, and empowers them with knowledge to improve.
 * Reflections **

This performance assessment (oral presentation) satisfies five specific quality standards: (1) clear targets; (2) focused purpose; (3) proper method; (4) sound sampling; and (5) accurate and free from bias and distortion (Stiggins 2001).

Refer to submitted EDU6140 paper by marie Thérèse Rush for a further discussion on these quality standards.

The oral presentation is a very effective performance assessment tool and most students enjoy the opportunity for self-study and derive a sense of satisfaction with the performance skills they master.

I would like to conclude with an inspiring quote from Stiggins, 2001:
 * //"Not only can well-prepared teachers visualize and explain the meaning of success, they can also impart that meaning to others so as to help them become outstanding performers. In short, they don't just criticize, they inspire improvement"// pp.196-197.

Rush, m.T. (2003). EDU6140 Assessing Student Learning. Component of Masters of Education - Curriculum and Instruction. Accepted by College of St. Scholastica, Duluth, Minnesota.
 * References **

Rush, m.T. (2003). Rubric2 [Oral Presentations Rubric]. Component of Masters of Education - Curriculum and Instruction. Accepted by College of St. Scholastica, Duluth, Minnesota.

Stiggins, R. J. (2001). Student-involved classroom assessment, (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

University of Guelph. (2003). University of Guelph Undergraduate Calendar 2003-2004. Learning Objectives. Retrieved March 1, 2003, from http://www.uoguelph.ca/undergrad_calendar/02.shtml



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 * This material was taken from a paper written by marie Thérèse Rush as an assignment component for the course: EDU6140 Assessing Student Learning, March 16, 2003. Masters of Education - Curriculum and Instruction, College of St. Scholastica, Minnesota. ||