Performance+Assessment+Oral+Presentation2

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 * Performance Assessment Oral Presentation - page 2 **

Outcome standards applied to //Environmental Biology of Fishes// are mandated by the University of Guelph Learning Objectives (See University of Guelph Undergraduate Calendar 2003-2004, http://www.uoguelph.ca/undergrad_calendar/02.shtml).
 * Academic Achievement Standards **

The learning objectives applicable to the oral presentation performance assessment are as follows (//the numbers refer to the actual learning objective as presented in the University of Guelph Learning Objectives web page//): [1] Literacy ­ the ability to read and comprehend material of the highest difficulty and to present this ability in a form showing independence of thought, and to the depth and breadth of understanding. [3] Sense of historical development ­possession of the historical perspective essential to the broad and deep understanding of the subject on fish and adaptations to the environment. [6] Aesthetic maturity ­ valuing adaptations of organisms to the natural environment. [7] Understanding of forms of inquiry ­ searching for information, knowledge and understanding, resolving an identified problem (a fish's characteristics which enable it to adapt to its environment). [8] Depth and breadth of understanding - the student should be expected to integrate knowledge and modes of interpretation and comprehension from different disciplines so as to generate a new understanding. [9] Independence of thought ­ The oral presentation provides an opportunity for self-directed learning and at the highest level; it contributes to a sense of self worth and of well-being. [10] Love of learning - enhanced by the provision of opportunity for the student's personal involvement in learning.

Through the independent study process of selecting a fish species and the associated environmental adaptation, researching, analyzing, drawing new insights, presenting the findings in an oral presentation format, students develop a sense of accomplishment, which will be with them when they leave their undergraduate studies.
 * Student outcomes **

The passage below is taken from the oral presentation section of the //Environmental Biology of Fishes//' course outline. The University of Guelph's standard outcomes have been linked with the oral presentation's objectives (using the numbering system of the University of Guelph's Learning Objectives).
 * Each student will be expected to give an oral presentation (20 minutes) following by a 10 minute discussion period, in which the candidate will be expected to answer any and all questions by their class mates, or the instructors.(1, 7, 8, 9, 10)
 * <span style="color: #0023ff; font-family: 'Times New Roman',Times,serif;">These presentations will be based upon a detailed description of a morphological, behavioural, physiological, or genetic, etc. specialization in any fish species or group of species, and how that specialization is an adaptation to a specific environmental condition.(1, 3, 6, 7, 8)
 * <span style="color: #0023ff; font-family: 'Times New Roman',Times,serif;">Students are encouraged to go beyond mere descriptions in their presentations to try and address ultimate as well as proximate questions.(8, 9, 10)
 * <span style="color: #0023ff; font-family: 'Times New Roman',Times,serif;">Grades will be based upon the depth and quality of the presentation, the background knowledge of the speaker, and the magnitude in which the topic stimulates discussion within the rest of the class.
 * <span style="color: #0023ff; font-family: 'Times New Roman',Times,serif;">Students are required to discuss potential topics with the professor. The oral presentation will constitute 10% of the student's final mark.

<span style="color: #0023ff; font-family: 'Times New Roman',Times,serif;">In past years, we have emphasized two important aspects of the oral presentation:
 * 1) <span style="color: #0023ff; font-family: 'Times New Roman',Times,serif;">To focus on the specific adaptation and
 * 2) <span style="color: #0023ff; font-family: 'Times New Roman',Times,serif;">To convey background knowledge of the subject.

<span style="color: #0023ff; font-family: 'Times New Roman',Times,serif;">Through Stiggins teachings, I realize I have not been giving our students clear achievement targets and have not provided an example of what is expected in order to achieve performance-based academic success.

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<span style="font-family: 'Times New Roman',Times,serif;">teaching-marie Wiki home
 * <span style="color: #0089ff; font-family: 'Times New Roman',Times,serif;">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. ||