Performance+Assessment+Oral+Presentation3

Continued from page 2
 * Performance Assessment Oral Presentation - page 3 **

The purpose of the oral presentation remains twofold:
 * Achievement targets **
 * To provide students an opportunity to perform in front of an audience the skills they develop while researching, analysing, drawing conclusions and preparing for their oral presentations.
 * To assess students' proficiency in Environmental Biology of Fishes by evaluating their skilful delivery of combining knowledge and reasoning outcomes and drawing new insights to the adaptations enabling fishes to survive in the aquatic environment.

**Performance tasks to be evaluated and learning objectives assessed*** *//The numbers correspond to the University of Guelph's Learning Objectives, available in the 2003-2004 Undergraduate Calendar.//
 * Delivery of a 20 minute oral presentation. ( 1, 7, 8, 9, 10 )
 * Responding to questions from fellow colleagues and instructors following the presentation (10 minutes). (7, 8, 9, 10)
 * Presentation based on a detailed description of a morphological, behavioural, physiological, or genetic 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)
 * Presentation researched beyond mere descriptions, attempting to address ultimate as well as proximate questions.(8, 9, 10)
 * Presentation based upon the depth and quality of the presentation, and the background knowledge of the speaker. (1, 3, 6, 7, 8, 9, 10)

Students require clear targets and a final goal in which to strive for.
 * <span style="color: #004eff; font-family: 'Times New Roman',Times,serif;">If I can provide a vision of what a good oral presentation consists of, I will enable our students to focus on achieving their goals of delivering exceptional oral presentations.
 * <span style="color: #004eff; font-family: 'Times New Roman',Times,serif;">For this reason, a rubric (refer to paper submitted to EDU6140 by marie Thérèse Rush) was designed to display components of an exceptional presentation on one end and an amateur presentation at the other end.
 * <span style="color: #004eff; font-family: 'Times New Roman',Times,serif;">This arrangement has hopefully facilitated targets for students to achieve.
 * <span style="color: #004eff; font-family: 'Times New Roman',Times,serif;">The oral presentation rubric was made available to students prior to their presentation assignment (via the ZOO*4330 WebCT site) and comments were welcomed.

<span style="color: #004eff; font-family: 'Times New Roman',Times,serif;">Students participate in the assessment process, both in the evaluation of their colleagues' presentations, and in a self-evaluation following their presentation. <span style="color: #004eff; font-family: 'Times New Roman',Times,serif;">Observation of student comments and evaluations over the years has confirmed my belief that students are valuable assessors and they endeavor to constructively critique their fellow colleagues. <span style="color: #004eff; font-family: 'Times New Roman',Times,serif;">The self-evaluation component is a new development (sparked by my readings of Stiggins 2001) and I will be eager to assess its contribution (or lack thereof) at the end of the semester.

<span style="color: #004eff; font-family: 'Times New Roman',Times,serif;">continued on page 4

teaching-marie Wiki home
 * <span style="color: #007eff; 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. ||