Viel Glück und viel Spaß! What is Assessment by Oral Presentation? Oral presentations are often used to assess student learning from student individual and group research projects. Oral Presentation Assessment Tips for Instructors: Oral Presentation Tips and peer evaluation questions. Laura goering, carleton College, developed these tips and student evaluation template for the carleton College. Perlman Center for learning and teaching ( more info ). Assessment rubrics can be a particularly useful tool in assessing student presentations. Geoscience Examples, additional Resources, oral Presentation Assessment Examples - see how other courses have incorporated oral presentations.
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You dont have to have anything written at this point, although it wouldnt hurt to have an outline or rough sketch of the general plot/idea of your skit. by monday, april 19th, you will need to have a rough draft of your sketch. I will collect this rough draft (keeopy for yourself, so you can continue to work on it while i read it and Ill make notes on areas I think are good (creative, funny, clear) or bad (unclear or hard to follow, or simply wrong). I wont be correcting every single grammatical mistake, i will merely be pointing out things and making suggestions. Your script will certainly change during the last week, as you put the finishing touches on it, so feel free to come to me with questions ibm after this checkpoint as well. finally, the in-class presentations will take place on April 26th and 27th. As that time draws nearer, well decide which day each group will present, but some people will have to go the first day, so you should plan on having your presentation ready by then. Remember, this project should be - and almost certainly will be - fun. I can help out with the language aspects, but you will need to come up with the ideas on your own. Give yourself enough time, and be sure to practice a few times before the final presentation, and everything should go smoothly.
Also, beware of vocabulary : please check with me if you have any doubts that youre using the correct word. Falsely chosen words (e.g. Bekommen doesnt mean become!) will be counted against you, even more so than grammar mistakes. Notes: you do not have to memorize every single line of your summary sketch: you can have a small notecard or two (a total of no more than one half of one full page) of script - but you should practice your sketch and lines. We will be devoting a small amount of class time to preparation for this project, but you will have to get together with your partners outside of class for planning and practice, so make sure to get their email addresses or phone numbers. In an effort to avoid the problem of putting everything off until the last minute, id like to check on your progress over the next month. There will be two checks: by monday, april 12th, you must tell me (a) who youre working with, and also (b) a rough idea of your format or topic, with as many details as youve decided.
In this category Id also put natural speech,. Do you sound like youre reading your lines, or are you actually playing your part? Not everyone is an actor, but everyone can at least pretend to be a character for a few minutes, so do make an effort to act as well as you can. Creativity - including the basic idea, as well as details like humor and metamorphosis novelty - is a big plus. Theres nothing wrong with having a serious presentation, and in fact serious sketches can get very good grades, so dont feel that you have to be funny. Still, most students find it more enjoyable to work on adding humor, and I do encourage that if you feel like thats something you can do well. Since youre not speaking spontaneously - youll have plenty of time to go over what your lines are - grammar will be graded more heavily than in the previous oral interview. Its still natural to have some grammatical mistakes, and as long as theyre fairly minor, vertebrae they wont count much against you, but grammar is nonetheless a graded element in these presentations.
Note: you may certainly videotape or film your skit outside of class and then show this video as your presentation! In that case, since youre doing all the speaking on film, that counts as your entire presentation. You can also mix and match between pre-filmed and live skits if that works to your advantage. Grading Criteria: There are a number of criteria in grading these presentations, and if one area is exceptionally strong, it can partially make up for weaknesses in another area. The main things Im looking for are: The audience (the rest of the class) should be able to understand and enjoy your presentation. This means you need to speak clearly and relatively simply, and make sure any important details are clear. This is probably the single most important element, and if the rest of the class cant follow your presentation, your grade will suffer. Pronunciation and clarity of speaking is also important. Please check with me if youre using words that youve looked up in a dictionary - i can model the pronunciation for you so you dont practice with mistakes.
Teaching Method, Grading, and Assignments in English
youll need to limit your presentation to a small segment, not an entire show since that would be and too long and complicated. These are often the hardest presentations to create, and sometimes fall flat if the humor or plot elements arent extremely clear, so unless you have a very good idea and can implement it well, Id generally advise sticking to one of the other formats. other formats of tv shows (the nightly news, The daily Show, a telethon, behind The music, etc.) would probably work as well - feel free to discuss your ideas with me if youd like my opinion on whether an idea is feasible or not. Format: For the presentation in class, you must speak only german. This means that youll probably need to clarify a few important vocabulary words for the rest of the class: do this before your presentation, either with a small handout or by writing on the chalkboard. A primary grading criteria (see below) is that the rest of the class should be able to understand and follow and enjoy your presentation, so its to your advantage to make sure any new words are explained before the presentation.
For the same reason, be careful about the humor in your sketch. Getting the rest of the class to laugh is great, but often its hard to pick up on subtle jokes - remember that while youve been going over your skit many times, the rest of the class is hearing it for the first time and. In short, do be funny if you want to, but make sure the humor is obvious and clear. You can certainly bring in props - whether it be costumes, audiovisual materials, or whatever - but youre not required to. You should focus on whatever you need to make your presentation clear and easy to follow, as well as (hopefully!) enjoyable. If you want to play a cd/tape or show a video, please do, but keep it short: whatever external material you bring in doesnt take the place of your own speaking time.
(Thats the primary reason I dont recommend groups of five people, because the length becomes unmanageable.) Obviously, youll need to plan your topic and script accordingly. Please try to keep the speaking roughly even between members of the group: you cannot have one person say only one line, and the others talk for 10 minutes! Topic: your sketch should be modeled on a tv show, because that gives you a good framework for showing off your ideas. Some possible ideas are: a talk show, like, rosie or, conan or, letterman. Have a host who introduces a few guests (who could be celebrities or simply people with interesting stories to tell and interview them. Similarly, you could.
Jerry Springer type of show, with interactions between the guests rather than one-on-one interviews. a game show, such as, jeopardy, who wants to be a millionaire, etc. This is generally very easy to design, and has been a popular choice in the past. Make sure to plan the length accordingly! other types of entertainment/variety shows, like, fear Factor, iron Chef, martha Stewart, etc. sitcoms or dramas : for these types of shows (. Friends, south Park, er, etc.
Peer assessment - wikipedia
As you know, 5 of your final grade for German 102 comes from the second oral exam. On April 26th and 27th, we will be having these oral presentations in class. Here are some guidelines as to what youre expected. First off, this project should be fun - yes, online its a moderately significant part of your grade, but generally speaking, the more enjoyable presentations get better grades, so have fun! Youll be working in small groups (three or four people: two is okay, but five is too many and youll be presenting - in front of the class - a skit that your group has come up with. Length: The length of these presentations must be a minimum of 5 minutes of speaking per person - and they can certainly be longer. This means if your group is only two people, you can have a reasonable 10-minute sketch, but if you have four people in your group, it needs to be 20 minutes long.
Speaking to Communicate visual Aids.7 use a variety of appropriate visual aids (e.g., photographs, multimedia, diagrams, graphs, charts, costumes, props, artefacts) to support and enhance oral presentations (e.g., use a chart to clarify the order of events in about a report about a scientific breakthrough;. Reflecting on Oral Communication skills and Strategies Metacognition.1 identify what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills teacher prompts: What listening strategies help you to contribute effectively. What questions do you ask yourself to check whether you are understanding what is being said? Can you identify the most effective elements in your oral presentation? How do you know they were effective? What would you do differently next time? Reflecting on Oral Communication skills and Strategies Interconnected Skills.2 identify how their skills as viewers, representers, readers, and writers help them improve their oral communication skills teacher prompt: How does your experience of creating media texts help you understand oral texts? Add document to your blog or website.
been as effective or more so (e.g., compare two oral presentations, with a focus on the effectiveness. Did the use of these strategies make the message more convincing? Speaking to Communicate purpose.1 identify a range of purposes for speaking in a variety of situations, both straightforward and more complex, and explain how the purpose and intended audience might influence the choice of speaking strategies (e.g., to introduce a speaker; to support the. Speaking to Communicate Interactive Strategies.2 demonstrate an understanding of appropriate speaking behaviour in most situations, using a variety of speaking strategies and adapting them to suit the purpose and audience (e.g., paraphrase different points of view on an issue to clarify alternative perspectives; affirm. Speaking to Communicate Clarity and Coherence.3 communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, the subject matter, and the intended audience (e.g., combine logic with an appeal to emotion in a charity fund-raising speech; use a cause-andeffect. Speaking to Communicate Appropriate Language.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning effectively and engage the interest of their intended audience (e.g., use. Speaking to Communicate vocal skills and Strategies.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to communicate their meaning (e.g., use changes in pitch. Speaking to Communicate non-Verbal Cues.6 identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning (e.g., rehearse and use hand gestures and increased.
Comprehension Strategies.3 identify a variety of listening comprehension strategies and use them din appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex and challenging oral texts (e.g., use background knowledge about the structure of oral texts such. Listening to Understand, demonstrating Understanding.4 demonstrate an understanding of the information and ideas in increasingly complex and difficult oral texts in a variety of ways (e.g., compare views about an oral text with two other classmates and prepare a joint summary to present to. Listening to Understand, making Inferences/Interpreting Texts.5 develop and explain interpretations of oral texts using the language of the text and oral and visual cues to support their interpretations. Teacher prompt: Why might different audiences interpret the same oral text in different ways? Give examples to support your opinion. Listening to Understand, extending Understanding.6 extend understanding of oral texts, including increasingly complex or difficult texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and. Listening to Understand, analysing Texts.7 analyse a variety of complex or challenging oral texts in order to identify the strategies that have been used to inform, persuade, or entertain, and evaluate the effectiveness of those strategies (e.g., compare the tone and the ideas emphasized. Listening to Understand, point of View.8 explain what the use of irony or satire in an oral text reveals about the speaker s purpose and perspective. Teacher prompts: What cues help you to recognize the use of irony or satire in a text?
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Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; 8e2, overall Expectations. Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; 8e3. Overall Expectations. Reflect on and identify table their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations. Listening to Understand, purpose.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate to specific listening tasks (e.g., to evaluate the effectiveness of the arguments on both sides of a class debate. Listening to Understand, active listening Strategies.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups (e.g., follow the conversation and make relevant contributions in a group discussion; express interest. Listening to Understand.