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When it comes to learning, many students indicate better performance with oral presentations. However, there must be certain criteria that will help evaluate the oral presentation of the individual and see how well they understood the assignment and provided the material. In this sense, when it comes to a sample set of directions on how learners can complete an assessment using oral presentation, it will include the confidence of the presenter and the quality and credibility of their material (Ford et al., 2017). It will additionally involve the clarity and style of language and the overall organization of the information within the presentation. Each of these criteria will indicate one point for the assignment.
As for measuring learning, there should additionally be ways to assess and measure learning:
The first way to measure the learning outcomes is through peer feedback. This way, other individuals in the class will be able to assess the presentation of their fellow students. In this way, the scoring is not based on the decision of one educator but on the objective reasoning of the students who might grade others on a scale of 1 to 10 or 1 to 100.
Another way to assess the learning is through self-assessment of the student. On a scale of 1 to 10, the learners will be able to grade themselves, which in turn will help the educator understand the objective picture of the students preparedness and confidence in the presentation.
Lastly, another approach to assessing is the rubric, which will consist of the aforementioned elements, such as clarity of speech, confidence, and quality of the material. This will allow the educator to see the overall success of the students.
Reference
Ford, T. G., Van Sickle, M. E., Clark, L. V., Fazio-Brunson, M., & Schween, D. C. (2017). Teacher self-efficacy, professional commitment, and high-stakes teacher evaluation policy in Louisiana. Educational Policy, 31(2), 202-248.
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