EVALUATIONS AND FEEDBACK

INDIVIDUAL PRESENTATION GUIDELINES

As students begin to use the software in developing their presentations, they are also led to activities to practice telling stories. Through this process they begin to recognize those attributes of an effective design and of a good storyteller. When they present, they have their first opportunity to recognize how well they are doing in the following categories as brainstormed by the class:

  1. Effective (reached objectives)
  2. Well-designed (attractive layout)
  3. Skilled with tools (good use of resources)
  4. Originality (creative approach, variety)
  5. Subject knowledge (well-prepared)
  6. Well organized (clear, logical order)
  7. Clear delivery (understandable voice)
  8. Confidence (comfortable and poised)
  9. Pacing (appropriate timing)
  10. Body Language (energetic, enthusiastic)

Each element is rated from 1 to 10 by each member of the class as well as the presenter. Additionally, notes that praise success and make suggestions for improvement are given to each presenter by me. These presentations are on any topic and run for approximately 5 minutes.

TEAM PRESENTATION GUIDELINES

For the team presentation, effective presentation tips are reviewed and illustrated. Each student receives a list of these tips as a guideline for evaluation. Each team gives a self evaluation and also evaluates another team, giving five items that were successful for the team's presentation and five suggestions for improvement for the future. Again, each team also receives notes from me commending and recommending. The stakes are higher with these presentations: a business or marketing topic is selected, the presentation runs for 10 minutes and includes the use of an overhead transparency and handouts in addition to the slide show.

WEB PAGES AND COURSE REVIEW

With the web pages, a less formal approach is used. Each member of the class looks at the page as the creator gives a guided tour and tells the story of how the page was created, difficulties and successes and plans for future development. The team pages are on a business or marketing theme and the individual pages reflect personal choice.

Finally, the students are guided in a review of the 14 week course. They are then asked to respond with five things they liked about the course - what worked best for them and five things that they think could be done to improve the course. This process allows for reflection and empowerment of the student and is very valuable as a guideline for revision of the course. Excellent ideas emerge from this activity.

I am currently collecting feedback from the semester just ended. This is my second time to teach the course. It is interesting to compare thePositive Feedback from the fall when I taught the course for the first time with what I am getting now. As it is early days for these comments, the sampling is shorter for Winter Feedback . I am keeping the Suggestions separate to access for the revision process as I recreate the course for next term. One item in particular intrigues me - last students suggested that I not require books but give more web references. In my subject outline I suggested books but did not require them. This time, students are asking that I require a textbook. They seem to prefer this as a requirement rather than an optional item. As a result, I will look to integrate text books AND I'll provide ample online materials as well.

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