Assessing Oral Presentations of Student-Teacher Showcase Portfolios

Fahey, Paul; Fingon, Joan C.

doi:10.1080/00131729709335281

Cited by 3 publications

(3 citation statements)

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“…ESAP courses are "a mixture of direct teaching, managing pair and group work, and assisting students to learn by means of a variety of resources" (Jordan, 1997, p.122). Under this umbrella, oral skills are neglected areas (Penny et al, 2005;Reitmeier & Vrhota, 2009;Fahey & Fingon, 1997;Langan et al, 2008). The explored areas of the oral presentation revolve around peers, assessment, and teachers only (Penny et al, 2005;Reitmeier & Vrhota, 2009;Fahey & Fingon, 1997;Langan et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…Under this umbrella, oral skills are neglected areas (Penny et al, 2005;Reitmeier & Vrhota, 2009;Fahey & Fingon, 1997;Langan et al, 2008). The explored areas of the oral presentation revolve around peers, assessment, and teachers only (Penny et al, 2005;Reitmeier & Vrhota, 2009;Fahey & Fingon, 1997;Langan et al, 2008). While the teaching of the language for oral presentation has been discussed by Boyle (1996), Zareva (2009); for Murphy (1991;1992) and others most of the related literature deal with the methodology and the delivery style (Chirnside, 1986;Richards, 1989;Koh, 1988).…”

Section: Introductionmentioning

confidence: 99%

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Multimodal Discourse Analysis of Classroom Oral Presentations at Tertiary Level

Saeed,

Shaikh

2024

SJL

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The study was an investigation of tertiary classroom student presenters’ use of language, gesture, positioning and movement in the lesson. Teaching and learning in the classroom is a multi-semiotic experience and the current study provides the insights into their distinct pedagogies. Raised comprehension of semiotization and resemiotization has multiplied the responsibilities of both teachers and students. 12 teachers and 320 student presenters’ use of semiotic resources at tertiary level had been investigated quantitatively and qualitatively through thematic analysis. The semiotic resources of language, gesture and the use of space through the positioning and movement of teachers and students have been discussed in relation to the pedagogy they realise, which require insinuations in teaching and learning both.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Multimodal Discourse Analysis of Classroom Oral Presentations at Tertiary Level

Saeed,

Shaikh

2024

SJL

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“…For example, in a teacher education program at Green Mountain (VT) College, teacher candidates are expected to prepare portfolios and present them orally to a panel of at least two instructors. 19 Their presentations are rated on a three-point scale (1 = does not meet expectations, 2 = meets expectations, 3 = exceeds expectations) for content, organization, materials accompanying presentations, Vermont Standards (for teacher certification), delivery, and overall presentation. To ensure consistency of observations, instructors use standard measures of inter-observer reliability.…”

Section: Final Review and Evaluationmentioning

confidence: 99%

Using portfolios for exit assessment in engineering programs

Brodeur

32nd Annual Frontiers in Education

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The Department of Aeronautics and Astronautics at the Massachusetts Institute of Technology is designing a portfolio assessment system to assess students' achievement of program outcomes. In the past three years, the undergraduate aerospace engineering program has embarked upon major curriculum reform initiatives centered on 16 program outcomes detailed in its CDIO Syllabus. Portfolios will be organized into categories reflecting these outcomes. (The 16 CDIO skills, or program outcomes, are also the cornerstone of the program's self-study report for ABET accreditation.) This paper addresses the planning and development of portfolios for assessing students' achievement at the end of their programs in aerospace engineering at MIT. Background In its strategic plan of 1998, the Department of Aeronautics and Astronautics at the Massachusetts Institute of Technology (MIT) committed to major reform of its curriculum, teaching and learning methods, and laboratory environments. To achieve its goals, the department framed its curriculum to model a product system life cycle. The four phases in the curriculum are referred to as Conceive-Design-Implement-Operate (CDIO). The Conceive stage includes defining the need and technology, considering the enterprise strategy and regulations, developing the concept, architecture, and business case. The second stage, Design, focuses on creating the design, i.e., the plans, drawings, and algorithms that describe what will be implemented. Implement refers to the transformation of the design into the product, including manufacturing, coding, test and validation. The final stage, Operate, uses the implemented product to deliver the intended value, including maintaining, evolving and retiring the system. Curriculum reform efforts centered on a set of 16 key learning outcomes deemed essential for new engineers. (See Table 1) These outcomes, categorized as technical, personal, interpersonal, and CDIO system skills, were validated in surveys of faculty, students, alumni, and industrial representatives, both in the United States and in Sweden. They serve as the program outcomes of MIT's two aerospace education programs accredited by ABET under its new evaluation criteria and policies. 1 The more detailed list of outcomes, called the CDIO Syllabus, is available at the CDIO Web-site. 2 Here, the 16 program outcomes are outlined in two additional levels of detail.

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The metaphor of the portfolio in evaluating teacher education programs

Felix¹,

Benson²

Vision of Quality: How Evaluators Define, Understand and Represent Program Quality

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Assessing Oral Presentations of Student-Teacher Showcase Portfolios

Cited by 3 publications

References 3 publications

Multimodal Discourse Analysis of Classroom Oral Presentations at Tertiary Level

Multimodal Discourse Analysis of Classroom Oral Presentations at Tertiary Level

Using portfolios for exit assessment in engineering programs

The metaphor of the portfolio in evaluating teacher education programs

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