This student is close to achieving the standard. Further work is needed on ER 1.1. Note, the presentation was slightly under the time limit at 7 minutes and 48 seconds. Academic purpose: To compare and contrast Māori and Chinese culture.
1.1 Presentation addresses the academic purpose and displays a broad knowledge base, incorporating some theoretical concepts.Range: structure and content of presentation, coherence, relevance.
This student has addressed the academic purpose with:
The ideas presented were relevant to the topic. The presentation included some theories and displayed a general knowledge base.Coherence was achieved by the use of:
Next steps for the studentThe following areas need further work to meet the requirements of 1.1:
1.2 Spoken language is clear and easily understood.Range: word choice, pronunciation, fluency, audibility, accuracy.
This student has:
Next steps for the studentFocus on:
1.3 Varied and complex English language structures are used with few inaccuracies.
This student has:
1.4 Vocabulary is appropriate to the academic context.Range: vocabulary must be at the level as indicated by A New Academic Word List.
This student has:
1.5 A range of strategies is used to promote sustained engagement with the audience.Range: may include but are not limited to – non-verbal features such as pauses, changes in pitch and volume, and gestures for effect, initiating and responding to interaction, originality.
This student has:
Next steps for the studentA reduced dependence on cue cards, attention to pace of delivery, and the use of strategies for effect, such as pauses. The conclusion could be restructured to leave a stronger impression on listeners. (Refer to the formative Teaching and Learning sequence on conclusions.)
1.6 Visual aids are used to contribute to the effectiveness of the presentation. Range: visual aids may include but are not limited to – whiteboard, realia, text, diagram, overhead transparency, power point, video/audio clip, map, poster; visual aids must be – relevant, clear, integrated into the presentation.
This student has:
Next steps for the studentMake more effective use of the PowerPoint, for example, not standing in front of the PowerPoint or having to turn his back on the audience to change slides.
This student is close to meeting the requirements of the standard. Further work is needed on ER 1.5.Academic purpose: To illustrate the application of organic chemistry in daily life.
1.1 Presentation addresses the academic purpose and displays a broad knowledge base, incorporating some theoretical concepts.Range: structure and content of presentation, coherence, relevance.
This student has addressed the academic purpose with:
The presentation covers a reasonably broad area within the topic and applies theory to practical context.Next steps for the studentThis might include more clearly stating the academic purpose, and outlining the structure of the presentation in his introduction. He should also improve coherence within the presentation, for example, by linking new topics to previous ideas and using a wider range of connectives to signal new ideas (1.1).
1.2 Spoken language is clear and easily understood.Range: word choice, pronunciation, fluency, audibility, accuracy.
This student’s spoken language was on the whole clear and understandable.The student has:
Next steps for the student
1.3 Varied and complex English language structures are used with few inaccuracies.
This student has used a range of language structures, including sentence structures, with reasonable accuracy. Next steps for the studentFurther improvements in the accurate use of language structures, such as singular and plural nouns, collocations and tense.
1.4 Vocabulary is appropriate to the academic context.Range: vocabulary must be at the level as indicated by A New Academic Word List.
This student has confidently used a range of topic specific and specialist vocabulary. Vocabulary was used appropriately.
1.5 A range of strategies is used to promote sustained engagement with the audience.Range: may include but are not limited to – non-verbal features such as pauses, changes in pitch and volume, and gestures for effect, initiating and responding to interaction, originality.
This student is developing in the use of verbal and non-verbal strategies to engage the audience. He was able to deliver his presentation without the use of notes. He initiated and answered questions appropriately.This is the area that this student needs to develop further skills in.Next stepsAssisting the student to develop greater confidence when presenting. He would also benefit from developing a more engaging and original opening and closing, and needs further opportunities to practise responding to questions fluently. The student also needs to connect with the audience throughout the presentation via a more animated delivery, including the use of gesture. Rhetorical questions need to be used more effectively, for example, by using pauses and changes in pitch and tone.
1.6 Visual aids are used to contribute to the effectiveness of the presentation. Range: visual aids may include but are not limited to – whiteboard, realia, text, diagram, overhead transparency, power point, video/audio clip, map, poster; visual aids must be – relevant, clear, integrated into the presentation.
This student has:
This student is not close to meeting the requirements of the standard. Further work is needed in formative activities and strategies to ensure that all ERs are met.Academic purpose: To explain aspects of the Tongariro Volcanic Environment.
1.1 Presentation addresses the academic purpose and displays a broad knowledge base, incorporating some theoretical concepts.Range: structure and content of presentation, coherence, relevance
The student has:
Next steps for the student
1.2 Spoken language is clear and easily understood.Range: word choice, pronunciation, fluency, audibility, accuracy.
The student has:
Next steps for the studentA focus on voice projection. Voice is not audible when head is turned to change PowerPoint slides. Voice often tails off at the end of sentences.
1.3 Varied and complex English language structures are used with few inaccuracies.
The student has used a variety of sentence structures, including complex sentences.Next steps for the studentInclude attention to word order, agreement (The climate are…) consistent use of tense and ensuring words are not omitted from sentences, for example, In the central of the North Island. In one section, the student read from text that was in note form on the slide so verbs were omitted, for example, Tongariro built on a...Sentence beginnings need to be more varied instead of all beginning the same way, for example, Relief means… Climate means… Soil means...
1.4 Vocabulary is appropriate to the academic context.Range: vocabulary must be at the level as indicated by A New Academic Word List.
The student has:
Next steps for the studentUsing appropriate vocabulary throughout the presentation. Some language was too informal for an academic context, for example, you guys.
1.5 A range of strategies is used to promote sustained engagement with the audience.Range: may include but are not limited to – non-verbal features such as pauses, changes in pitch and volume, and gestures for effect, initiating and responding to interaction, originality.
The student has:
Next steps for the student
1.6 Visual aids are used to contribute to the effectiveness of the presentation.Range: visual aids may include but are not limited to – whiteboard, realia, text, diagram, overhead transparency, power point, video/audio clip, map, poster; visual aids must be – relevant, clear, integrated into the presentation.
The student has:
Next steps for the student
< back to Formative assessment: Unit Standard 22891
Published on: 09 Jan 2018
