Presentation Skills Assessment Tools

Publication ID Published Volume
7930 January 12, 2010 6

Abstract

These interactive assessment tools take less than five minutes to complete and are designed to measure presentation effectiveness by self evaluation or by peer evaluation. The tools have been assessed with 1,280 speakers across different professions. It has been determined that there are 21 desired skill categories as perceived by two different types of audiences, Student Learners and Professional Learners. Our research findings indicate that students and professionals value the 21 skill categories differently. Each assessment tool summarizes the results (Speaker Index) of all skill categories. Further, it calculates the index according to different types of learners (students, professionals and both).

For example a professor may give a lecture in medical school and later give the same lecture as a continuing education to colleagues. These audiences have different needs and the assessment tool will help the presenter in identifying his/her challenges for future improvements. Three evaluation forms are as follows: Standard - for lectures, presentations, or seminars, where the presenter is seen and has accompanying slides. Speech-Only - for lectures or speeches, where the presenter is seen but does not have accompanying slides Webinar - for lectures where the presenter cannot be seen, only heard, and has accompanying slides.

These assessment tools were created according to guidelines described by Glassick for an effective Scholarship Model. Further, to enhance the scholarship, Shulman suggests (1) making the work public, (2) expecting peer review and critique, and (3) offering an opportunity for other scholars to use and develop. The forms are designed to meet these criteria. The tools are formulated based on a vast body of research findings. The work towards creating these assessment tools began with evaluating classroom teaching effectiveness using medical and dental students and professionals, and was later expanded to include nine other diverse professions. The study as it pertained to dentists and physicians is peer-reviewed and published. From this study, a series of electronic interactive assessment tools were developed to provide instantaneous feedback and numerical scores as a method of self and peer evaluation. To test the validity of the instrument, 120 individuals across several professions volunteered to be surveyed using the same study criteria and the results were consistent with the findings in dentistry and medicine. These interactive assessment tools are designed to be user friendly, non-labor intensive, while providing immediate feedback and a measurable pathway to self improvement in medical and dental education as well as in other professions. It is suggested that these forms be used complementary with other evaluation methods. The feedback can assist with faculty development, improve general presentation/teaching skills, and provide input regarding online teaching. These forms are not limited to use in medicine and dentistry. In order to see the usability and applicability of the tools across an even wider spectrum and diverse teaching methods, the assessment was offered and used with 1,280 individuals in diverse fields internationally. As a result, further refinements of Assessment Tools were made and included in this package.

Citation

Jahangiri L, Mucciolo T. Presentation skills assessment tools. MedEdPORTAL Publications. 2010;6:7930. http://doi.org/10.15766/mep_2374-8265.7930

Educational Objectives

  1. To be able to provide an interactive method of self evaluation following a presentation.
  2. To be able to provide an interactive method of Peer evaluation following a presentation.
  3. To be able to use the results for self improvement.
  4. To be able to use the results for feedback to peers for improvement.
  5. To be able to compare results as would be perceived by different audience types (students, professionals, or both).
  6. To be able to compare peer and self evaluations to determine consistency and discrepancy.
  7. To be able to monitor and record evaluations over a period of time for measuring improvement.

Keywords

  • Presentation, Education, Lectures, Peer Review, Speeches, Webinar, Peer Evaluations

Prior Scholarly Dissemination

References

  1. Leila Jahangiri, D.M.D., M.M.Sc.; Thomas W. Mucciolo, B.B.A., Characteristics of Effective Classroom Teachers as Identified by Students and Professionals: A Qualitative Study. Journal of Dental Education. April 2008, Volume 72, Number 4, p 484-493
  2. Leila Jahangiri, D.M.D., M.M.Sc.; Thomas W. Mucciolo, B.B.A.; Mijin Choi, D.D.S., M.S.; Andrew I. Spielman, D.M.D., Ph.D.,Assessment of Teaching Effectiveness in U.S. Dental Schools and the Value of Triangulation. Journal of Dental Education, June 2008, Volume 72, Number 6, p 707-718

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ISSN 2374-8265