In a presentation, students explain, demonstrate, or pitch their knowledge, skills, or solutions to an audience. It is relevant when you want to assess communication skills, application of knowledge, or collaboration. Presentations can be individual or group-based and work well for showcasing process, outcomes, or creative solutions.
- Purpose of assessment
- Application | Collaboration | Creation | Skills
- Mode of assessment
- Oral | Presentation
- Assessment environment
- Non-secure setting | On campus | Remote
- Group size
- Small | Medium
- Assessment duration
- Short| Medium| Long| Multi-day/project-based
Step-by-step plan
Step 1: From learning objectives to assessment
Determine whether the chosen form of assessment matches the knowledge and/or skills you aim to measure, as described in your learning objectives.
Step 2: Assessment matrix
Define the assessment criteria and determine how they are distributed across the learning objectives. Ensure this distribution aligns with the weighting in your assessment plan. Indicate how many points each criterion is worth. Make sure the cognitive level of each criterion matches the level of the corresponding learning objective, never exceeding it. Lower-level criteria are allowed, as long as they still measure the intended learning outcomes.
Step 3: Create the rubric
Develop a grading rubric that translates assessment criteria into observable performance. What must students do or show to meet outcomes?
Choose a type that fits the assignment and purpose (e.g., holistic, analytic, single-point). A clear rubric ensures transparency for students and consistent grading, and can be refined iteratively to align with learning objectives. In case of group presentations: think about how individual contributions and team performance will be evaluated.
Points to consider:
- Who is the intended audience (peers, experts, public, stakeholders)?
- What do you want to assess: only knowledge or also the presentation skills?
Step 4: Write instructions for students
Set clear and realistic requirement. Share the assignment instructions, rubric, and time limits early on.
In case of group work: allocate students or let them find peers to work with themselves.
Offer examples and practice opportunities.
Step 5: Organize logistics
Plan the format (live, recorded, poster, pitch), length, and setting (classroom, online, external audience).
Schedule presentation times and inform students.
Step 6: Presentation moment
Students deliver their presentation live or via recording. Teacher(s) and/or peers observe and assess according to the rubric. Plan calibration sessions in case of multiple assessors.
Step 7: Feedback and evaluation
Provide feedback immediately or shortly after (oral or written) for the feedback to be most effective. Involve peers in giving feedback where possible. Reflect afterward if the method captured the intended learning, and what can be adjusted for future cohorts.
Validity
- Align the assignment closely with learning objectives (e.g., don’t grade body language if the aim is critical analysis).
Reliability
- Use a clear rubric and, if possible, two assessors. For group work, clarify how individual contributions are assessed.
Transparency
- Share criteria and examples beforehand, offer practice opportunities and be very explicit about how individual vs group contributions are graded.
Practicality
- Keep timeslots realistic; presentations can take longer than expected. Limit length or use group formats to save time.
Engagement with (Gen)AI
- Be explicit about what AI use is and is not allowed or ask for an AI-use statement or reflection. Additionally, you can mix in live Q&A or interactive elements so students demonstrate real-time understanding.
Inclusivity
- Consider diverse formats (live, recorded video, poster pitch). Offer accommodations for neurodivergent students or students with anxiety, such as a smaller audience or recorded submission.
- Individual presentation: each student presents their own work.
- Duo or group presentation: a duo or team presents a joint project with divided roles.
- Recorded video presentation: students pre-record and submit, allowing time for editing and self-reflection.
- Panel presentation: small group presents and then takes questions as a panel of “experts.”
- Storytelling presentation: students frame their findings as a story to practice narrative communication.
- Conference style: multiple short presentations in one session, simulating an academic or professional event.
- Poster carousel: students rotate around posters in groups, presenting multiple times to different audiences.
- Pitch presentation: short and focused (e.g., 2–5 minutes), often to “sell” an idea or solution.
You can find different variations of a presentation assessment method on TestEUR.
