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National Research University-Higher School of Economics

Moscow, Russia E-mail: evelikaya@hse.ru

National Research University-Higher School of Economics

National Research University-Higher School of Econom Moscow, Russia

Assessment in making presentations: How it works best Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru Abstract The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given. Keywords: assessment, feedback, oral presentations, tertiary level, EAP, course development

the skill of giving presentations can help students to communicate ideas, and knowledge they possess and present results of their research to professionals from their field of the study. It can teach them to give talks at seminars and conferences within their learning environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research methodology, discuss the results obtained and suggest improvements to the course. 2 Course description The International College of Economics and Finance (ICEF) – a faculty of the National Research University-Higher School of Economics in Moscow – works on a joint external programme of the University of London. In order to be admitted to the University of London, at the end of the 1st academic year students must take and pass the IELTS exam with the minimum of Band 6, which defines a student as a ‘competent user’. The focus of this English language programme is students’ academic skills development, which is supplemented by vocabulary and grammar development in the course of General English, business skills development in the course of Business English and basic issues and problem solving in Economics in the course of ESP. The programme is accomplished on the

Assessment in making pres-

entations:

How it works best

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Page

Assessment in making pres-

entations:

How it works best

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Page

Assessment in making pres-

entations:

How it works best

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Page

Assessment in making presentations: How it works best ASSESSMENT IN MAKING PRESENTATIONS: HOW IT WORKS BEST Assessment in making presentations: How it works best [Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru Abstract The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given. Keywords: assessment, feedback, oral presentations, tertiary level, EAP, course development 1 Introduction Oral presentations have become an increasingly important feature of higher education, and developing abilities in this area can be significant for students’ academic success at the tertiary level. Mastery of the skill of giving presentations can help students to communicate ideas, and knowledge they possess and present results of their research to professionals from their field of the study. It can teach them to give talks at seminars and conferences within their learning environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research methodology, discuss the results obtained and suggest improvements to the course. 2 Course description The International College of Economics and Finance (ICEF) – a faculty of the National Research University-Higher School of Economics in Moscow – works

on a joint external programme of the University of London. In order to be admitted to the University of London, at the end of the 1st academic year students must take and pass the IELTS exam with the minimum of Band 6, which defines a student as a ‘competent user’. The focus of this English language programme is students’ academic skills development, which is supplemented by vocabulary and grammar development in the course of General English, business skills development in the course of Business English and basic issues and problem solving in Economics in the course of ESP. The programme is accomplished on the basis of authentic course books and supplementary materials which have been developed to optimise the teaching process. Among these are grammar tests prepared in the format of multiple choice exercises and grammar in context; a variety of tasks for speaking skills development; training materials for academic reading developed in the IELTS exam format (Velikaya, 2008, p. 268 ). The 2nd-year course in the English language programme is aimed to revise, expand and develop the academic skills outlined in the 1st-year syllabus. The purpose of it is to equip students with the skills necessary for their future studies in higher education ((3rd and 4th year at the College and Master’s programme) and career: to conduct research and formulate their own ideas, to clarify them and to be able to explain them to others. Good presentation skills are viewed in this course as an ability to organise points so that the audience will find it easy to follow the students’ argumentation and an ability to deliver a presentation in an interesting and engaging way, to keep the audience listening and to answer the audiences’ questions. At the final exam, which ICEF students take at the end of a two-year course of English, formative and summative decisions are made. This is done due to the fact that both kinds of assessment are concerned with students’ progress and achievements. The final exam takes place in the same physical environment, so students are equal in demonstrating their abilities and skills. Such personal attributes as ‘age, nationality, resident status, length of residence, native language and level and type of general education’ (Bachman & Palmer, 2010, p. 41) are not taken into

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line, then looks at the teaching in making methods used and theory of assesspresentament and, finally, provides results tions: of assessment of almost 100 presHow it works entations with one sample analysed best in detail. The criteria specifically developed for the [Insert Velikaya. course will also be jpg here] given. Elena Velikaya, Keywords: assessNational Research ment, feedback, University-Higher oral presentations, School of Econom- tertiary level, EAP, ics, course developMoscow, Russia ment E-mail: evelikaya@hse.ru 1 Introduction Oral presentations have become an Abstract increasingly imThe article reports portant feature of on a study of the higher education, role of assessment and developing and feedback in abilities in this making presenta- area can be signifitions. It first gives cant for students’ a brief overview academic success of the programme at the tertiary and course outlevel. Mastery of

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2 Course description

[Insert Velikaya.m to give talks at seminars and conferences within their learning environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research

The International College of Economics and Finance (ICEF) – a faculty of the National Research University-Higher School of Economics in Moscow – works on a joint external programme of the University of London. In order to be admitted to the University of London, at the end of the 1st academic year students must take and pass the IELTS exam with the minimum of Band 6, which defines a student as a ‘competent user’. The focus of this English language programme is students’ academic skills development, which is supplemented by vocabulary and grammar development in the course of General English, business skills development in the course of Business English and basic issues and problem solving in Economics in the course of ESP. The programme is accomplished on the

How it works best Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru Abstract The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given. Keywords: assessment, feedback, oral presentations, tertiary level, EAP, course development 1 Introduction Oral presentations have become an increasingly important feature of higher education, and developing abilities in this area can be significant for students’ academic success at the tertiary level. Mastery of the skill of giving presentations can help students to communicate ideas, and knowledge they possess and present results of their research to professionals from their field of the study. It can teach them to give talks at seminars and conferences within their learning environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research methodology, discuss the results obtained and suggest improvements to the course.

[Insert Velikaya.jpg here] 12

Assessment in making presentations: How it works best

Assessment in making

[Insert Velikaya.m to give talks at seminars and conferences within their learning environment, and to partic-

Assessment in making presentations: How it works best [Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

from their field of the study. It can teach them to give talks at seminars and conferences within their learning environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching

Assessment in making presentations: How it works best [Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru Abstract The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given. Keywords: assessment, feedback, oral presentations, tertiary level, EAP, course development 1 Introduction Oral presentations have become an increasingly important feature of higher education, and developing abilities in this area can be significant for students’ academic success at the tertiary level. Mastery of the skill of giving presentations can help students to communicate ideas, and knowledge they possess and present results of their research to professionals from their field of the study. It can teach them to give talks at seminars and conferences within their learning environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research methodology, discuss the results obtained

and suggest improvements to the course. 2 Course description The International College of Economics and Finance (ICEF) – a faculty of the National Research University-Higher School of Economics in Moscow – works on a joint external programme of the University of London. In order to be admitted to the University of London, at the end of the 1st academic year students must take and pass the IELTS exam with the minimum of Band 6, which defines a student as a ‘competent user’. The focus of this English language programme is students’ academic skills development, which is supplemented by vocabulary and grammar development in the course of General English, business skills development in the course of Business English and basic issues and problem solving in Economics in the course of ESP. The programme is accomplished on the basis of authentic course books and supplementary materials which have been developed to optimise the teaching process. Among these are grammar tests prepared in the format of multiple choice exercises and grammar in context; a variety of tasks for speaking skills development; training materials for academic reading developed in the IELTS exam format (Velikaya, 2008, p. 268 ).

find it easy to follow the students’ argumentation and an ability to deliver a presentation in an interesting and engaging way, to keep the audience listening and to answer the audiences’ questions. At the final exam, which ICEF students take at the end of a two-year course of English, formative and summative decisions are made. This is done due to the fact that both kinds of assessment are concerned with students’ progress and achievements. The final exam takes place in the same physical environment, so students are equal in demonstrating their abilities and skills. Such personal attributes as ‘age, nationality, resident status, length of residence, native language and level and type of general education’ (Bachman & Palmer, 2010, p. 41) are not taken into account since they are very similar to all students. Examiners also assume that students possess the same topical knowledge, being students of economics and finance. All examiners are qualified and have sufficient training for testing and generally possess teaching experience.

2.1 Course objective The main objective of this course is to develop students’ discursive skills to an advanced level – to be able to communicate effectively within the academic conventions of higher education in Russia and The 2nd-year course in the English abroad. The general input takes the language programme is aimed to form of two hours per fortnight in revise, expand and develop the each group (12 hours in the second academic skills outlined in the semester) with an English tutor 1st-year syllabus. The purpose of it working in close cooperation with is to equip students with the skills subject teachers (Sociology teachnecessary for their future studies ers and teachers of Economics) to in higher education ((3rd and 4th develop the skills required. year at the College and Master’s 3 Teaching methodology programme) and career: to conduct There can be different methods of research and formulate their own teaching students how to organise ideas, to clarify them and to be able their thoughts and structure their to explain them to others. Good presentations. The ones which presentation skills are viewed in work in an environment of what we this course as an ability to organise call ‘language isolation’ are quite points so that the audience will traditional: students are provided

Assessment in making presentations: How it works best

National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

National Research University-Higher School of Economics

Moscow, Russia E-mail: evelikaya@hse.ru

Abstract The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given. Keywords: assessment, feedback, oral presentations, tertiary level, EAP, course development 1 Introduction Oral presentations have become an increasingly important feature of higher education, and developing abilities in this area can be significant for students’ academic success at the tertiary level. Mastery of the skill of giving presentations can help students to communicate ideas, and knowledge they possess and present results of their research to professionals from their field of the study. It can teach them to give talks at seminars and conferences within their learning environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research methodology, discuss the results obtained and suggest improvements to the course.

Assessment in making presentations: How it works best [Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

of Band 6, which defines a student as a ‘competent user’. The focus of this English language programme is students’ academic skills development, which is supplemented by vocabulary and grammar development in the course of General English, business skills development in the course of Business English and basic issues and problem solving in Economics in the course of ESP. The programme is accomplished on the basis of authentic course books and supplementary materials which have been developed to optimise the teaching process. Among these are grammar tests prepared in the format of multiple choice exercises and grammar in context; a variety of tasks for speaking skills development; training materials for academic reading developed in the IELTS exam format (Velikaya, 2008, p. 268 ). The 2nd-year course in the English language programme is aimed to revise, expand and develop the academic skills outlined in the 1st-year syllabus. The purpose of it is to equip students with the skills necessary for their future studies in higher education ((3rd and 4th year at the College and Master’s programme) and career: to conduct research and formulate their own ideas, to clarify them and to be able to explain them to others. Good presentation skills are viewed in this course as an ability to organise points so that the audience will find it easy to follow the students’ argumentation and an ability to deliver a presentation in an interesting and engaging way, to keep the audience listening and to answer the audiences’ questions. At the final exam, which ICEF students take at the end of a two-year course of English, formative and summative decisions are made. This is done due to the fact that both kinds of assessment are concerned with students’ progress and achievements. The final exam takes place in the same physical environment, so students are equal in demonstrating their abilities and skills. Such personal attributes as ‘age, nationality, resident status, length of residence, native language and level and type of general education’ (Bachman & Palmer, 2010, p. 41) are not taken into account since they are very similar to all students. Examiners also assume that students possess the same topical knowledge, being students of economics and finance. All examiners are qualified and have sufficient training for testing and generally possess teaching experience.

Assessment in making presentations: How it works best ASSESSMENT IN MAKING PRESENTATIONS: HOW IT WORKS BEST Assessment in

students’ academic success at the tertiary level. making presenta- Mastery of the skill of giving presentations can tions: help students to communicate ideas, and knowlHow it works best edge they possess and present results of their research to professionals [Insert Velikaya.jpg here] from their field of the Elena Velikaya, study. It can teach them National Research Unito give talks at seminars versity-Higher School of and conferences within Economics, their learning environMoscow, Russia ment, and to participate E-mail: evelikaya@hse.ru in different discussions in the workplace in future. This academic skill is Abstract both relevant for studying The article reports on a for a Bachelor degree and [Insert study of the role of asMaster degree and for a Vesessment and feedback in future researcher or execmaking presentations. It utive. This paper aims to first gives a brief overview present the programme of the programme and of the course, teaching course outline, then looks and research methodolat the teaching methogy, discuss the results ods used and theory of obtained and suggest imassessment and, finalprovements to the course. ly, provides results of assessment of almost 100 2 Course description presentations with one The International Colsample analysed in detail. lege of Economics and The criteria specifically Finance (ICEF) – a faculty developed for the course of the National Research will also be given. University-Higher School Keywords: assessment, of Economics in Mosfeedback, oral presentacow – works on a joint tions, tertiary level, EAP, external programme of course development the University of London. In order to be admit1 Introduction ted to the University of Oral presentations have London, at the end of become an increasingthe 1st academic year ly important feature of students must take and higher education, and de- pass the IELTS exam with veloping abilities in this the minimum of Band 6, area can be significant for which defines a student

as a ‘competent user’. formulate their own ideThe focus of this English as, to clarify them and to language programme is be able to explain them to students’ academic skills others. Good presentation development, which is skills are viewed in this supplemented by vocabu- course as an ability to orlary and grammar develganise points so that the opment in the course of audience will find it easy General English, business to follow the students’ skills development in argumentation and an the course of Business ability to deliver a presEnglish and basic issues entation in an interesting and problem solving in and engaging way, to keep Economics in the course the audience listening of ESP. The programme is and to answer the audiaccomplished on the basis ences’ questions. of authentic course books At the final exam, which and supplementary maICEF students take at the terials which have been end of a two-year course developed to optimise the of English, formative and teaching process. Among summative decisions are these are grammar tests made. This is done due to prepared in the format of the fact that both kinds of multiple choice exercises assessment are concerned and grammar in context; with students’ progress a variety of tasks for and achievements. speaking skills development; training materials The final exam takes for academic reading place in the same physical developed in the IELTS environment, so students exam format (Velikaya, are equal in demon2008, p. 268 ). strating their abilities [Insert Veand skills. Such personal The 2nd-year course in attributes as ‘age, na[Insert Velikaya.m to give talks at seminars and conferences the English language tionality, resident staprogramme is aimed tus, length of residence, to revise, expand and native language and develop the academic level and type of general skills outlined in the education’ (Bachman & 1st-year syllabus. The Palmer, 2010, p. 41) are purpose of it is to equip not taken into account students with the skills since they are very similar necessary for their future to all students. Examiners studies in higher educaalso assume that students tion ((3rd and 4th year at possess the same topical the College and Master’s knowledge, being stuprogramme) and career: dents of economics and to conduct research and finance. All examiners are

Assessment in making presentations: How it works best ASSESSMENT IN MAKING PRESENTATIONS: HOW IT WORKS BEST Assessment in

[Insert Velikaya.jpg here]

Assessment in making pres-

Assessment in making presentations:

entations:

How it works best

How it works best [Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru Abstract The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given. Keywords: assessment, feedback, oral presentations, tertiary level, EAP, course development 1 Introduction Oral presentations have become an increasingly important feature of higher education, and developing abilities in this area can be significant for students’ academic success at the tertiary level. Mastery of the skill of giving presentations can help students to communicate ideas, and knowledge they possess and present results of their research to professionals from their field of the study. It can teach them to give talks at seminars and conferences within their learning environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research methodology, discuss the results obtained and suggest improvements to the course.

[Insert Velikaya.m to give

2 Course description

Assessment in making presentations: How it works best

Assessment in making

[Insert Velikaya.m to give talks at seminars and conferences within their learning environment, and to partic-

Assessment in making presentations: How it works best [Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

[Insert Velikaya.jpg here]

Assessment in making

Assessment in making presentations:

presentations:

How it works best

How it works best [Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

[Insert Velikaya.m to give

2 Course description

Assessment in making presentations:

How it works best

[Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru Abstract The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given. Keywords: assessment, feedback, oral presentations, tertiary level, EAP, course development 1 Introduction Oral presentations have become an increasingly important feature of higher education, and developing abilities in this area can be significant for students’ academic success at the tertiary level. Mastery of the skill of giving presentations can help students to communicate ideas, and knowledge they possess and present results of their research to professionals from their field of the study. It can teach them to give talks at seminars and conferences within their learning environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research methodology, discuss the results obtained and suggest improvements to the course.

[Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Assessment in making pres-

Assessment in making presentations:

entations:

How it works best

How it works best [Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

[Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Abstract The article reports on a study of the role of assessment and feed-

Assessment in making pres-

back in making presentations. It first gives a brief overview of the

entations:

programme and course outline, then looks at the teaching meth-

How it works best

Assessment in making presentations: How it works best

National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru Abstract The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given. Keywords: assessment, feedback, oral presentations, tertiary level, EAP, course development 1 Introduction Oral presentations have become an increasingly important feature of higher education, and developing abilities in this area can be significant for students’ academic success at the tertiary level. Mastery of the skill of giving presentations can help students to communicate ideas, and knowledge they possess and present results of their research to professionals from their field of the study. It can teach them to give talks at seminars and conferences within their learning environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research methodology, discuss the results obtained and suggest improvements to the course.

Assessment in making presentations: How it works best [Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

The 2nd-year course in the English language programme is aimed to revise, expand and develop the academic skills outlined in the 1st-year syllabus. The purpose of it is to equip students with the skills necessary for their future studies in higher education 2 Course description ((3rd and 4th year at the College and Master’s proThe International College of Economics and Finance gramme) and career: to conduct research and formu(ICEF) – a faculty of the National Research Univerlate their own ideas, to clarify them and to be able to sity-Higher School of Economics in Moscow – works explain them to others. Good presentation skills are on a joint external programme of the University of viewed in this course as an ability to organise points London. In order to be admitted to the University of so that the audience will find it easy to follow the London, at the end of the 1st academic year students students’ argumentation and an ability to deliver a must take and pass the IELTS exam with the minimum presentation in an interesting and engaging way, to of Band 6, which defines a student as a ‘competent keep the audience listening and to answer the audiuser’. The focus of this English language programme ences’ questions. is students’ academic skills development, which is At the final exam, which ICEF students take at the end supplemented by vocabulary and grammar developof a two-year course of English, formative and summent in the course of General English, business skills mative decisions are made. This is done due to the development in the course of Business English and fact that both kinds of assessment are concerned with basic issues and problem solving in Economics in the students’ progress and achievements.

Assessment in making pres-

Assessment in making presentations:

entations:

How it works best

How it works best [Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

[Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Abstract The article reports on a study of the role of assessment and feed-

Assessment in making pres-

back in making presentations. It first gives a brief overview of the

entations:

programme and course outline, then looks at the teaching meth-

How it works best

ods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given. Keywords: assessment, feedback, oral presentations, tertiary level, EAP, course development

1 Introduction Abstract The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and,

Oral presentations have become an increasingly important feature of higher education, and developing abilities in this area can be significant for studentsâ&#x20AC;&#x2122; academic success at the tertiary level. Mastery of the skill of giving presentations can help students to communi-

12 National Research University-Higher School of Economics

Assessment in making presentations: How it works best Elena Velikaya,

How Assessment in making presentations: How it works best

12 National Research University-Higher School of Economics

Assessment in making presentations:

A Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru A Abstract The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given. Keywords: assessment, feedback, oral presentations, tertiary level, EAP, course development 1 Introduction Oral presentations have become an increasingly important feature of higher education, and developing abilities in this area can be significant for studentsâ&#x20AC;&#x2122; academic success at the tertiary level. Mastery of the skill of giving presentations can help students to communicate ideas, and knowledge they possess and present results of their research to professionals from their field of the study. It can teach them to give talks at seminars and conferences within their learning environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research methodology, discuss the results obtained and suggest improvements to the course.

2 Course description The International College of Economics and Finance (ICEF) â&#x20AC;&#x201C; a fac-

2 Course description The International College of Economics and Finance (ICEF) – a faculty of the National Research University-Higher School of Economics in Moscow – works on a joint external programme of the University of London. In order to be admitted to the University of London, at the end of the 1st academic year students must take and pass the IELTS exam with the minimum of Band 6, which defines a student as a ‘competent user’. The focus of this English language programme is students’ academic skills development, which is supplemented by vocabulary and grammar development in the course of General English, business skills development in the course of Business English and basic issues and problem solving in Economics in the course of ESP. The programme is accomplished on the basis of authentic course books and supplementary

sity-Higher School of Economics in Moscow – works on a joint external programme of the University of London. In order to be admitted to the University of London, at the end of the 1st academic year students must take and pass the IELTS exam with the minimum environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research methodology, discuss the results obtained and suggest improvements to the course.

materials which have been developed to optimise the teaching process. Among these are grammar tests prepared in the format of multiple choice exercises and grammar in context; a variety of tasks for speaking skills development; training materials for academic reading developed in the IELTS exam format (Velikaya, 2008, p. 268 ).

Assessment in making presentations: How it works best

National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

National Research University-Higher School of Economics

Moscow, Russia E-mail: evelikaya@hse.ru

Assessment in making presentations: How it works best [Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

[Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Assessment in making presentations: How it works best

stract The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given. Keywords: assessment, feedback, oral presentations, tertiary level, EAP, course development 1 Introduction Oral presentations have become an increasingly important feature of higher education, and developing abilities in this area can be significant for students’ academic success at the tertiary level. Mastery of the skill of giving presentations can help students to communicate ideas, and knowledge they possess and present results of their research to professionals from their field of the study. It can teach them to give talks at seminars and conferences within their learning environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research methodology, discuss the results obtained and suggest improvements to the course. 2 Course description The International College of Economics and Finance (ICEF) – a faculty of the National Research University-Higher School of Economics in Moscow – works on a joint external programme of the University of London. In order to be admitted to the University of London, at the end of the 1st academic year students must take and pass the IELTS exam with the minimum of Band 6, which defines a student as a ‘competent user’. The focus of this English language programme is students’ academic skills development, which is supplemented by vocabulary and grammar development in the course of General English, business skills development in the course of Business English and basic issues and problem solving in Economics in the course of ESP. The programme is accomplished on the basis of authentic course books and supplementary materials which have been developed to optimise the teaching process. Among these are grammar tests prepared in the format of multiple choice exercises and grammar in context; a variety of tasks for speaking skills development; training materials for academic reading developed in the IELTS exam format (Velikaya, 2008, p. 268 ). The 2nd-year course in the English language programme is aimed to revise, expand and develop the academic skills outlined in the 1st-year syllabus. The purpose of it is to equip students with the skills necessary for their future studies in higher education ((3rd and 4th year at the College and Master’s programme) and career: to conduct research and formulate their own ideas, to clarify them and to be able to explain them to others. Good presentation skills are viewed in this course as an ability to organise points so that the audience will find it easy to follow the students’ argumentation and an ability to deliver a presentation in an interesting and engaging way, to keep the audience listening and to answer the audiences’ [Insert Velikaya.jpg here] 12

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Assessment in making presentations: How it works best

[Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Assessment in making presentations: How it works best

How it works best

Assessment in making presentations: How it works best [Insert Velikaya.jpg here] Elena Velikaya,

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

How it works best Elena Velikaya,

How

Assessment in making presentations: How it works best

12 12

Assessment in making presentations: How it works best

Asse ssment in H making presHow entations: How it works best Assessment in making presentations: How it works best

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

[Insert Velikaya.jpg here]

National Research UniversityHigher School of Economics

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Assessment in making presentations: How it works best

[Insert Velikaya.jpg here]

Assessment in making presentations: How it works best

National Research University-Higher School o

National Research University-Higher School of Economics, Moscow, Russia E-mail: 1 Introduction evelikaya@hse.ru

course of ESP. The programme is accomplished on the basis of authentic course books and supplementary materials which have been developed to optimise the teaching process. Among these are grammar tests prepared in the format of multiple choice exercises and grammar in context; a variety of tasks for speakAbstract stract ing skills development; training materials for acaThe article reports on a study of the role ofThe assessarticle reports demicon reading a study developed of the role inof the assessment IELTS exam and format feedment and feedback in making presentations. back It first in making (Velikaya, presentations. 2008, p.It268 first).gives a brief overview of the gives a brief overview of the programme and programme course and course outline, then looks at the teaching methoutline, Elena Velikaya, then looks at the teaching methodsods used used and and The theory 2nd-year of assessment course in and, thefinally, Englishprovides language results pro- of theory National of Research assessment University-Higher and, finally, provides assessment results ofgramme almost 100 is aimed presentations to revise, with expand oneand sample develop analysed the of School assessment of Economics, of almost 100 presentations in with detail. one The academic criteria specifically skills outlined developed in thefor 1st-year the course syllabus. will also sample Moscow, analysed Russia in detail. The criteria specifically be given. The purpose of it is to equip students with the skills developed E-mail: evelikaya@hse.ru for the course will also be given.Keywords: assessment, necessary feedback, for their future oral presentations, studies in higher tertiary education level, Keywords: assessment, feedback, oral presentations, EAP, course development ((3rd and 4th year at the College and Master’s protertiary level, EAP, course development gramme) and career: to conduct research and formu1 Introductionlate their own ideas, to clarify them and to be able to 1 Introduction Oral presentations explain have them become to others. an increasingly important feature Oral presentations have become an increasingly of higher im- education, and developing abilities in this area can be sigportant Assessment feature ofin higher making education, pres-and developing nificant for students’ academic success at the tertiary level. Mastery abilities in this area can be significant for students’ of the skill of Good givingpresentation presentations skills canare help viewed students in this to communicourse as academic entations: success at the tertiary level. Mastery cateof ideas, and anknowledge ability to organise they possess points and so present that theresults audience of their will the skill of giving presentations can help students researchtoto professionals find it easy to from follow their the field students’ of the study. argumentation It can teach and communicate How it works ideas, best and knowledge they possess them toand give talks an ability at seminars to deliver anda conferences presentationwithin in an interesting their learnpresent results of their research to professionals ing environment, from and engaging and to participate way, to keep in different the audience discussions listening in the and their Assessment field of the study. in making It can teach presthem toworkplace give talksin future. to answer This the academic audiences’ skillquestions. is both relevant for studyat seminars and conferences within their learning ing for a Bachelor At the degree final exam, and Master whichdegree ICEF students and for atake future at the re- end environment, entations: and to participate in differentsearcher discus- or executive. of a two-year This course paper aims of English, to present formative the programme and sum- of sions in the workplace in future. This academic the course, skill is teaching mative and decisions research are methodology, made. This is done discuss due the toresults the both Howrelevant it works for studying best for a Bachelor degree obtained and and fact suggest thatimprovements both kinds of assessment to the course. are concerned with Master degree and for a future researcher or execustudents’ progress and achievements. tive. This paper aims to present the programme 2 Course of the description course, teaching and research methodology, The discuss International The final College exam of takes Economics place and in the Finance same physical (ICEF) – envia the results obtained and suggest improvements faculty to of thethe ronment, National Research so students University-Higher are equal in demonstrating School of Ecotheir course. nomics in Moscow abilities – works and skills. on a joint Suchexternal personalprogramme attributes as of‘age, the University of London. nationality, In order resident to be status, admitted length toof the residence, University naof 2 Course description London, at thetive endlanguage of the 1st and academic level and year type students of general must education’ take and The International College of Economics and pass Finance the IELTS(Bachman exam with &the Palmer, minimum 2010,of p. Band 41) are 6, not which taken defines into a (ICEF) – a faculty of the National Research student Univer- as a ‘competent account since user’. they The arefocus veryof similar this English to all students. language sity-Higher School of Economics in Moscowprogramme – works isExaminers students’ academic also assume skills that development, students possess whichthe is supon a joint external programme of the University plemented of bysame vocabulary topicaland knowledge, grammarbeing development studentsin ofthe economcourse London. In order to be admitted to the University of General of English, ics andbusiness finance.skills All examiners development are qualified in the course and have of London, at the end of the 1st academic yearBusiness studentsEnglish sufficient and basic training issues forand testing problem and solving generally in possess Economics must take and pass the IELTS exam with the inminimum the course teaching of ESP. The experience. programme is accomplished on the basis of Band 6, which defines a student as a ‘competent of authentic course books and supplementary materials which have user’. The focus of this English language programme been developed 2.1to Course optimise objective the teaching process. Among these are is students’ academic skills development, which grammar is testsThe prepared main objective in the format of this ofcourse multiple is to choice develop exerstusupplemented by vocabulary and grammar developdents’ discursive skills to an advanced level – to be ment in the course of General English, business skills able to communicate effectively within the academic development in the course of Business English and conventions of higher education in Russia and abroad. basic issues and problem solving in Economics in the The general input takes the form of two hours per

Assessment in making presentations: How it works best

[Insert Velikaya.jpg here] 12

[Insert Velikaya.jpg here]

National Research University-Higher Schoo 1 Introduction

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Assessment in making presentations: How it works best Assessment in making presentations: How it works best

[Insert Velikaya.jpg here] 12

Assessment in making presentations: How it works best [Insert Velikaya.jpg here] Elena Velikaya,

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

How it works best Elena Velikaya,

How

Assessment in making presentations: How it works best

Assessment in H making presentations: How it works best Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

[Insert Velikaya.jpg here]

National Research UniversityHigher School of Economics

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Assessment in making presentations: How it works best

[Insert Velikaya.jpg here]

Assessment in making presentations: How it works best

Assessment in making presentations: How it works best [Insert Velikaya.jpg here] Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia Elena Velikaya, E-mail: evelikaya@hse.ru

The 2nd -year course in the English language Assessment in making presentations: How it works best

1 Introduction Oral presentations have become an increasingly important feature of higher education, and developing abilities in

How it works best vscihshvosuvisuvisuvi

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

How it works best Elena Velikaya,

1 Introduction Oral presentations have become an increasingly important feature of higher education, and developing abilities in this area can be significant for students’ academic success at the tertiary level. Mastery of the skill of giving presentations can help students to communicate ideas, and knowledge they possess and present results of their research to professionals from their field of the study. It can teach them to give talks at seminars and conferences within their learning environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research methodology, discuss the results obtained and suggest improvements to the course.

How

Assessment in making presentations: How it works best

1 Introduction Oral presentations have become an increasingly important feature of higher education, and developing abilities in

Assessment in making presentations: How it works best Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

[Insert Velikaya.jpg here]

How it works best Elena Velikaya,

How

stract The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given. Keywords: assessment, feedback, oral presentations, tertiary level, EAP, course development 1 Introduction Oral presentations have become an increasingly important feature of higher education, and developing abilities in this area can be significant for students’ academic success at the tertiary level. Mastery of the skill of giving presentations can help students to communicate ideas, and knowledge they possess and present results of their research to professionals from their field of the study. It can teach them to give talks at seminars and conferences within their learning environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research methodology, discuss the results obtained and suggest improvements to the course. 2 Course description The International College of Economics and Finance (ICEF) – a faculty of the National Research University-Higher School of Economics in Moscow – works on a joint external programme of the University of London. In order to be admitted to the University of London, at the end of the 1st academic year students must take and pass the IELTS exam with the minimum of Band 6, which defines a student as a ‘competent user’. The focus of this English language programme is students’ academic skills development, which is supplemented by vocabulary and grammar development in the course of General English, business skills development in the course of Business English and basic issues and problem solving in Economics in the course of ESP. The programme is accomplished on the basis of authentic course books and supplementary materials which have been developed to optimise the teaching process. Among these are grammar tests prepared in the format of multiple choice exercises and grammar in context; a variety of tasks for speaking skills development; training materials for academic reading developed in the IELTS exam format (Velikaya, 2008, p. 268 ). The 2nd-year course in the English language programme is aimed to revise, expand and develop the academic skills outlined in the 1styear syllabus. The purpose of it is to equip students with the skills necessary for their future studies in higher education ((3rd and 4th year at the College and Master’s programme) and career: to conduct research and formulate their own ideas, to clarify them and to be able to explain them to others. Good presentation skills are viewed in this course as an ability to organise points so that the audience will find it easy to follow the students’ argumentation and an ability to deliver a presentation in an interesting and engaging way, to keep the audience listening and to answer the audiences’ questions. At the final exam, which ICEF students take at the end of a two-year course of English, formative and summative decisions are made. This is done due to the fact that both kinds of assessment are concerned with [Insert Velikaya.jpg here] 12

[Insert Velikaya.jpg here]

How it works best Elena Velikaya,

How

stract The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given. Keywords: assessment, feedback, oral presentations, tertiary level, EAP, course development 1 Introduction Oral presentations have become an increasingly important feature of higher education, and developing abilities in this area can be significant for students’ academic success at the tertiary level. Mastery of the skill of giving presentations can help students to communicate ideas, and knowledge they possess and present results of their research to professionals from their field of the study. It can teach them to give talks at seminars and conferences within their learning environment, and to participate in different discussions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research methodology, discuss the results obtained and suggest improvements to the course. 2 Course description The International College of Economics and Finance (ICEF) – a faculty of the National Research University-Higher School of Economics in Moscow – works on a joint external programme of the University of London. In order to be admitted to the University of London, at the end of the 1st academic year students must take and pass the IELTS exam with the minimum of Band 6, which defines a student as a ‘competent user’. The focus of this English language programme is students’ academic skills development, which is supplemented by vocabulary and grammar development in the course of General English, business skills development in the course of Business English and basic issues and problem solving in Economics in the course of ESP. The programme is accomplished on the basis of authentic course books and supplementary materials which have been developed to optimise the teaching process. Among these are grammar tests prepared in the format of multiple choice exercises and grammar in context; a variety of tasks for speaking skills development; training materials for academic reading developed in the IELTS exam format (Velikaya, 2008, p. 268 ). The 2nd-year course in the English language programme is aimed to revise, expand and develop the academic skills outlined in the 1styear syllabus. The purpose of it is to equip students with the skills necessary for their future studies in higher education ((3rd and 4th year at the College and Master’s programme) and career: to conduct research and formulate their own ideas, to clarify them and to be able to explain them to others. Good presentation skills are viewed in this course as an ability to organise points so that the audience will find it easy to follow the students’ argumentation and an ability to deliver a presentation in an interesting and engaging way, to keep the audience listening and to answer the audiences’ questions. At the final exam, which ICEF students take at the end of a two-year course of English, formative and summative decisions are made. This is done due to the fact that both kinds of assessment are concerned with [Insert Velikaya.jpg here] 12

Elena Velikaya, How National it works Research University-Higher best School of Economics,

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Moscow, Russia E-mail: evelikaya@hse.ru

Assessment in making presentations: How it works best

H National Research University-Higher School of Economics,

[Insert Velikaya.jpg here] 12

National Research University-Higher School of Economics

sions in the workplace in future. This academic skill is both relevant for studying for a Bachelor degree and Master degree and for a future researcher or executive. This paper aims to present the programme of the course, teaching and research methodology, discuss the results obtained and suggest improvements to the course. 2 Course description The International College of Economics and Finance (ICEF) – a faculty of the National Research University-Higher School of Economics in Moscow – works on a joint external programme of the University of London. In order to be admitted to the University of London, at the end of the 1st academic year students must take and pass the IELTS exam with the minimum of Band 6, which defines a student as a ‘competent user’. The focus of this English language programme is students’ academic skills development, which is supplemented by vocabulary and grammar development in the course of General English, business skills development in the course of Business English and basic issues and problem solving in Economics in the course of ESP. The programme is accomplished on the basis of authentic course books and supplementary materials which have been developed to optimise the teaching process. Among these are grammar tests prepared in the format of multiple choice exercises and grammar in context; a variety of tasks for speak-

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National Research UniversityHigher School of Economics Assessment

How it works

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[Insert Velikaya. jpg here] Elena Velikaya,

12 National Research University-Higher School of Economics

[Insert Velikaya.jpg here]

Assessment in making presentations: How it works best

National Research University-Higher School o

National Research University-Higher School of Economics, Moscow, Russia E-mail: 1 Introduction evelikaya@hse.ru

Assessment in making presentations: How it works best

[Insert Velikaya.jpg here] 12

12 [Insert Velikaya.jpg here]

12 National Research University-Higher School of Economics

[Insert Velikaya.jpg here]

National Research UniversityHigher School of Economics

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Assessment in making presentations: How it works best

[Insert Velikaya.jpg here]

12 [Insert Velikaya.jpg here]

12 National Research University-Higher School of Economics

12 Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Assessment in making presentations: How it works best Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Assessment in making pres-

entations: How it works best Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

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rsity-Higher School of Economics National Research University-Higher School of Economics

National Research University-Higher School of Economics

Assessment in making presenta-

tions:

How it works best

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia Assessment in making presentaE-mail: evelikaya@hse.ru

tions: Assessment in making presentaHow it works best tions: How it works bestElena Velikaya,

National Research University-Higher School of Economics, Elena Velikaya, Moscow, Russia National Research University-Higher E-mail: evelikaya@hse.ru School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

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rsity-Higher School of Economics National Research University-Higher School of Economics

National Research University-Higher School of Economics

Assessment in making presenta-

tions:

How it works best

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

Assessment in making

Assessment in making pres-

presentations:

entations:

How it works best

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Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia

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How it works best Elena Velikaya,

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia

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rsity-Higher School of Economics National Research University-Higher School of Economics

National Research University-Higher School of Economics

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tions:

How it works best

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

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Assessment in making presentations: How it works best Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru Page

Assessment in making pres-

entations:

How it works best

Elena Velikaya, National Research University-Higher School of Economics, Moscow, Russia E-mail: evelikaya@hse.ru

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Assessment in making presentations:

How it works best

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Assessment in making presentations:

How it works best

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Assessment in making presentations:

How it works best

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Assessment in making presentations: How it works best

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Assessment in making presentations: How it works best Elena Velikaya, National Research University-Higher School of Economics,

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Assessment in making presentations: How it works best Elena Velikaya, National Research University-Higher School of Economics,

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