This document provides an assessment of a student's oral presentation. It includes grades for various elements of the presentation including structure, delivery, visual aids, content, and handling of questions. Overall the student received a grade of 62%, in the lower second classification. The assessor provided strengths such as the presentation being well presented and skills being highlighted. Suggestions for improvement included adding an introduction and conclusion, linking skills to future careers, and improving the structure. The student was advised to use the feedback to improve future work.

1. Appendix 1
Student Name: Damien Hardy
Module Title: Professional and Scientific Practice 3
Title of coursework Oral Presentation
Marker: Tom Bassindale
Overall Grade/Categorical
Mark:
62%
First Upper 2nd Lower 2nd Third Fail
Structure
Lookingfor:
 introduction
 linked sections
 conclusion
 appropriate length
Introduction and conclusion well
explained.
Sections linked together in a clear,
logical manner,
Key points clearly presented and
discussed
Kept to time.
Introduction and conclusion
appropriate.
Sections linked together in a logical
manner,
Key points clearly presented.
Kept to time.
Introduction and/or conclusion too
brief
Structure only partially logical
Key points included
Slightly ov er or under time
Introduction and/or conclusion too
brief or irrelev ant.
Sections only poorly linked
Many key points missed.
Signif icantly under or ov er time.
Introduction and conclusion not
included.
Sections unlinked,
Key points not included.
Signif icantly under or ov er to
time.
Delivery
Lookingfor:
 tone/audibility
 interesting/confident
 pace
Conf idently presented, well-paced,
clear audible tone. Good interaction
with audience. Enthusiastic about
topic
Fairly conf idently presented, well-
paced, audible tone. Ey e contact
with audience.
Showed clear interest in topic
Fairly conf idently presented, well-
paced, audible tone May be some
hesitation or reading.
Some interest in topic.
Presentation too f ast/slow in
places, speaker could not be heard
at times. Some hesitation or
alway s reading f rom script, limited
interest in topic
Presentation too f ast/slow,
speaker could not be heard.
Hesitant deliv ery showing no
interest in topic
Visual Aids
Lookingfor:
 appropriate content
 well prepared, clear
 used effectively
Clear slides, with excellent use of
appropriate f igures, slide content
appropriate to presentation, slides
used ef f ectiv ely , v ery well prepared
and coherent.
Clear slides, with appropriate
f igures, slide content appropriate to
presentation, slides used ef f ectively
and well prepared.
Mainly clear slides but some dense
text . Limited use of f igures.
Content mainly appropriate.
Slides mainly used ef f ectiv ely .
Some errors in preparation.
Ov er use of text on slides, slide
content not alway s appropriate to
presentation, slides not alway s
used ef f ectively , slides not alway s
well prepared.
Unclear or cluttered slides, ov er
use of text, slide content
inappropriate to presentation,
slides not used ef f ectiv ely ,
unprepared.
Content
Lookingfor:
 relevant
 well-researched
 appropriate for audience
 shows understanding
Appropriate f or audience, with v ery
relev ant content. Well researched,
demonstrating excellent
understanding. Very clear
identif ication of skills and link to
f uture career
Appropriate f or audience, with
relev ant content. Clear research and
understanding demonstrated. Good
identif ication of skills and attempt to
link to f uture career
Content mainly appropriate to
audience. Some research and
understanding demonstrated.
Identif ication of some skills or
attempt to show relev ance to
career plans
Some appropriate content f or
audience, but mainly irrelev ant.
Limited research or understanding
demonstrated.
No skills identif ied and no linking to
f uture career
Inappropriate f or audience,
content not relev ant or
researched, limited
understanding demonstrated. No
skills identif ied and no linking to
f uture career
Handling of Questions
Lookingfor:
 knowledge
 confidence
Conf ident and clear when answering,
Detailed answer to question asked.
Answer content correct additional
inf ormation giv en.
Conf ident when answering
questions,
Answer addresses question asked.
Answer content correct.
Answers questions but answers
brief or with some errors.
Attempts to answer questions,
Answers sometimes v ery brief or
irrelev ant..
Answer contains errors.
Unable to answer questions.
Answer does not address
question asked.
Answer contains extensiv e
errors.

2. Strengths:
Well presented and fairly confidently spoken.
Highlight many skills developed in a couple of different roles.
Some good reflections on these skills.
Suggestions for Improvement:
Structure – needs an intro, middle, end structure.
Try and link these skills with future careers and aspirations.
Student comments for Feed-forward (how will you use this feedback to improve your future work?):
Signed: Tom Bassindale Date:4/2/22

3. Class CG% General Characteristics Level 6
FIRST
(Excellent}
96 Exceptionalbreadthanddepth ofknowledge andunderstanding of the area of study;evidence of extensive andappropriate selectionandcritical
evaluation/synthesis/analysis and ofreading/research beyondthe prescribed range, inboth breadthanddepth, to advance work/direct arguments;exceptional
demonstration ofrelevant skills;excellent communication;performance deemedto be beyond expectation. Work may achieve or be close to publishable or
commercial standard..
89
81 Excellent knowledge andunderstanding ofthe area ofstudy as the student is typically able to go beyond what has been taught (particularly for a mid/high 1st
;
evidence of extensive and appropriate selectionandcritical evaluation/ synthesis/analysis of reading/research beyondthe prescribed range, to advance work/direct
arguments;excellent demonstration ofrelevant skills;excellent communication; performance deemed beyond expectation of the level.
74
UPPER SECOND
(Very good)
68 Verygood knowledge andunderstandingof the area ofstudyas the student is typically able to relate facts/concepts together with some ability to apply to
known/taught contexts; evidence of appropriate selectionandcritical evaluationof reading/research, some beyondthe prescribed range, mayrelyon set sources to
advance work/direct arguments;demonstrates autonomyinapproachto learning;verygooddemonstrationof relevant skills;strong communicationskills..
65
62
LOWER SECOND
(Good)
58 Good knowledge and understandingof the area of study balancedtowards the descriptive rather than critical or analytical;evidence ofappropriate selectionand
evaluationof reading/research, some maybe beyond the prescribedrange, but generallyreliant onset sources to advance work/direct arguments;good demonstration
of relevant skills, though maybe limitedin range; communicationshows claritybut structure maynot always be coherent .
55
52
THIRD
(Sufficient)
48 Knowledge and understanding is sufficient to deal with terminology, basic facts andconcepts but fails to make meaningful synthesis;some abilityto select and
evaluate reading/researchhowever workmaybe more generallydescriptive; general reliance onset sources to advance work;arguments maybe weak or poorly
constructed;adequate demonstrationof relevant skills over a limited range;communication/presentation is generallycompetent but with some weaknesses.
45
42
FAIL
(Insufficient)
35 Insufficient knowledge and understandingof the subject andits underlying concepts;some abilityto evaluate givenreading/researchhowever work is more generally
descriptive; naivelyfollows or mayignore set material indevelopment ofwork;given briefmaybe onlytangentiallyaddressedor mayignore keyaspects of the brief;
demonstration ofrelevant skillsover a reducedrange; communicationshows limitedclarity, poor presentation, structure maynot be coherent.
25
15 Highlyinsufficient knowledge or understandingof the area of study; understanding is typically at the word level with facts being reproduced in a disjointed or
decontextualised manner; fails to address the outcomes addressed bythe brief;typicallyignores important sources indevelopment of work and data/evidence
inappropriatelyused;weak technical and practical competence hampers abilityto
demonstrate/communicate achievement of outcomes.
5
Zero 0 Work of no merit OR absent, worknot submitted, penaltyinsome misconduct cases.