Group presentations as a means of meaningful assessment

Abstract

The move to online teaching and learning due to Covid-19 promoted an evaluation of my level 3 ecology course and whether an exam was appropriate and represented an authentic assessment which could be carried into the workplace. Over the years, students had taken part in non-assessed debates on various topics, for example, should whaling be banned? should we cull one species to save another? should all humans be vegan? The effort and enthusiasm of the cohorts towards this activity fostered a thought to replace the exam with a group presentation. However, in my experience, some students enjoy oral presentations and group work, while others do not; this was borne out by concerns some students raised when consulted on this change to the course.

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http://eprints.gla.ac.uk/274374/