English Language Centre
Pre-sessional Programme
Evaluating a Presentation
The KCL marking criteria has 5 areas on which you will be assessed and given feedback on. Based on
the marks you receive for each criterion you will be given a final mark. Therefore it is possible for a
student with an A for language to still score a B overall, if their delivery is weak and so on.
How many of the different areas on the criteria do you know? Do you know the weighting (the
amount they contribute) to your final score?
Delivery
The first area that we will look at in the lesson is delivery.
The specific areas that are covered by delivery are:
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audience engagement
body language and gestures
eye contact
slides
projection of voice
use of notes
With 2 other students discuss what you think can be done to:
a) develop the skills needed for each of the criterion above
b) show the marker and your audience that you have considered their needs during the
presentation
Now watch 2 previous students’ presentations (without sound!) and focus on the areas mentioned
above. Make notes on the following areas:
Student A
Student B
audience engagement
(use your own response to
decide how engaged you
feel while watching)
body language and
gestures
eye contact
slides
use of notes
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English Language Centre
Pre-sessional Programme
Discuss in pairs.
In what ways is communication in a presentation much more than just the words that the person is
saying? Discuss with reference to these presentations and experience of watching other academic
talks.
Grading
Now take a look at the feedback given to the students on the delivery of their presentation. This
feedback was given to help them develop before their next presentation.
Match the comment to the students.
What does the use of precluded mean in this context? What grade did each student receive for
delivery?
Student A or B?
Student A or B?
Higher grade (B+) precluded because
Higher grade (A+) precluded because
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More eye contact needed with the whole
audience.
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Could have made better use of slides at times;
e.g. used animation to introduce one by one.
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More eye contact and engagement with the
audience needed
Too much information on slide outlining 3
articles.
Reading of hand not appropriate use of notes.
Task Fulfilment
The next area we will focus on today will be task. How much does task fulfilment contribute to the
final mark?
Discuss in pairs
What do you think the function of a presentation is? When you listen to other students presenting,
what do they need to do to help you understand their presentation?
On the KCL speaking criteria, the elements assessed for in task fulfilment are:
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task completion
logical structure/organisation
development of ideas
sufficient explanation for a non-expert, but educated audience
answers audience questions
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English Language Centre
Pre-sessional Programme
Now watch student B’s introduction. In what ways does the student meet the criteria above? Make
notes in the relevant sections (watch till 1 min 20).
 task completion
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logical structure/ organisation
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development of ideas
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sufficient explanation for a non-expert, but educated audience
Now watch the rest of the presentation and complete the notes for the section.
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task completion
gives definition of palliative care
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logical structure/organisation
explanation of research into the area
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development of ideas (How does one idea connect to the next?)
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sufficient explanation for a non-expert, but educated audience
gives definition of palliative care
What grade do you think the student received for task fulfilment? Can you give any suggestions for
further improvement?
↘Think about your own presentation. What will you need to do in order to fulfil the criteria
above? What words will need defining? What language will you need to use to explain complex
issues?
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English Language Centre
Pre-sessional Programme
Critical Analysis
The final section we will look at in today’s lesson is the criteria for critical analysis, which is 20% of
your final score.
How can you maximise the criticality in your presentation? Use the words below to help you to
answer this question.
understanding
wider reading
description
counter argument
reading
sources
position/stance
evidence/examples
Discuss your ideas in pairs.
Task 1
Watch student B’s presentation again and focus on critical analysis.
How have the following sources been used? Match the source to the function
a) to give the name of the seminal piece of research the student is critiquing
b) to explain how research in the field has been conducted
c) to give support to a definition
Source: (WHO, 2011; Ferris et al, 2009; Clark, 2009; von Gunten, 2009; King's College London)
Function_______________________
Sources: (Bennett, 2007), (Addington-Hall, 2007), (Costantini and Higginson, 2007), (Payne, 2007)
Function _______________________
Source: (Temel et al, 2010)
Function___________________________
Task 2
Watch the final evaluation section again. Number the following in the sequence you hear them
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Evaluation of the significance the seminal research has
The implications for early care
Aims of the seminal paper that you have chosen 1
Method
Helping patients to manage their time before death.
Recommendations for improving palliative care
How may negative points about the strengths of the research does the student mention? Are they
supported by sources?
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English Language Centre
Pre-sessional Programme
What could the student have done to improve his critical analysis throughout this section?
Your presentation
↘Using the information from this lesson and the KCL marking criteria think about how you can
develop the required skills and work towards the grades you need.
Think about each section one by one and give yourself specific tasks.
Delivery
To practice the skills needed I will
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Task fulfillment
To demonstrate I can complete a successful presentation in terms of task, I will
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Critical analysis
To maximise my criticality I will
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