Student presentations

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Clarify the purpose of the student presentation. For example, is it needed to evidence PSRB requirements, programme learning outcomes or develop graduate attributes? What skills will be developed and why are they important post-graduation?​

Explain how the presentation will be assessed.​

Provide clear expectations. For example, how long will the presentation be, do students need to use Power Point or does time need to be allowed for questions from the audience.​

Deliver a workshop to develop presentation skills, explain best practice and manage presentation anxiety​

If the presentation is not required to meet PSRB requirements or programme-level learning outcomes, Teaching Teams consider alternative arrangements for students with concerns, such as submitting a pre-recorded presentation.​

Module Managers offer 1:1 drop-ins for students who may have concerns about giving a presentation, referring to Disability Inclusion Tutors and/or Academic Mentors where appropriate. If alternative arrangements are considered appropriate, this can include submitting pre-recorded presentation, delivering to a smaller group, or allowing students to bring comfort aids such as stress balls or fidget gadgets, or to stand at the back of the classroom rather than the front.​

Develop presentation skills at programme level. For example, at Level 4 submitting a pre-recorded presentation, at Level 5 presenting to a tutor, at Level 6 presenting to a small group of peers.​

Avoid planning student presentations during times of high student workload.​

Offer students some level of flexibility to choose when to deliver presentation. For example, in the morning or afternoon, or at the start or end of the session.​

At the beginning of the event, tutors share their own anxieties around giving presentations and what helps them overcome those nerves.​

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Tutors introduce themselves and encourage students to introduce themselves at the start of the event.​

Ask students to agree ground rules during the event such as not talking during presentations, the order of presentations and when students can ask questions.​

Tutors clarify the expectation that all students are considerate and respectful of each other. ​

Provide a short break between each presentation.​

Students submit presentations prior to the event and tutors upload them ready for access during the event.​

Encourage students to bring water and provide at least 1 bottle of water for those who may have forgot.​

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Consider if the presentation needs to be quantitatively assessed, or could it be pass/fail? ​

Marking rubrics and marking criteria should be checked for terms or phrases that could be perceived as being directly or indirectly discriminatory. For example, do not assess students on their ability to speak clearly or penalise them for referring to notes.​

If the presentation must be quantitatively assessed, use a marking rubric to help clarify expectations.​