Task 6 | Group Presentation
What you have to do
- Deliver a group presentation lasting approximately 10 minutes on your group’s research problem.
- The objective is to let everyone know what your research problem is and why it is important.
- It is essential that you adjust the difficulty of your presentation so that all your classmates can understand and appreciate your topic.
- You do not need to complete your literature review before the presentation.
- Please remember to clearly indicate the names of your mentors.
Dates
| Date: | Week 3 | Sat 30 Jan |
| Time: | 09:00 – 13:00 | Mode: | Face to Face | Venue: | TBA |
Rubric
Categories
| 5: Excellent | 4: Good | 3: Average | 2: Below Average | 1: Needs improvement |
|---|---|---|---|---|
| Displays almost all (≈ 90%) of the indicators. | Displays a vast majority (≈ 75%) of the indicators. | Displays many (≈ 50%) of the indicators. | Displays several (≈ 25%) of the indicators. | Displays a few (≈ 10%) of the indicators. |
Criteria
| Category | Skill or Quality | Indicators | 5 | 4 | 3 | 2 | 1 |
|---|---|---|---|---|---|---|---|
| Content 40% | Depth & Breadth (Appropriateness) | — The content depth and breadth is appropriate to the purpose of the presentation (i.e. to inform on a scientific problem) and to the audience (i.e. peers) | |||||
| Depth & Breadth (Time management) | — The length of presentation is comfortably within the assigned time limits. | ||||||
| Information (Accuracy) | — Presentation contains accurate information. | ||||||
| Information (Comprehensiveness) | — Introduction is attention-grabbing, lays out the problem well, and establishes a framework for the rest of the presentation. — Technical terms are clearly defined and appropriately used to enable better understanding of the presentation topic. — An appropriate amount of material (covering depth and breadth) is presented, and points made reflect well their relative importance. — There is an obvious conclusion summarizing the presentation. — The presentation was a concise summary of the topic with sufficient background information that answered obvious questions about the topic. — Information was sufficient to achieve all of the presentation’s aims and objectives. — The overall objective of the presentation (to inform peers on a scientific topic) is well achieved. — Information can be comfortably covered within the given time limit. |
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| Information (Relevance) | — Material included is relevant to the central message/purpose. | ||||||
| Information (Tables, Graphs and Numbers) | — Numerical values are correctly displayed using an suitable number of figures. — Error bars or estimates of errors are indicated when possible. — Relevant information in the graphs and tables are highlighted and clearly explained. — The relevance of the graphs and tables to the topic is made obvious. |
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| Citations | — Presentation refers to or credits other sources when necessary. | ||||||
| Delivery 40% | Non-verbal (Body Movements) | — Body movement and gestures are used effectively to convey information. — There is absence of unnecessary body movements which distract audience. |
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| Non-verbal (Enthusiasm) | — Speaker exhibits a clear interest, excitement about the topic through verbal or non-verbal cues. | ||||||
| Non-verbal (Eye contact) | — The presenter maintains frequent eye contact with the whole audience. | ||||||
| Non-verbal (Positioning) | — Presenter stands in a position that allows audience full view of the slides. — Presenter stands at an appropriate distance from members of the audience to maximize interaction with them. |
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| Non-verbal (Posture) | — Presenter stands upright, and there is no slouching and leaning on supports. | ||||||
| Non-verbal (Style) | — The presenter interacts and engages audience by speaking conversationally. — The presenter exhibits clear interest and excitement about the topic through verbal or non-verbal cues. |
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| Other (Audio-Visual aids) | — Visual aids are well prepared, informative, effective, not distracting, to the point and not overcrowded. |
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| Other (Preparation & Scripts) | — The presentation is well prepared and rehearsed. The presenter rarely (or never) reads off the slides or notes. — Presenter may briefly consults notes but doing this does not break the flow or disrupt his/her interaction with the audience. |
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| Verbal (Elocution) | — The presenter peaks fluently. There is no stuttering. — The presenter clearly articulates words. He/She does not mumble. — There are no noticeable fillers — The presenter uses inflections effectively to emphasize key points or to create interest. |
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| Verbal (Pace) | — The presenter speaks at a pace (not too fast or too slow) that the audience can easily follow. | ||||||
| Verbal (Volume) | — The presenter’s voice is clear and strong. — The presenter’s volume is loud enough for the venue. |
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| Flow of information | — Information is presented in a logical sequence. — There is a flow of content that runs logically and smoothly throughout the entire presentation. — Transitions between slides and sections are clear. — The logical relations between slides and between sections are clear. — The organisation allows the audience to easily follow and understand the content. — Transitions between slides and sections are smooth. |
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| Quality of slides | If slides are used: — They are numbered. — There are no misspelt words or grammatical errors that hinder understanding. — Citations/credits are clearly indicated. — Consistent colour scheme and formatting are used. — Images and tables are suitably captioned or explained and are not distracting. |
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| Other 20% | Collaboration (Group dynamics) | — Team members participate equally. — There is teamwork (e.g. controlling slides, stepping in to answer questions) which ensures that the presentation is coherent and runs smoothly. — No member dominates the presentation. |
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| Interactions (Q & A) | — The presenter answers questions posed by the floor with ease and confidence. — The presenter displays an ability to understand different points of view expressed by the audience. — The presenter is able to use his/ her knowledge and experience to continue a discussion prompted by the questions from the audience. |
Why are we doing this?
- To let the staff and mentors know the topics you are working on so that we can advise you and highlight any potential pitfalls before you start writing your final report.
- Working and presenting in a group is something you will often encounter in your career. So this will be good practice. This is also an opportunity for you to iron out any concerns about the dynamics of your group.
- As before, the ability to share your ideas with others is crucial. This task will give you some practice to deliver a presentation succinctly and efficiently to a specific audience.