Research Article
Classroom Based Assessment: Deciphering role of language in Oral Presentation Assessment
Ramesh Rao Ramanaidu , Shasitharan Raman Kutty
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Ramanaidu RR, Kutty SR. Classroom based assessment: deciphering role of language in oral presentation assessment. European J Ed Manage. 2020;3(1):1-5. doi: 10.12973/eujem.3.1.1
Ramanaidu, R. R., & Kutty, S. R. (2020). Classroom based assessment: deciphering role of language in oral presentation assessment. European Journal of Educational Management, 3(1), 1-5. https://doi.org/10.12973/eujem.3.1.1
Ramanaidu Ramesh Rao, and Shasitharan Raman Kutty. "Classroom Based Assessment: Deciphering role of language in Oral Presentation Assessment," European Journal of Educational Management 3, no. 1 (2020): 1-5. https://doi.org/10.12973/eujem.3.1.1
Ramanaidu, RR & Kutty, S 2020, 'Classroom based assessment: deciphering role of language in oral presentation assessment', European Journal of Educational Management, vol. 3, no. 1, pp. 1-5. Ramanaidu, Ramesh Rao, and Shasitharan Raman Kutty. "Classroom Based Assessment: Deciphering role of language in Oral Presentation Assessment." European Journal of Educational Management, vol. 3, no. 1, 2020, pp. 1-5, https://doi.org/10.12973/eujem.3.1.1.
Abstract
Self Directed learning, oral presentation and peer group assessment are some of the phrases gaining momentum in the domain of teaching and learning. The merits and challenges in using them had attracted the attention of many educational researches. This study hopes to contribute by investigating one element which plays an important role in oral presentation. Language plays an important role in conveying the message. The uniqueness of this study lies in the language used by the presented and the participants. The Sign Language was used, where the raters consist of two groups of people. Only one group knows the sign language. The participants of study are 36 pre-service teachers. A total of 20 pre-service teachers are undergoing training to become hearing impaired special education teachers. As such, sign language is included in the programme. The balance 16 pre-service teachers enrolled in TESL programme. The presenter, himself is a hearing impaired pre-service teacher. Therefore, he had to use the sign language during his oral presentation, know sign language. The pre-service teachers had assessed the presenter using three criteria. These are communication, content and delivery. The findings show that comprehension and interpreting the rubrics used during oral presentation is crucial. As such it is suggested that students are consulted when drawing the rubrics.
Keywords: Self directed learning, oral presentation, peer group assessment, sign language.
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