 |  Research Projects in Statistics Joseph Kincaid,
Blue Cross and Blue Shield of Kansas City
Presenting the Results
Implementation tips Videotape the oral presentations
Deciding to videotape the presentations was one of the best decisions I ever made. Not only could I now postpone making my grading decisions, but I no longer had to rely on my memory to decide their grade. With the videotape, I can time each speaker carefully, make copious notes to myself and observe all speakers at the same time.
Ask them to submit all materials
I always asked my students to submit their note cards and their visual aides at the end of their presentation. This was invaluable to me in evaluating their level of preparedness.
By prohibiting scripts the students are required to speak in their own words and this helps evaluate how well they understand the material. By requiring the students to submit their materials, especially their note cards, this rule can be enforced more easily.
Develop a grading rubric for the presentations
A grading rubric is a tremendous aide in assigning points to the presentations, both oral and written. Sample rubrics are available in PDF format. I also recommend that you make your rubrics available to the students for their use in planning their presentations. Let them know what you will be watching for so that they can work to meet your expectations.
Points for the presentations
I recommend assigning 15—20% of the points to each of the oral and written presentations.
Tips on Individual GradingReserve points for the individual contribution.
Assigning individual scores for the projects is almost impossible. However, assigning a single group grade to everyone is often unfair. I prefer to balance this by assigning the majority of the points to the group, but reserving a significant amount of the points for individual contribution. I recommend assigning 15—20% of the points to the individual contribution to the group project.
Require an executive summary from each student
Measuring the individual contribution can be difficult. To achieve this, I require the students to complete an in-class executive summary of the project. I pass out one sheet of paper to each student with the following instructions at the top:
In the space below, write a summary of your research project. Begin with the research proposal, discuss the sampling process, the data collection process, the statistical analysis and the conclusion you made. Discuss what you learned from the project about data collection and analysis. Summarize this information. You should try to fit it on one page, but if you write big, you may use a second sheet.
On the back of this sheet, I place the following instructions:
In the space below, describe your contribution to the project and assess the contribution of the other members of your group. This information, along with your executive summary and the responses from the others in your group, will be used to determine the points for the individual contribution for the members of your group.
The responses to these, together with any observations I made over the course of the semester or during the oral presentation, are my basis for the points for the individual contribution.
|
|
2004 McGraw-Hill Higher Education