Unformatted Attachment Preview
UCLAN FIRE
www.uclan.ac.uk/fire
University of Central Lancashire
School of Forensic and Investigative Sciences
FV3900 Presentation Assignment Brief
Assignment Details
To give an oral and visual presentation to a panel of academic staff (at least two minimum)
and it may include some of your peers. You are required to explain the research that you
have undertaken for your dissertation. The presentation should take no longer than 15
minutes with a further 5 minutes for questions and discussion.
You are required to provide PowerPoint handouts of the presentation for each of the
academic staff before the start of your presentation. You will need to provide a list of the
references consulted, to be set out on no more than one side of A4, using the correct
referencing system. These will indicate the scope and validity of the research material you
have consulted for your literature review and your ability to lay out references following the
accepted conventions.
Guidance Notes
Ensure that the audience is aware of the research question and the methodology that is
being adopted; do not assume that they will have read your research proposal in detail. A
high standard of presentation is expected in whatever media you select but as a minimum
you are expected to use PowerPoint. Any equipment you need must be booked at least a
week in advance through the FV3900 module leader.
Prepare slides
You are required to prepare PowerPoint slides by using the structure in the dissertation as
an outline that reflects the logical sequencing of information. However, substantive
information in the entire dissertation should correspond with the slides. In essence, you
are reducing your dissertation to a PowerPoint format. The amount of information
presented should correspond to the time allocated for the presentation, that is, 15 minutes
with a further 5 minutes for questions and/or discussion.
Slides should reflect the following:
•
•
•
Title of the dissertation, including the student’s name, School, Course and date.
Acknowledgment: Include the name of the dissertation supervisor.
Statement of the problem: Include a brief statement that draws audience attention to
a particular critical situation revealed in the dissertation. Students are encouraged to
incorporate several slides that reflect, background, statistics, data and information
about the problem.
1
UCLAN FIRE
www.uclan.ac.uk/fire
•
•
•
•
•
•
•
•
Significance of the research: Presenters should address the importance of the
research to a wide fire community/industry. This part of the presentation focuses on the
wider applications of the research to the community at large.
Research question(s): List all of the research questions/ objectives exactly as they
appear in the text of the dissertation.
Literature review: students should provide an overview of salient critical studies. The
students should be able to describe the current critical perspective of published
literature and justify that the research advances the knowledge through its research
objective.
Method: Students are to provide an overview of the application of particular methods
through which research questions are answered. You are required to include
references to critical information that addresses the rationale for the selection of a
particular method and addresses issues of validity and reliability.
Results and analysis: Slides should reflect graphs, tables or charts that demonstrate
critical elements of the research findings or outcomes.
Discussion: Students should list and discuss findings and their applicability or
usefulness.
Limitations of the study: Students are required to state the limitations of the
research.
Recommendations for future study: Students should suggest areas for further
research where they see a logical continuation of their work. This opens the pathway
for future students to continue with that line of research.
Remember:
•
•
You must demonstrate that you have met the learning outcomes
As you construct and present your work, consider the assessment criteria
Presentation Instructions
It is your responsibility to ensure that your work is neatly and accurately presented.
Ensure the quality of the slides, and make certain there is integrity of information, as well
as integrity in appearance of the slides. Slides should be readable and professionallooking.
Marks may be deducted for failure to follow these instructions. Please look at the Student
Guide to Assessment for more information.
Referencing
Bibliographic references identify the work in question (usually either a book or an article)
and give sufficient information on the author, title, publisher and date of publication for this
identification to be quite clear and unambiguous. Such references are normally written
according to fixed conventions, which it is sensible to follow; one set of these conventions
is outlined below.
2
UCLAN FIRE
www.uclan.ac.uk/fire
For books: author's surname first, followed by the initials of his/her other name(s), then by
the full title of the book in italics (these italics will be replaced by underlining in typescript
or handwriting). There then follows the place of publication - usually a city - then the name
of the publisher, and lastly the date of publication, e.g. Crane, D., Invisible Colleges.
Chicago: University of Chicago Press, 1912.
Where there is more than one author, the examples are:
·
·
·
·
Crystal, D. & Dour, D., Advanced Conversational English. Harlow: Longman, 1975.
or
Crystal, D. and Dour, D. Advanced Conversational English. Harlow: Longman,
1975.
Brazil, D., Coulthard, M. & Johns, C., Discourse Intonation and Language Teaching.
Harlow: Longman, 1980.
or
Brazil, D., Coulthard, M. and Johns, C., Discourse Intonation and Language
Teaching. Harlow: Longman, 1980.
Where the book is a collection (of articles or monographs) rather than a single text, the
examples are:
·
Pride, J.B. ed. Socio-linguistic Aspects of Language Learning and Teaching.
Oxford: Oxford University Press, 1979.
·
Richards, J.C. and Nunan, D. eds. Second Language Teacher Education.
Cambridge: Cambridge' University Press, 1990.
For articles in a collection: similar to book references, but the author and title of the
article come first, e.g. Pennington, M.C., A professional development focus for the
language teaching practicum. In Richards, J.C. and Nunan, D. eds., Second Language
Teacher Education. Cambridge: Cambridge University Press, 1990.
For articles in a journal (serial): much as above, except that information on the journal
replaces that on the book (collection), e.g. Stieg, M.F., The information needs of historians.
College and Research Libraries, 1981, 42(6), 549-560.
The figures '42(6)' mean 'volume 42, no. 6'; the figures `549-560' mean `pages 549 to 560'.
Note also that capital letters are not usual in the titles of articles (though in those of books,
of course, they are).
Bibliographic (or general) references can be placed as footnotes to the text or, far better,
listed alphabetically (by author) in a `bibliography' at the end of the text. If a bibliography is
used, references in the text need only state the author(s) and the publication date, e.g.
Conflict within the marketing channel required its own definitions, and one of the first of
these was established by Stern and Gorman (1969).
If the bibliography contains two or more publications by the same author(s) in the same
year, identify them as 1969a, 1969b, etc.
3
UCLAN FIRE
www.uclan.ac.uk/fire
If the text does make references to books/articles in this way, then the bibliography should
put the publication date after the author's name, rather than at the end, e.g. Crane, D.,
1972. Invisible Colleges. Chicago: University of Chicago Press.
Finally, minor differences from the above conventions may be found, as between one
published bibliography and another, but these are unimportant; what does matter is that
consistency in following one set of conventions is ensured. Not only should the information
in the bibliography be correct in every detail (author's name and initials, publisher's name,
etc.), but complete typographical accuracy - spacing, punctuation, etc. is also very
important. Thorough proof-reading is essential here, as in the rest of the text, and is a
measure of the care that has been taken; conversely, a text full of `typos' (typographical
errors), misspellings, inconsistencies, etc. is not only evidence of carelessness but also
very irritating for the audience - the reader - and thus obviously counter-productive.
Plagiarism
The use of work produced for another purpose by you, working alone or with others, must
be acknowledged.
Copying from the works of another person (including Internet sources) constitutes
plagiarism, which is an offence within the University’s regulations. Brief quotations from the
published or unpublished works of another person, suitably attributed, are acceptable. You
must always use your own words except when using properly referenced quotations.
You are advised when taking notes from books or other sources to make notes in your
own words, in a selective and critical way.
The presentations will take place during the central examination weeks in Semester
two.
The presentation is worth 20% of the total module assessment.
Learning outcomes
This assessment will test your ability to meet the learning outcomes as described in your
module booklet, specifically:
1. Identify an area of research and define the objectives of an investigation with the use of
appropriate evidence and other supporting information.
4. Demonstrate an in-depth knowledge of subject area.
6. Disseminate research outcomes and communicate arguments logically and clearly.
Assessment Criteria
For more information please see the marking guide at Appendix 1
4
UCLAN FIRE
www.uclan.ac.uk/fire
Appendix 1
Presentation Assessment Sheet
This sheet is an example of the type of assessment sheet that will be used for the
assessment of all assessed student presentations in the School, including both individual
and group-based assessments. Where more than one tutor is present at the session, a
separate sheet will be completed blind by each member of staff and an agreed mark
negotiated at the end of the session. Students will normally receive a copy of the sheet no
later than one week following the presentation date.
Assessment Criteria - Marking Scheme:
Mark
(70% A thorough understanding of the theoretical and practical concepts of the
upwards)
research process. Evidence of a clear understanding of the current position of
research on this subject. Exceptional skills in the presentation of information.
Mark (60-70%)
Mark (50-59%)
Mark (40-49%)
Exceptional presentation, clearly informing audience of study whilst engaging
them with subject material.
A firm grasp of the research process, with a clear research question and a
reflective understanding of an evolving methodology which is well justified.
Evidence of a wide ranging and appropriate review of literature. An ability to
present information clearly. Correct use of the Harvard referencing system.
Good use of text and images. Enthusiastic and engaging presentation with good
vocal performance.
A greater depth of understanding and evidence of research, clearer research
question and an understanding of the research process.. Some justification of
the methodology and evidence of an appropriate review of literature. Evidence
of ability to present information. Mainly correct use of the appropriate
referencing system.
Keeps to time and has a satisfactory quality of visual material.
The presentation meets all the requirements of the assignment brief with some
relevant information. There is a tendency to provide unsubstantiated statements
and the research question is not clearly stated. There is a weak literature review
and poorly justified methodology. Tendency to produce unsubstantiated
statements. Limited ability to present information. Poor use of the referencing
system.
Does not keep to time (not within 5 minutes), poor quality of visual material.
Significant use of notes and lack of eye contact. Overall performance lacking.
Mark Fail (0- The presentation does not meet the requirements of the assignment brief. There
39)
is a tendency to provide unsubstantiated statements and the research question
is not clearly stated. There a weak literature review and no methodology.
Limited ability to present information. Poor use of the appropriate referencing
system.
Does not keep to time (not within 5 minutes), poor quality of visual material.
Significant use of notes and lack of eye contact. Overall performance lacking.
5
UCLAN FIRE
www.uclan.ac.uk/fire
Overall Comments
Grade ………………………………………………………
Tutor’s Signature …………………………………………
Moderator’s Signature …………………………………..
Date ………………………………………………………..
6
UCLAN FIRE
www.uclan.ac.uk/fire
Student……………………………………………
Academic Level 6
Classification
Grade
Outstanding
70 –
100%
Relevance
Knowledge
Analysis
Argument &
Structure
Originality
20%
Directly relevant
to title. Able to
address the
implications,
assumptions
and nuances of
the title.
20%
Makes effective
use of a
comprehensive
range of theory
and practice
knowledge.
15%
A
comprehensive
analysis of the
material
resulting in clear
and illuminating
conclusions.
20%
Coherent and
logically
structured,
making creative
use of an
appropriate
mode of
argument and/or
theoretical
model.
15%
Distinctive work
showing
independent
thought and
critical
engagement
with alternative
views.
10%
A very well
written answer
with standard
spelling and
syntax.
Good analysis
of the material
resulting in clear
and logical
conclusions.
Generally
coherent and
logically
constructed.
Contains some
distinctive or
independent
thinking.
Well written with
standard
spelling and
syntax.
Beginning to
formulate an
independent
position
Style is lucid
utilising an
appropriate
format and
bibliographical
apparatus.
Sound work
which expresses
a personal
position, often in
broad terms and
tends towards
uncritical
conformity to
one or more
standard views
of the topic.
Competently
written with only
minor lapses
from standard
spelling and
syntax.
Largely
Generally
competent
writing although
intermittent
lapses from
standard syntax
and spelling and
pose occasional
obstacles for the
reader.
Relevance to
practice is
thoroughly and
explicitly
addressed.
Above average
6069%
Directly relevant
to title.
Is able to
demonstrate
effective
practice
relevance.
Average
5059%
Generally
addresses the
title, sometimes
addresses
irrelevant
issues.
Relevance to
practice
effectively
addressed, may
be implicit in
places.
Below Average
4149%
Some degree of
irrelevance to
the title.
Superficial
consideration of
the issues.
Relevance to
practice tends
towards
superficiality
and is largely
implicit.
Demonstrates
ability in the
manipulation
and transfer of
subject material
to demonstrate
a solid
understanding
of the issues in
both theory and
practice.
Makes effective
use of good
theory and
practice
knowledge.
Manipulates and
transfers some
material to
demonstrate a
clear grasp of
the themes,
questions and
issues in theory
and practice.
Adequate
knowledge of a
fair range of
relevant
theoretical and
practice related
material with
evidence of an
appreciation of
its significance.
Uses an
appropriate
mode of
argument or
theoretical
model.
Adequate
analytical
treatment, with
occasional
descriptive or
narrative
passages which
lack clear
analytical
purpose.
Conclusions are
clear.
Adequate
knowledge of a
limited range of
relevant
theoretical and
practice related
material with
intermittent
evidence of an
appreciation of
its significance.
Evidence of
analytical ability.
Intermittent
passages of
descriptive or
narrative
material which
lack clear
analytical
purpose.
Conclusions are
not always clear
and logical.
7
Adequate
attempt to
construct a
coherent
argument, but
may suffer loss
of focus and
consistency.
Issues at stake
may lack clarity
or theoretical
models couched
in simplistic
terms.
Some attempt to
construct an
argument is
evident but it
lacks sufficient
clarity and
coherence.
Issues at stake
are only vaguely
stated.
derivative.
Attempts to
present a
personal view,
but only in broad
terms.
Is largely
uncritical and
conforms to one
or more
standard views.
Presentation
Style is lucid
and resourceful
with an
appropriate
bibliographical
apparatus.
Style is readable
with acceptable
format and
bibliographical
status.
Format and
bibliography is
generally error
free and
acceptable.
UCLAN FIRE
www.uclan.ac.uk/fire
Bare Pass
40%
Some degree of
irrelevance to
the title is
common.
Only the most
obvious issues
are addressed
at a superficial
level and in
unchallenging
terms.
Basic
understanding
of a limited
range of
relevant
theoretical and
practice related
material.
Largely
descriptive or
narrative in style
with limited
evidence of
analytical
capability.
Conclusions are
not always clear
or logical
.
Fail
0-39%
Relevance to
practice is
superficially
addressed and
rarely made
explicit
Relevance to
the title is
intermittent or
missing.
The topic is
reduced to its
vaguest and
least
challenging
terms.
Relevance to
practice is
barely
considered or
not at all.
A limited
understanding
of a narrow
range of
relevant
theoretical and
practice related
material or a
lack of basic
knowledge in
either or both
theory and
practice
necessary for an
understanding
of the topic
Heavy
dependence on
description
and/or narrative.
Paraphrase is
common.
Evidence of
analysis is
lacking.
Clear and
logical
conclusions are
sparse
8
A basic
argument is
evident but
tends to be
supported by
assertion and
lacks proper
development.
Coherence and
clarity are
evident only
intermittently
Little evidence
of coherent
argument.
There is a lack
of development
and the work
may be
repetitive and/or
thin.
Largely
derivative.
No personal
view is
adequately
formulated
Wholly uncritical
and conforming
to one or more
standard views.
Almost wholly
derivative.
The writer’s
contribution
rarely goes
beyond
simplifying
paraphrase.
No evidence of
personal
thought.
Style of
presentation
makes reading
difficult.
Deficiencies in
spelling, syntax,
format or
bibliographical
apparatus
impact
significantly
upon clarity.
Poorly written
with numerous
deficiencies in
syntax, spelling,
expression and
presentation.
The writer may
achieve clarity
(if at all) only by
using simplistic
or repetitious
style.