Developing a Student Assisted Learning Approach for Report Writing and Oral Presentation

Abstract

Our research explores the pedagogical potential of utilising formative assessments as student learning activities and preparation for summative assessments. Specifically, this relates to scientific report writing (Physics) and oral presentation (Information and Communication Technology). The study involved student participation from the Foundation Year-STEM program, including 45 Physics students and 46 ICT students. 

Employing the cycle of planning, acting, observing and reflecting, we gathered data through anonymous student surveys, classroom observations and assessment grades.  The investigation had four stages. In the first stage, students were shown samples of scientific reports/ICT presentations from previous years and asked to rank them according to the rubric. In the second stage, they were given the opportunity to complete practice tasks on scientific report writing and ICT presentations (the formative assessment). Stage three involved the completion of the summative assessments and the final stage involved a review of student grades to determine if the research cycle had any impact on student academic achievement. 

Overall, it was observed that our approach helped students improve their grades in both scientific reporting writing and oral presentations. All of the students from both Physics and ICT cohort recommended our approach and suggested some improvements which includes plotting graphs/peer review process in initial stages for formative assessments.