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The functions of an Assessment Quality Partner - AQP

An Assessment Quality Partner must, in respect of the qualifications and part qualifications specified in the Service Level Agreement; recommend the external assessment specifications document for approval by the QCTO; recommend the external assessment specifications document for approval by the QCTO; develop and maintain a national data-bank of instruments for external assessments;publish exemplars of external assessments;recommend to the QCTO the accreditation and withdrawal of accreditation of skills development providers for the knowledge and/or practical skills component using criteria and guidelines provided by the QCTO; register assessors and moderators for the external assessments;develop c[...]

Assessing oral presentations in classes

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The following criteria are applied when assessing oral presentations in classes:

      -Delivery: clarity and audibility; variety of tone; engagement with audience.

 

      -Coherence of presentation and argument: concise and informative introduction and conclusion; clear sign-posting of what is being said; ensuring that listeners have sufficient background; logical order to sections and development of argument in clear steps; consideration of possible counter-arguments; appropriate balance of argument and information; good time-keeping.

 

      -Handouts and visual aids: a clearly produced handout, summarising key points; use of other appropriate handouts, e.g., of documents, and other visual aids, e.g. slides, or use of powerpoint, where appropriate.

 

      -Interest and learning value: enthusiasm for subject; stimulation of ideas; appropriate level of detail; increasing knowledge and understanding of the field of the presentation.

 

      -Accuracy and choice of information: factual accuracy; appropriateness of examples; use of unusual examples; capacity to argue from examples.

 

      -Awareness of historical issues and any historiographical issues: capacity to show how specific topic fits in with wider historical area; consideration of relationship with key themes of the course; issues of comparison, including those beyond the focus of the course; mastery of secondary literature; consideration of any relevant debates; contextualisation of any original ideas being put forward.