Skip to main content

Table 2 Staff responses (n = 10)

From: Using poster presentation to assess large classes: a case study of a first-year undergraduate module at a South African university

Statements

% Disagree

% Neutral

% Agree

Assessment of student learning

 The poster preparation enabled students to show why they considered this MaD Community as a disadvantaged group

0

0

100

 The poster presentation allowed students to demonstrate how they had made a difference in this MAD Community

0

0

100

 The poster presentation allowed students to demonstrate their engagement in a meaningful and appropriate way around issues of HIV

0

10

90

 The poster presentation allowed students to demonstrate how they had learnt from the participants at the MAD site

0

10

90

 The poster and presentation demonstrated that students interacted with their groups

0

10

90

 Group work in the project and on the poster supported individual students to learn more than if they had worked alone

0

0

100

Assessment

 The poster presentations were a more efficient way to mark the work of 250 students than marking written assignments

0

0

100

 In my opinion the posters are a fair method to assess the group

10

20

70

 In my opinion the posters are a fair method to assess the individual student

0

0

100

 The marking rubric was appropriate to assess the poster presentation

0

0

100

Feedback

 In my opinion, the posters are an effective way to provide feedback to all students

0

0

100

 Interactions between staff and students allowed me to gain new insights into the scope of the community projects

0

10

90

 Sufficient time was allocated for each poster presentation

0

10

90

 Being part of the poster assessment team made the task of assessment more enjoyable

0

0

100

 Engaging with the poster presentation with others from the same / different discipline offered a learning opportunity for me

0

10

90