The Further Education and Training Awards Council (FETAC)
was set up as a statutory body on 11 June 2001
by the Minister for Education and Science.
Under the Qualifications (Education & Training) Act, 1999,
FETAC now has responsibility for making awards
previously made by NCVA.
Module Descriptor
Presentation Methods
Level 5
L21866
www.fetac.ie
Level 5 Module Descriptor
Summary of Contents
Introduction
Module Title
Module Code
Level
Credit Value
Purpose
Preferred Entry Level
Special Requirements
General Aims
Units
Specific Learning
Outcomes
Portfolio of Assessment
Grading
Individual Candidate
Marking Sheets
Module Results
Summary Sheet
Appendices
Describes how the module functions as part of the national
vocational certificate framework.
Indicates the module content. This title appears on the learner’s
certificate. It can be used to download the module from the website
www.fetac.ie.
An individual code is assigned to each module; a letter at the
beginning denotes a vocational or general studies area under which
the module is grouped and the first digit denotes its level within the
national vocational certificate framework.
Indicates where the module is placed in the national vocational
certificate framework, from Level 3 to Level 6.
Denotes the amount of credit that a learner accumulates on
achievement of the module.
Describes in summary what the learner will achieve on successfully
completing the module and in what learning and vocational contexts
the module has been developed. Where relevant, it lists what
certification will be awarded by other certification agencies.
Recommends the level of previous achievement or experience of the
learner.
Usually ‘none’ but in some cases detail is provided here of specific
learner or course provider requirements. There may also be
reference to the minimum safety or skill requirements that learners
must achieve prior to assessment.
Describe in 3-5 statements the broad skills and knowledge learners
will have achieved on successful completion of the module.
Structure the learning outcomes; there may be no units.
Describe in specific terms the knowledge and skills that learners will
have achieved on successful completion of the module.
Provides details on how the learning outcomes are to be assessed.
Provides details of the grading system used.
List the assessment criteria for each assessment technique and the
marking system.
Records the marks for each candidate in each assessment technique
and in total. It is an important record for centres of their candidate’s
achievements.
Can include approval forms for national governing bodies.
Glossary of Assessment
Techniques
Explains the types of assessment techniques used to assess standards.
Assessment Principles
Describes the assessment principles that underpin FETAC approach
to assessment.
Introduction
A module is a statement of the standards to be achieved to gain a FETAC award.
Candidates are assessed to establish whether they have achieved the required
standards. Credit is awarded for each module successfully completed.
The standards in a module are expressed principally in terms of specific learning
outcomes, i.e. what the learner will be able to do on successful completion of the
module. The other elements of the module - the purpose, general aims,
assessment details and assessment criteria - combine with the learning outcomes
to state the standards in a holistic way.
While FETAC is responsible for setting the standards for certification in
partnership with course providers and industry, it is the course providers who are
responsible for the design of the learning programmes. The duration, content and
delivery of learning programmes should be appropriate to the learners’ needs and
interests, and should enable the learners to reach the standard as described in the
modules. Modules may be delivered alone or integrated with other modules.
The development of learners’ core skills is a key objective of vocational
education and training. The opportunity to develop these skills may arise through
a single module or a range of modules. The core skills include:
•
•
•
•
•
•
•
•
•
•
•
•
taking initiative
taking responsibility for one’s own learning and progress
problem solving
applying theoretical knowledge in practical contexts
being numerate and literate
having information and communication technology skills
sourcing and organising information effectively
listening effectively
communicating orally and in writing
working effectively in group situations
understanding health and safety issues
reflecting on and evaluating quality of own learning and achievement.
Course providers are encouraged to design programmes which enable learners to
develop core skills.
1
Module Title
Presentation Methods
2
Module Code
L21866
3
Level
5
4
Credit Value
1 credit
5
Purpose
This module is a statement of the standards to be achieved to
gain a FETAC credit in Presentation Methods at Level 5.
The module is designed to provide the learner with an
understanding of fundamental presentation concepts, practical
experience in presentation design and implementation and
organisation. It also introduces the learner to the use of
additional presentation operations.
Learners who complete this module will be able to create and
design multimedia presentations to support effective business
and personal communication.
6
7
8
Preferred
Entry Level
Special
Requirements
Level 4 Certificate, Leaving Certificate or equivalent
qualifications and/or relevant life and work experiences.
None.
General Aims
Learners who successfully complete this module will:
8.1
understand presentations and their range of application
8.2
be able to design multimedia presentations for a range of tasks
8.3
be able to create presentations from design specification(s)
8.4
be able to utilise a wide range of functions including graphics,
various slide show effects, macros and other functions
8.5
be able to create a presentation according to a given brief
8.6
be able to demonstrate personal initiative and resourcefulness in
responding to presentation assignments.
1
9
10
Units
The specific learning outcomes are grouped into 3 units.
Unit 1
Unit 2
Unit 3
Basic Presentation Concepts
Presentation Design, Implementation and Organisation
Additional Presentation Operations
Specific Learning
Outcomes
Unit 1
Basic Presentation Concepts
Learners should be able to:
i
10.1.1
explain the basic principles of design
10.1.2
interpret a design brief
10.1.3
use design principles to target specified audience
10.1.4
evaluate design
10.1.5
use visual material to convey design ideas
10.1.6
identify applications suitable for a presentation
10.1.7
explain the terms; presentation, wizards, templates, slide master,
notes master, outline master, handout master, placeholders,
objects, build
10.1.8
access a presentation package
10.1.9
identify components of the presentation screen
10.1.10
use a wizard to create a presentation
10.1.11
create a blank presentation
10.1.12
enter data
10.1.13
edit data
10.1.14
insert slides
10.1.15
delete slides
10.1.16
copy slides
10.1.17
move and resize placeholders/objects
10.1.18
modify presentation structure
10.1.19
use different slide views
10.1.20
save presentation
10.1.21
make a backup of the presentation within the package
10.1.22
recall existing presentation
10.1.23
print the presentation or certain slides of the presentation
10.1.24
print notes and handout pages
10.1.25
exit from a presentation application using proper procedures
2
Unit 2
Presentation Design, Implementation and Organisation
Learners should be able to:
10.2.1
create a design specification for a given presentation application
to include:
- data input and format
- data processing
- data output and its formats
10.2.2
create a presentation from a design specification
10.2.3
manipulate text to include font, size, alignment, spacing, text
enhancements and the use of colour as a design tool
10.2.4
manipulate graphics to include inserting and resizing graphics
10.2.5
manipulate bullets to include promote/demote level of bullets,
customise bullets
10.2.6
use drawing tools to include:
- line properties
- box properties
- AutoShapes
- fill colour
- font colour
- shadowing
- 3-D effects
10.2.7
manipulate charts, organisation charts and tables
10.2.8
apply borders and shading
10.2.9
apply ClipArt and WordArt
10.2.10
create new slides with same layout/different layout
10.2.11
control and manipulate slide master
10.2.12
apply headers and footers
10.2.13
manipulate slides to include:
- creating new slides using wizard
- apply presentation templates
- switch between slides
- reorder slides
10.2.14
change background colour and format
10.2.15
insert slide numbers
10.2.16
use slide transitions and timings
10.2.17
use slide builds
10.2.18
hide a slide(s)
10.2.19
insert date and time
3
10.2.20
insert a comment
10.2.21
use a range of proofing tools e.g. spell check, thesaurus, search
and replace
10.2.22
use the help facility
10.2.23
run a slide show
Unit 3
Additional Presentation Operations
Learners should be able to:
11
10.3.1
format placeholders (moving, resizing, colours, lines), copying
formats from one placeholder/object to another
10.3.2
insert logos
10.3.3
use of the following:
- custom animation
- notes master
- outline master
- handout master
10.3.4
use of hyperlinks
10.3.5
import data from other applications
10.3.6
insert movies and sounds
10.3.7
use pen and pointer options
10.3.8
create simple macros consisting of at least five commands
10.3.9
execute previously created macros.
Portfolio of
Assessment
Summary
11.1
Examination (Practical)
Project
Skills Demonstration
50%
40%
10%
Examination
The internal assessor will devise a practical examination that
assesses candidates’ mastery of presentation skills demonstrated
in a set period of time under restricted conditions.
The examination will be based on a range of specific learning
outcomes and will be 2 hours in duration.
The format of the examination will be as follows:
The internal assessor will design specific tasks which will
require candidates to demonstrate their ability to:
- create a presentation consisting of at least 20 slides to
include both character and numeric types, a slide master, at
4
-
11.2
Project
least two different alignments and a range of formatting sed
e.g. font colour, shadows, bullets, etc.
insert date and time
insert a comment
use an organisation chart or macro
generate a table
use ClipArt and WordArt
use drawing tools
use presentation template
edit the presentation template i.e. delete, add and move
slides
use notes on slides
add slide numbers
use custom animation
use builds
save the presentation
print the presentation as it appears in slide show
print notes and handout pages
The internal assessor will devise a project brief that requires
candidates to demonstrate:
• understanding and application of presentation concepts
• ability to design, implement and modify a presentation.
The project brief will focus on a broad range of specific learning
outcomes and will require candidates to design, implement and
modify a presentation.
The presentation should contain at least 12 slides to include both
character and numeric types, use of ClipArt, use of slide master,
use of speaker notes, use of drawing tools, use of any pictorial
representations of data e.g. a chart, a table, or an organisation
chart, at least 2 different alignments and a range of placeholder
formats e.g. use of colour, font style, emboss, shadow, etc.
Evidence of the design phase will include:
- a concise description of the problem and a proposed
solution, identifying a source of data
- specification for input data, processing required and output
data
- specifications of format for all data e.g. alignments, bold,
italics, use of colour, borders and shading
- a design for a data capture form and the screen layout
Evidence for the implementation phase will include:
- a presentation structure, screen format and inputted data
- a printout of the entire presentation and a printout of the
speaker notes and handouts
5
-
11.3
a printout of the presentation after a variable has been
changes
use of charts or tables
Evidence for the modification phase will include:
- suggested modifications or improvements to the original
design.
Skills Demonstration
In one skills demonstration, candidates will be assessed in
their ability to display effective operation of hardware and
software in running a PowerPoint presentation in 10 minutes
approximately which may be tutor verified. The presentation
for the skills demonstration must have 14 slides approximately,
may be on any topic of interest to the candidate and it could be
integrated with the project. Marks will be awarded for the
effective use of the computer technology not the communication
skills of the candidates. The internal assessor will also assess
candidates on their ability to use features that are not visible on
a hard copy if the presentation was printed such as transitions,
builds, custom animation, movies and sound etc.
12
Grading
Pass
Merit
Distinction
50 - 64%
65 - 79%
80 - 100%
6
Presentation Methods
L21866
Individual Candidate
Marking Sheet 1
Examination (Practical) 50%
Candidate Name: ______________________________ PPSN: ________________________
Centre: __________________________________________________ Centre No.: _________
Maximum
Mark
Assessment Criteria
Candidate
Mark
Creating
•
•
•
•
•
presentation accurately created
slides accurately formatted
data accurately applied
formatting accurately applied
table accurately inserted
20
Edit
•
•
slides accurately inserted
slides accurately deleted
10
Organise
•
5
presentation accurately
Organisation Chart or Macro
•
Organisation chart or macro accurately produced
10
Save and Print
•
•
presentation, organisation chart of macro appropriately
saved
specified area of the presentation, notes and handouts
with organisation chart of macro accurately printed
TOTAL MARKS
This mark should be transferred to the Module Results Summary Sheet
5
50
Internal Assessor’s Signature: _________________________________ Date: ____________
External Authenticator’s Signature: ____________________________ Date: ____________
7
Individual Candidate
Marking Sheet 2
Presentation Methods
L21866
Project 40%, Skills Demonstration 10%
Candidate Name: ______________________________ PPSN: ________________________
Centre: __________________________________________________ Centre No.: _________
Maximum
Mark
Assessment Criteria
Candidate
Mark
Design
•
•
•
•
•
project aims clearly described
presentation, data capture form and screen layout well
designed
use of design principles to target specified audience
input data, required processing, output data
appropriately specified
slide formats appropriately applied
20
Implementation
•
•
•
•
data and objects accurately inputted
effective use of visual material to convey design ideas
variable change clearly demonstrated
versions of presentation accurately saved and printed,
showing the entire presentation, the presentation with
notes, handouts and after a variable has been changed
SUBTOTAL
20
40
Skills Demonstration
•
•
effective operation of hardware and software in running
a presentation
effective use of features not visible on hard copy if
printed
SUBTOTAL
TOTAL MARKS
This mark should be transferred to the Module Results Summary Sheet
10
10
50
Internal Assessor’s Signature: _________________________________ Date: ____________
External Authenticator’s Signature: ____________________________ Date: ____________
8
FETAC Module Results Summary Sheet
Module Title: Presentation Methods
Module Code: L21866
Candidate Surname
Assessment Marking Sheets
Maximum Marks per Marking Sheet
Candidate Forename
Mark Sheet
1
50
Signed:
Internal Assessor: ____________________________________________ Date: ______________________
This sheet is for internal assessors to record the overall marks of individual candidates. It should be retained in
the centre. The marks awarded should be transferred to the official FETAC Module Results Sheet issued to
centres before the visit of the external Authenticator.
9
Mark Sheet
2
50
Total
100%
Grade*
Grade*
D: 80 - 100%
M: 65 - 79%
P: 50 - 64%
U: 0 - 49%
W: candidates entered who did not present for assessment
Glossary of Assessment Techniques
Assignment
An exercise carried out in response to a brief with specific guidelines and
usually of short duration.
Each assignment is based on a brief provided by the internal assessor.
The brief includes specific guidelines for candidates. The assignment is
carried out over a period of time specified by the internal assessor.
Assignments may be specified as an oral presentation, case study,
observations, or have a detailed title such as audition piece, health fitness
plan or vocational area profile.
Collection of
Work
A collection and/or selection of pieces of work produced by candidates
over a period of time that demonstrates the mastery of skills.
Using guidelines provided by the internal assessor, candidates compile a
collection of their own work. The collection of work demonstrates
evidence of a range of specific learning outcomes or skills. The evidence
may be produced in a range of conditions, such as in the learning
environment, in a role play exercise, or in real-life/work situations.
This body of work may be self-generated rather than carried out in
response to a specific assignment eg art work, engineering work etc
Examination
A means of assessing a candidate’s ability to recall and apply skills,
knowledge and understanding within a set period of time (time
constrained) and under clearly specified conditions.
Examinations may be:
•
•
•
•
•
Learner Record
practical, assessing the mastery of specified practical skills
demonstrated in a set period of time under restricted conditions
oral, testing ability to speak effectively in the vernacular or other
languages
interview-style, assessing learning through verbal questioning, on
one-to-one/group basis
aural, testing listening and interpretation skills
theory-based, assessing the candidate’s ability to recall and apply
theory, requiring responses to a range of question types, such as
objective, short answer, structured, essay. These questions may be
answered in different media such as in writing, orally etc.
A self-reported record by an individual, in which he/she describes
specific learning experiences, activities, responses, skills acquired.
Candidates compile a personal logbook/journal/diary/daily diary/
record/laboratory notebook/sketch book.
The logbook/journal/diary/daily diary/record/laboratory notebook/sketch
book should cover specified aspects of the learner’s experience.
Project
A substantial individual or group response to a brief with guidelines,
usually carried out over a period of time.
Projects may involve:
research – requiring individual/group investigation of a topic
process – eg design, performance, production of an artefact/event
Projects will be based on a brief provided by the internal assessor or
negotiated by the candidate with the internal assessor. The brief will
include broad guidelines for the candidate. The work will be carried out
over a specified period of time.
Projects may be undertaken as a group or collaborative project, however
the individual contribution of each candidate must be clearly identified.
The project will enable the candidate to demonstrate: (some of these –
about 2-4)
•
understanding and application of concepts in (specify area)
•
use/selection of relevant research/survey techniques, sources of
information, referencing, bibliography
•
ability to analyse, evaluate, draw conclusions, make
recommendations
•
understanding of process/planning implementation and review skills/
planning and time management skills
•
ability to implement/produce/make/construct/perform
•
mastery of tools and techniques
•
design/creativity/problem-solving/evaluation skills
•
presentation/display skills
•
team working/co-operation/participation skills.
Skills
Demonstration
Assessment of mastery of specified practical, organisational and/or
interpersonal skills.
These skills are assessed at any time throughout the learning process by
the internal assessor/another qualified person in the centre for whom the
candidate undertakes relevant tasks.
The skills may be demonstrated in a range of conditions, such as in the
learning environment, in a role-play exercise, or in a real-life/work
situations.
The candidate may submit a written report/supporting documentation as
part of the assessment.
Examples of skills: laboratory skills, computer skills, coaching skills,
interpersonal skills.
FETAC Assessment Principles
1
Assessment is regarded as an integral part of the learning process.
2
All FETAC assessment is criterion referenced. Each assessment technique
has assessment criteria which detail the range of marks to be awarded for
specific standards of knowledge, skills and competence demonstrated by
candidates.
3
The mode of assessment is generally local i.e. the assessment techniques are
devised and implemented by internal assessors in centres.
4
Assessment techniques in FETAC modules are valid in that they test a range
of appropriate learning outcomes.
5
The reliability of assessment techniques is facilitated by providing support
for assessors.
6
Arising from an extensive consultation process, each FETAC module
describes what is considered to be an optimum approach to assessment.
When the necessary procedures are in place, it will be possible for assessors
to use other forms of assessment, provided they are demonstrated to be valid
and reliable.
7
To enable all learners to demonstrate that they have reached the required
standard, candidate evidence may be submitted in written, oral, visual,
multimedia or other format as appropriate to the learning outcomes.
8
Assessment of a number of modules may be integrated, provided the
separate criteria for each module are met.
9
Group or team work may form part of the assessment of a module, provided
each candidate’s achievement is separately assessed.