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.