Visual and Verbal Presentation Quality Assessment

Assignment Overview

PAPER (worth 20% of final course grade) (/20)

1. Overall Writing Style, including grammar & spelling (/40)

2. Well defined issue, target population, setting

3. Background and rationale, i.e. justification for why your strategy is needed, including appropriate use of peer-reviewed scientific journal articles

4. Previous strategies identified, and their success or lack of success described

5. How strategy developed by you builds on or improves on past strategies (/40)

6. Evidence of multi-level targeting and incorporation of behavioural models/theories

7. Discussion of goals, outcomes (short/medium/long term), evaluation

8. Discussion of resources required (human, material), including possible partnerships and funding

9. Rationale for chosen method of promotion/implementation

Power Point Poster

1 Slide PowerPoint

3–5 Minute Presentation (worth 10% of final course grade)

● Visual/Verbal Presentation, including organization/preparation (/20)

● Information/Content (/20)

● Answering Questions (/10)

All students in the group must participate in the presentation.

Summary of Assessment Requirements

The assessment included two major components: a written paper and a PowerPoint poster presentation, together representing 30% of the final course grade.

1. Written Paper (20% of Final Grade)

The written paper was assessed across several key areas:

A. Writing Quality

• Overall writing style, grammar, and spelling (/40)

B. Content Requirements

The paper needed to clearly address the following:

1. Identification of a well-defined health or behavioural issue, including the target population and setting

2. Strong background and rationale, using peer-reviewed scientific evidence to justify the need for the chosen strategy

3. Review of previous strategies, explaining what worked and what didn’t

4. Explanation of how the newly developed strategy improves or builds upon previous approaches (/40)

5. Incorporation of behavioural models/theories and evidence of multi-level targeting

6. Clear outline of goals and outcomes (short-, medium-, long-term) and methods of evaluation

7. Discussion of required resources, including human, material, partnerships, and funding

8. Justification for the chosen promotion and implementation method

2. PowerPoint Poster + Presentation (10% of Final Grade)

Students were required to create:

• A one-slide PowerPoint poster

• A 3–5-minute presentation, with all group members participating

This component was evaluated on:

1. Visual and verbal presentation quality, including organisation and preparation (/20)

2. Accuracy and relevance of content (/20)

3. Ability to answer questions effectively (/10)

How the Academic Mentor Guided the Student 

The Academic Mentor supported the student by breaking down the assessment into clear phases. Each phase aligned with the marking criteria to ensure every requirement was addressed thoroughly.

Step 1: Understanding the Issue, Population, and Setting

The mentor first helped the student:

• Choose a relevant behavioural or health issue

• Identify the affected target population

• Define the setting where the strategy would be implemented

This step ensured the foundation of the paper was strong and aligned with assessment expectations.
Learning Objective Covered: Problem identification and contextual analysis.

Step 2: Developing the Background and Rationale

The mentor guided the student to:

• Search for peer-reviewed journal articles

• Summarize evidence showing why the issue is important

• Explain why intervention is needed

The mentor emphasised the use of credible scientific literature, ensuring academic standards were met.

Learning Objective Covered: Evidence-based justification and academic research skills.

Step 3: Reviewing Previous Strategies

Next, the mentor supported the student in:

• Identifying existing interventions related to the issue

• Assessing their outcomes and limitations

• Highlighting gaps that the new strategy could address

This section ensured the student demonstrated critical analysis of past efforts.

Learning Objective Covered: Critical evaluation of existing evidence and interventions.

Step 4: Designing the Improved Strategy

Based on gaps identified, the mentor helped the student:

• Formulate a new strategy

• Show how it improved upon previous approaches

• Align the new strategy with behavioural change models (e.g., Social Cognitive Theory, Health Belief Model)

• Demonstrate multi-level targeting (individual, interpersonal, community-level techniques)

This step ensured a strong theoretical foundation and innovation in strategy design.

Learning Objective Covered: Application of behavioural theory and multi-level intervention design.

Step 5: Goals, Outcomes, and Evaluation Plan

The mentor supported the student in defining:

• Short-term outcomes (e.g., awareness)

• Medium-term outcomes (e.g., behaviour change)

• Long-term outcomes (e.g., health improvements)

• Appropriate methods for measuring success

The evaluation plan ensured the strategy was realistic and measurable.

Learning Objective Covered:  Planning measurable objectives and developing evaluation frameworks.

Step 6: Resource Requirements and Partnerships

The mentor guided the student to outline:

• Human resources (staff, trainers, facilitators)

• Material resources (equipment, printed material, digital tools)

• Potential partnerships (schools, NGOs, community centres)

• Possible funding sources

This ensured the strategy was practical and implementable.

Learning Objective Covered: Resource planning and stakeholder engagement.

Step 7: Rationale for Promotion and Implementation Approach

The student was encouraged to choose a promotional method aligned with:

• The target audience

• Available resources

• Communication preferences

Examples included community workshops, social media campaigns, or school-based programs.

Learning Objective Covered:  Strategic communication and implementation planning.

Step 8: Creating the PowerPoint Poster

The mentor helped the student:

• Condense key information into a single-slide poster

• Use clean design principles

• Highlight essential statistics, model application, and strategic actions

The focus was on visual clarity and professional presentation.

Learning Objective Covered: Visual communication and data summarisation skills.

Step 9: Preparing for the 3–5 Minute Presentation

The mentor supported the student in:

• Structuring the verbal presentation (introduction → strategy → impact → conclusion)

• Assigning speaking roles for group members

• Anticipating questions and preparing concise answers

Practice sessions helped build confidence and fluency.

Learning Objective Covered:  Oral communication, teamwork, and presentation skills.

Final Outcome and Learning Achievements

By following this structured process, the student produced:

• A comprehensive, well-organised written paper aligned with academic expectations

• A visually engaging and professionally designed one-slide poster

• A confident, well-prepared group presentation

The assessment allowed the student to achieve key learning objectives:

• Development of academic writing and critical thinking
• Ability to apply behavioural theories to real-world issues
• Skills in designing evidence-based health strategies
• Understanding of evaluation and outcomes measurement
• Strong visual and verbal presentation abilities
• Effective teamwork and communication skills

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