Interview with Matthew Jones – Presentations and posters

Q: What advice would you give for ensuring equal participation among group members in assessed presentations?
A: Start by setting the boundaries and expectations at the start of the assignment through an initial meeting. Establish an agreement between all members of the group of what elements of the assignment they will complete and then set time bound deadlines of when work should be completed by to allow for accountability to be taken and mirrored across the group.

Q: What qualities distinguish a strong oral presentation or academic poster from an average one?
A: A strong oral presentation engages the audience, demonstrates knowledge beyond the slides, and shows clear preparation. Practicing the presentation multiple times, ideally starting a week before, helps build confidence and improve delivery. Over-reliance on notes can weaken the presentation, as it often leads to reading rather than speaking naturally. It’s also important to define what a “strong” presentation means for you, while many aim for top marks, setting realistic goals, especially if you’re anxious about public speaking, can reduce pressure and lead to better performance.

Q: What common mistakes do you see students making when preparing posters or presentations?
A: Common mistakes include making slides too text heavy, content on the slides being inappropriately sized (too big or small) for the slides, lack of practice and leaving the assignment to the last minute. In terms of performance, reading directly from the slides is a something which will dramatically decrease your grade for performance, alongside a lack of engagement with the audience. Academics marking presentations want to feel as though you are speaking to them and showcasing your knowledge or findings rather than just reading from prepared notes which happen to be on slides.

Q: What strategies do you recommend for organising a clear and impactful presentation or poster?
A: Think about the structure first. What content do you want to present? How will this content then fit together to tell a clear and concise story. A presentation should be seen as a story based on your research, you want to think about it as a clear start, middle and end, with this being the introduction & methods as the start, results as the middle and your conclusions as the ending (when put into the context of a research / final year project presentation). For posters, it is a similar pattern, think about the story. As you only have one entity to present, it needs to be well organised with a clear structure, with strong visual appeal as you want to draw people to look at your poster.

Q: How is individual contribution considered when marking group presentations?
A: Individual contribution is assessed in a variety of ways depending on the assessment type and the marker, and this is usually outlined in the marking rubric or assessment brief. One common method is the evaluation of individual performance on the day of the presentation. Academic staff can often tell when a student has not contributed much, as these individuals tend to rely heavily on notes, have very little to say compared to their group members, and often struggle to answer questions if asked. Another approach is the use of peer evaluation forms, where group members provide feedback on each other’s contributions. This allows staff to adjust grades so that those who have put in more effort and taken on greater responsibility are rewarded with higher marks than those who contributed less. While this system is not perfect, it does provide a fairer way of recognising individual input within group work.

Q: Most students find giving presentations intimidating. What helps them overcome that fear?
A: Building confidence in presentations ultimately comes down to practice and repetition. The first attempt may feel daunting, but once students get through it, they gain evidence that they can succeed despite nerves or difficulty. Reflecting on both the positives and negatives afterwards helps ease pressure and improve future performance. Setting realistic expectations is also important; no presentation will ever be perfect, and focusing only on achieving the highest grade can increase anxiety. Instead, students should view presentations, especially in the first year, as learning opportunities to tify strengths, weaknesses, and areas for improvement. Avoid dwelling on what could go wrong, as this often heightens fear, and focus instead on developing skills through experience. Seeking out additional opportunities to present, such as outreach, public engagement activities, or events like the Biomed Soc Passion flash, provides valuable practice with different audiences. Over time, these experiences not only build confidence but also contribute to stronger performance in assessed presentations.

Interview with Amy Morgan – Level 4,5, and 6 exams with a special focus on extended questions

Q. In content-heavy modules like Cell Biology, students often struggle to understand what to prioritise. How do you guide them on what to focus on when revising or preparing for assessments?

A. For the exam on the clinical specialism modules like Medical Biochemistry at level 5, there is a dedicated revision session and a list of topics for revision is provided along with an online quiz for each topic. To develop analytical skills, we look at a range of case studies in class where we diagnose a patient based on their test results. We also look at a mock exam and model answers to gain an idea of the type of questions that you are likely going to encounter, and how to answer the questions. There are also online support sessions to support you through the exam.

For the laboratory report I provide targeted LearnSci LabSims sessions in advance of the laboratory practical. These are designed to familiarise you with the laboratory theory and some of the practical skills you will get to try in the session. I also provide a group feedback opportunity for this assessment to ensure that the key themes are focused on.

Q Do you think students are generally well-prepared for the transition to university-level assessments, like computer-based exams, presentations, or critical analysis tasks?

A. There is quite a jump from further education to higher education. We support students with this transition, particularly in the first year. For example, in your first year you may have a presentation, but it will likely be a group presentation. As you get to third year, a presentation may be on an individual basis. This allows you to learn from each other as you progress through your degree. In my opinion, the biggest challenge would relate to exams, as it may have been some time since many of you have faced an in-person exam due to the pandemic.

Q. What advice would you give to students who are feeling overwhelmed by the demands of higher-level assessments?

A. The university offers a wide range of support for students who may feel overwhelmed by assessments, with the best option depending on the specific issue. For general wellbeing concerns you can first flag this with your personal tutor and programme lead who may refer you for a conversation with the school SPA team and then Wellbeing & Counselling team who can provide advice on self-care, managing wellbeing, and supporting peers. If the challenge is exam-related, revision and exam guidance can help students learn effective study strategies. For difficulties with English or Maths, WordScope and MathScope are available to help develop these skills. Time management workshops are also offered for those struggling to balance workloads, while students who need help with databases, referencing, or academic integrity can access tailored support. In addition, both students and staff have free access to thousands of professional courses on LinkedIn Learning, covering academic, technical, and creative skills. At the end of the academic year, completing the Academic Skills Audit can be a useful way to reflect on progress, identify strengths, and highlight areas to improve moving forward.

Q . If you could offer one piece of advice to students approaching level 4, 5,6 modules in the future, what would it be?

A. Take every opportunity provided; whether related to assessment or something else, like a placement, role, or seminar. In relation to assessment, we provide lots of assessment help firstly in the assessment brief. Depending on the assessment we also then provide drop-in sessions, recorded how-to tutorials, online quizzes, case studies, mock papers, links to support material etc. Please make use of these materials. Another thing we would like students to focus on is applying the feedback they receive on an assessment to future submissions. For example, laboratory reports show up frequently, so make sure to have a good read over the feedback you receive (and not just the grade) so that you can apply this to the next one you encounter. When you have a draft of your lab report, go back to your previous feedback. Before you submit, check that you haven’t made the same mistakes, and that you’ve continued with the good practice highlighted on your last submission.

Interview with Holly Mathews – Level 4,5,and 6 exams with a special focus on extended questions

Q. What kinds of support or guidance do you think make the biggest difference in helping students adapt to university-style assessments?
A. Clear assessment briefs and marking rubrics are important as well as support sessions explaining what is expected and drop-in sessions for any queries around the assessments that student may have .

Q. Are students given the chance to review their marked exam scripts? And if so, do you think they benefit from this opportunity?
A. Yes, they are, but this is usually on request. In my experiences students normally only request their scripts if they haven’t done as well as they expected or if they have failed the exam. Students do benefit from reviewing and discussing their scripts as it provides clarity on where they need to improve.

Q. What are some common misconceptions or misunderstandings students tending to have about university assessments? How do you try to address these?
A. Students often arrive at university expecting the same experience to that which they had in school or college. However, one of the most significant aspects of the transition to higher education is the development of independent learning skills. This shift requires students to take greater ownership of their academic journey, including managing their time effectively, actively engaging with course materials, and seeking support when needed. Embracing this responsibility is essential for adapting to university life and succeeding in a more self-directed learning environment. The biomedical science team aims to offer more support at Level 4 to support this transition.

Q. What would you say to a student who feels discouraged or lost after not performing as well as expected in an early university-level assessment?
A. Not to worry, it is all part of the learning curve.  Since Level 4 assessments don’t count toward your final degree classification, this is a valuable opportunity to learn and grow. Use the feedback you receive to reflect on your work and make improvements, so you’re better prepared for future assessments where it really counts.

Interview with Niroshini Nirmalan – Level 4,5,and 6 exams with a special focus on extended questions

Q. At each level, what do you see as the biggest differences in how students are expected to approach exams?

A. At each level, the expectations naturally rise because the content becomes more advanced and detailed. The assessments are designed to reflect that progression, so as the standards increase, the difficulty also increases. This means students need to put in more consistent effort by studying topics as they’re taught, revise weekly, and stay up to date with lectures.

Each module is structured around intended learning outomes, and the assessments are tailored to test whether those objectives are met. The formats also vary like multiple-choice questions, essays, presentations, posters, and practical exams, each assessing different skills. Some students might perform better in one format than another, but together these assessments give a fuller picture of their abilities. In that sense, the process isn’t just about testing, it’s also training students to strengthen different academic and practical skills as they move through each level.

Q. Many students say time management during exams is their biggest struggle. What strategies would you recommend for pacing answers effectively?

A. Time management in exams really starts long before the exam itself. The key is preparation. Start revising early don’t wait until the final weeks. Go through the module booklet at the beginning of the term to understand what topics will be covered and how they link to the assessments. This helps you plan your study time and focus your effort. Know your exam dates in advance and create a rough timeline for revision. After each lecture, spend a bit of time revising the material while it’s still fresh. Make short notes, simple diagrams, or flow charts to summarise key points, this helps you retain information and makes last-minute revision easier.

Use AI tools smartly to generate summaries or quick notes, but make sure you understand the content yourself. Doing formative assessments is also crucial, they help you get used to the exam format and identify areas where you need more work. Once you’re confident with the core material, read a bit beyond your notes to deepen your understanding. When you walk into the exam well-prepared, pacing your answers becomes much easier because you already know how to structure your time and responses efficiently.

Q. In your view, how we can take an average exam script to an excellent one?

A. Turning an average exam script into an excellent one often comes down to understanding exactly what the examiners are looking for. Most model answers are written based on the marking rubrics and those rubrics are usually available on Blackboard. Take the time to study them closely, they show how marks are allocated and what distinguishes a basic answer from a top-level one.

After each assessment, go through your feedback carefully.

Excellence isn’t just about more content, it’s about showing clear understanding, structure, and critical thinking. Using the rubric and feedback as your guide helps you refine all three.

Q. Do you think students make good use of the feedback they receive after exams? If not, what would you encourage them to do differently?

A. Generally, not many students don’t make full use of the feedback they receive. But feedback is one of the most valuable tools for improvement. It’s important to look at it, reflect on it, and use it to plan how you’ll approach the next assessment.

Most feedback is accessible through Blackboard, so it’s worth checking after every exam or coursework submission. For final exams, feedback may or may not be provided depending on the lecturer, but if it isn’t available, it’s always a good idea to reach out directly and ask for it.

The key is not just reading the feedback, but analysing it identify patterns, understand what the markers were looking for, and actively apply those insights. That’s how you turn feedback into progress.

Conclusion

Assessments can be daunting, but our academics remind us that consistent preparation, practice and mindset are as important as the knowledge we gain. If you ever feel overwhelmed, always seek help. A dedicated team will be working on it to help you tackle the obstruction. Remember, no grades can define your potential. Challenges and mistakes are part of the process, but with the right strategies, these are all opportunities to grow as a person.