A Mixed-Methods Inquiry into Presentation-Based Assessment: Bridging the Gap between Pedagogical Value and Classroom Practice

Abstract

This study investigates the perceptions and experiences of both students and teachers regarding the use of presentations as an assessment tool in English language programs at university level. Employing a descriptive mixed-methods design, the research was conducted at the English Language Department, College of Arts, Gharyan, Gharyan University, during the Autumn semester of the 2025-2026 academic year. Data were collected through structured questionnaires administered to 60 undergraduate students and 10 teachers representing diverse specializations within English studies. The findings reveal a complex landscape of alignment and divergence between the two stakeholder groups. Students generally perceive presentations as beneficial for deepening subject understanding. However, significant challenges emerge, particularly affective factors such as fear of public speaking, lack of confidence and difficulty organizing content. Teachers overwhelmingly acknowledge the pedagogical value of presentations for assessing communication skills, subject understanding, research abilities and teamwork. Despite this recognition, a striking theory-practice gap emerges: 70% of teachers do not regularly include presentations in their assessment strategies, and when used, presentations carry minimal weight (less than 10%) in final course grades. The study concludes that optimizing presentation-based assessment requires a dual-pronged approach addressing both student and teacher needs. By directly contrasting student and teacher perspectives, this research offers a comprehensive framework for bridging the persistent gap between the theoretical value and practical implementation of presentations as an assessment tool in English language education.