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Blog > Effective Feedback for Presentations - digital with PowerPoint or with printable sheets

Effective Feedback for Presentations - digital with PowerPoint or with printable sheets

10.26.20   •  #powerpoint #feedback #presentation.

Do you know whether you are a good presenter or not? If you do, chances are it's because people have told you so - they've given you feedback. Getting other's opinions about your performance is something that's important for most aspects in life, especially professionally. However, today we're focusing on a specific aspect, which is (as you may have guessed from the title): presentations.

The importance of feedback

Take a minute to think about the first presentation you've given: what was it like? Was it perfect? Probably not. Practise makes perfect, and nobody does everything right in the beginning. Even if you're a natural at speaking and presenting, there is usually something to improve and to work on. And this is where feedback comes in - because how are you going to know what it is that you should improve? You can and should of course assess yourself after each and every presentation you give, as that is an important part of learning and improvement. The problem is that you yourself are not aware of all the things that you do well (or wrong) during your presentation. But your audience is! And that's why you should get audience feedback.

Qualities of good Feedback

Before we get into the different ways of how you can get feedback from your audience, let's briefly discuss what makes good feedback. P.S.: These do not just apply for presentations, but for any kind of feedback.

• Good feedback is constructive, not destructive. The person receiving feedback should feel empowered and inspired to work on their skills, not discouraged. You can of course criticize on an objective level, but mean and insulting comments have to be kept to yourself.
• Good feedback involves saying bot what has to be improved (if there is anything) and what is already good (there is almost always something!)
• After receiving good feedback, the recipient is aware of the steps he can and should take in order to improve.

Ways of receiving / giving Feedback after a Presentation

1. print a feedback form.

Let's start with a classic: the feedback / evaluation sheet. It contains several questions, these can be either open (aka "What did you like about the presentation?") or answered on a scale (e.g. from "strongly disagree" to "strongly agree"). The second question format makes a lot of sense if you have a large audience, and it also makes it easy to get an overview of the results. That's why in our feedback forms (which you can download at the end of this post), you'll find mainly statements with scales. This has been a proven way for getting and giving valuable feedback efficiently for years. We do like the feedback form a lot, though you have to be aware that you'll need to invest some time to prepare, count up and analyse.

• ask specifically what you want to ask
• good overview of the results
• anonymous (people are likely to be more honest)
• easy to access: you can just download a feedback sheet online (ours, for example, which you'll find at the end of this blog post!)
• analysing the results can be time-consuming
• you have to print out the sheets, it takes preparation

2. Online: Get digital Feedback

In the year 2020, there's got to be a better way of giving feedback, right? There is, and you should definitely try it out! SlideLizard is a free PowerPoint extension that allows you to get your audience's feedback in the quickest and easiest way possible. You can of course customize the feedback question form to your specific needs and make sure you get exactly the kind of feedback you need. Click here to download SlideLizard right now, or scroll down to read some more about the tool.

• quick and easy to access
• easy and fast export, analysis and overview of feedback
• save feedback directly on your computer
• Participants need a working Internet connection (but that usually isn't a problem nowadays)

3. Verbal Feedback

"So, how did you like the presentation?", asks the lecturer. A few people in the audience nod friendly, one or two might even say something about how the slides were nice and the content interesting. Getting verbal feedback is hard, especially in big groups. If you really want to analyse and improve your presentation habits and skills, we recommend using one of the other methods. However, if you have no internet connection and forgot to bring your feedback sheets, asking for verbal feedback is still better than nothing.

• no prerequisites
• open format
• okay for small audiences
• not anonymous (people might not be honest)
• time consuming
• no detailed evaluation
• no way to save the feedback (except for your memory)
• not suitable for big audiences

Feedback to yourself - Self Assessment

I've mentioned before that it is incredibly important to not only let others tell you what went well and what didn't in your presentation. Your own impressions are of huge value, too. After each presentation you give, ask yourself the following questions (or better yet, write your answers down!):

• What went wrong (in my opinion)? What can I do in order to avoid this from happening next time?
• What went well? What was well received by the audience? What should I do more of?
• How was I feeling during this presentation? (Nervous? Confident? ...)

Tip: If you really want to actively work on your presentation skills, filming yourself while presenting and analysing the video after is a great way to go. You'll get a different view on the way you talk, move, and come across.

Digital Feedback with SlideLizard

Were you intrigued by the idea of easy Online-feedback? With SlideLizard your attendees can easily give you feedback directly with their Smartphone. After the presentation you can analyze the result in detail.

• type in your own feedback questions
• choose your rating scale: 1-5 points, 1-6 points, 1-5 stars or 1-6 stars;
• show your attendees an open text field and let them enter any text they want

Note: SlideLizard is amazing for giving and receiving feedback, but it's definitely not the only thing it's great for. Once you download the extension, you get access to the most amazing tools - most importantly, live polls and quizzes, live Q&A sessions, attendee note taking, content and slide sharing, and presentation analytics. And the best thing about all this? You can get it for free, and it is really easy to use, as it is directly integrated in PowerPoint! Click here to discover more about SlideLizard.

Free Download: Printable Feedback Sheets for Business or School Presentations

If you'd rather stick with the good old paper-and-pen method, that's okay, too. You can choose between one of our two feedback sheet templates: there is one tailored to business presentations and seminars, and one that is created specifically for teachers assessing their students. Both forms can be downloaded as a Word, Excel, or pdf file. A lot of thought has gone into both of the forms, so you can benefit as much as possible; however, if you feel like you need to change some questions in order to better suit your needs, feel free to do so!

Feedback form for business

Template as PDF, Word & Excel - perfect for seminars, trainings,...

Feedback form for teachers (school or university)

Template as PDF, Word & Excel - perfect for school or university,...

Where can I find a free feedback form for presentations?

There are many templates available online. We designed two exclusive, free-to-download feedback sheets, which you can get in our blog article

What's the best way to get feedback for presentations?

You can get feedback on your presentations by using feedback sheets, asking for feedback verbally, or, the easiest and fastest option: get digital feedback with an online tool

Related articles

About the author.

Pia Lehner-Mittermaier

Pia works in Marketing as a graphic designer and writer at SlideLizard. She uses her vivid imagination and creativity to produce good content.

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Vocalized pause.

A vocalized pause means the pause when the silence between words is filled by the speaker with vocalizations like "um", "uh" and "er".

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6 Ways You Can Evaluate Your Own Presentation

Hrideep barot.

• Body Language & Delivery , Presentation , Public Speaking

Naturally, giving a presentation is a skill that falls on the professional side of the spectrum. It involves a lot of formality along with practice to get good at it. 

But how do you decide what exactly it is that you need to work on? Read on to find out about six ways to evaluate your presentation skills.

Evaluating your presentation requires the ability to analyze your performance based on some very specific criteria related to delivery and content. More importantly, you must do it in an objective sense, without letting your self-bias come in the way.

Importance and benefits of evaluating your presentations yourself

Public speaking requires skills that are developed over time. Whether you’re a pro at it or a beginner, there is always room to grow because people have a varying set of abilities. 

Presentations are all about influence. You aim to create a dynamic with your audience so they buy into whatever it is that you’re trying to convey. 

And if you keep innovating your techniques and find your strength (which all comes with self-evaluating), you’ll essentially be enhancing your power to influence. 

In addition to that, it makes you a better presenter. The lack of being told what to do by someone else gives you a sense of self-confidence and patience. 

Additionally, you being a good presenter would mean more successful meetings, which in turn means you’d profit your business.

Basically, the better your presentation, the more likely are your chances to successfully fulfill your agenda. So grab a paper and a pen and embark upon your journey of getting better!

What criteria do I need to follow for evaluation?

Let’s address the skills we need for pulling off a good presentation.

Quality of content

• Engagement with audience
• Visual aids
• Focusing on strengths. 

Based on these categories, you need to form criteria to test yourself. Think of it like setting a frame of reference for yourself, placing yourself on a scale ranging between good and bad would help you track your progress. 

Following are the pointers you need to keep in mind while evaluating your presentation skills-

The two most things to keep in mind about structure is that you need to have a very intriguing start to your presentation, something that hooks the audience. (an anecdote, perhaps)

Secondly, make sure your ending is clear and in alignment with the purpose of the presentation. And include a call to action. For example, if your presentation is about mental health awareness, make sure one of your end slides has a comprehensive contact list of psychologists/therapists. 

Apart from that, the transitions between your pointers have to be smooth. Try adding segues (which is basically building context for your next point) In the previous example, a personal anecdote involving someone with depression can be a good segue to talk about the importance of mental health. 

If you’re new to structuring content or making presentations, here’s an article of ours that might help- The Ultimate Guide to Structuring a Speech

Delivery is everything. From gestures to hand movements, your body language must emphasize CONVEYING something. 

When you say something especially important, there must be some emphasis on part of your delivery. Like slowing your speech, or knocking the table, or repetition of the point, etc. 

There should be some sort of continuity to your narrative, the ‘flow’ must come naturally. This can be done using the smooth transition technique mentioned above. 

Adding a story-like quality to your speech might help. (having proper segregation between the beginning, middle, and end)

You cannot be providing generic content. Always remember, in presentations, quality surpasses quantity. 

Rambling about your topic on and on would not only bore your audience but also hinder the aforementioned flow and transitions that are so important. 

You need to make sure you’re adding something of value that is unique to you, and not general. You may refer to our article that might help further with this- Should a Presentation Have an Agenda?

Engagement with the audience

Your content must always be altered according to your audience. Knowing your audience is a very crucial step. You cannot say the same things in front of an MNC board meeting members as you would in front of a bunch of college students.

Knowing your audience helps you decide your content, flow, transition, practically everything. 

Also, engagement with the audience means the interaction that takes place between you and them. You need to appear approachable for them to talk to you. 

But at the same time, you need to prepare yourself in advance to be able to answer the questions that might come your way. A little prediction here and there can save you a lot of anxiety. 

Visual Aids

Visual aids during a presentation include everything from the design and arrangement of content in your presentation to your appearance. (But mostly the former)

Now when it comes to visual aids in a PPT, there is no better advice than the 5 by 5 rule.

The Powerpoint 5×5 slide rule states that-

a. Each of your slides should have no more than 5 lines.

b. Each of those lines should have no more than 5 words.

It ensures keeping your content crisp and to the point. A tip to apply this rule would be to not focus on including the main content in the ppt. Instead, write only pointers and elaborate on them yourself.

This way, you prevent your audience from getting too caught up in reading the slides hence getting distracted from you. 

How exactly do I evaluate my presentation?

Here are the six-pointers that will guide you through it step-by-step.

Identify patterns

Keeping in mind the above-mentioned pointers, start looking for what you’re doing wrong.

Is there something that you repetitively keep doing wrong? Maybe the topics you choose aren’t relevant, maybe you use too much text in slides, maybe you don’t captivate your audience by raising vocals, maybe you don’t move enough. 

There are always patterns. You need to develop attention to detail. 

Focus on the audience

Your audience engagement can make or break the deal. While you’re presenting, make sure you make eye contact with as many people as you can. And keep an eye out for people’s reactions. It helps you get real-time feedback. 

Now there’s a chance this might not work and you get distracted or disheartened. In which case, drop this tactic. Nothing is worth blowing your confidence down during the presentation. 

Take feedback

Part of the reward for good audience engagement is honest feedback. If people like your content but find your delivery a little off, if you engage well with them, they will be a little more open to bringing it to your attention.

Maybe to make it a little more certain, announce at the end that you’re open to constructive criticism. It also adds to the impression you make. People find people who are willing to admit their flaws, admirable. 

Make sure you maintain a record of your progress, right from making those criteria scales to your speeches through successive presentations. You could do it on paper or a device, whatever is more comfortable. 

Make notes about what you need to work on right after presentations, and tick them off when you do in the next ones. It brings along a sense of accomplishment. 

In reference to keeping track of practicing, you may check out our 13 Tips For Rehearsing A Presentation

Objective set of eyes

Ask a friend or a colleague to give you honest advice. Truth is, no matter what, your clients would always be skeptical of telling you what’s wrong. And there’s only so much you would criticize about yourself.

Asking someone you trust can help you get a fresh perspective on your progress since we get a little over in our heads sometimes. 

Use your strengths and weaknesses

After having acquainted yourself with this whole system of evaluation, it is no doubt you’d be very aware of your strong and weak points. It is a good thing. 

Honestly, there could always be some little things here and there that we cannot wrap our heads around, and that’s okay. Because we also have our strengths to cover up for them.

For example, you could be a little off with a smooth transition between subpoints, but if you drop a super-strong call to action, in the end, it gets compensated. 

And the best part is, only you can use them to your benefit since you’re the only one who knows about them!

Additionally, watching content related to your topic can be of massive help too. For example, if your speech is on mental health , then maybe watching a TEDTalk by a mental health professional can add on to the authenticity of your content.

To go that extra mile, you could also record yourself while giving the speech in front of a camera and review the recording to see where exactly you went wrong. Sometimes, watching your presentation from the audience’s perspective gives you a peak into what they see, and consequently, allows you to have a bigger impact on them.

Here’s a checklist to keep in mind while self-evaluating:

Print the checklist out for easy accessibility, mark yes or no after every presentation to keep track of your progress.

Practical Tools to use for self-evaluation

Feedback forms.

Feedback from your audience is important, as stated before. However, you can’t store all of the verbal feedback in your brain, let alone use it for self-evaluation later. Moreover, sometimes the audience might be vague with how they respond and that is unhelpful.

What you can do, instead, is devise a feedback form enlisting specific questions, the answers to which would be relevant for your purpose. This not only lifts the burden of remembering all you heard after presenting, but also eliminates unnecessary jargon from the audience.

Self-reflection

Self-reflection is the most important part of this process. Now, this does not only involve you going to the feedback forms but also reviewing specific areas that you need extra work on. You can make a categorized list or a scale of easily ‘fixable issues’ to issues that need relatively more practice and work.

If there is an issue that you don’t seem to be able to work around, another form of self-reflection you can do is record yourself. As mentioned before, use the camera and present as you would in the conference room. Looking at a tape of yourself after presenting(as opposed to while presenting in front of the mirror), can help you detect what’s wrong in a better way. Plus, it helps you check body language.

Presentation rubrics are one of the handiest tools you can use for evaluation. It is a specific set of criteria that sets qualitative standards for the things/skills you need to have in your presentation to qualify as a good one.

For example, For a college research paper, the categories of criteria would be creativity, research element, use of sources and references, innovative aspects, etc. These categories would then be assessed on a scale of good to excellent or 1 to 5 and be marked accordingly.

It provides a quantified version of assessment which helps tremendously to analyze where specifically, and how much do you need to work on.

Apart from this, if you’re a techno-savvy person who is not inclined to write with a journal to keep track or implicate any of the other tools, worry not! We happen to have just the thing to help you! In today’s technology and smart phone driven world where most things are online, we can do self-evaluation up there too!

Here is a detailed and comprehensive article about 34 Best Smartphone Apps for Presenters and Professional Speakers that will guide you through that process.

Well, with all these tools and techniques, you’re all set to begin your self-evaluation! Remember, different techniques work for different people. It’s all a matter of trial and error. Some patience and practice can take you a long way to become the presenter you aspire to be.

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Use Clear Criteria and Methodologies When Evaluating PowerPoint Presentations

Dr. Fred Mayo explains the three major methods for presentation evaluation: self, peer and professional. An added bonus: ready-made student evaluation form.

By Dr. Fred Mayo, CHE, CHT

In the last issue, we discussed making interactive presentations and this month we will focus on evaluating presentations. For many of us, encouraging and supporting students in making presentations is already a challenge; assessing their merit is often just another unwelcome teaching chore.

There are three major methods for evaluating presentation – self evaluations, peer evaluations, and professional evaluations. Of course, the most important issue is establishing evaluation criteria.

Criteria for Evaluating Presentations One of the best ways to help students create and deliver good presentations involves providing them with information about how their presentations will be evaluated. Some of the criteria that you can use to assess presentations include:

• Focus of the presentation
• Clarity and coherence of the content
• Thoroughness of the ideas presented and the analysis
• Clarity of the presentation
• Effective use of facts, statistics and details
• Lack of grammatical and spelling errors
• Design of the slides
• Effective use of images
• Clarity of voice projection and appropriate volume
• Completion of the presentation within the allotted time frame

Feel free to use these criteria or to develop your own that more specifically match your teaching situation.

Self Evaluations When teaching public speaking and making presentations, I often encouraged students to rate their own presentations after they delivered them. Many times, they were very insightful about what could have been improved. Others just could not complete this part of the assignment. Sometimes, I use their evaluations to make comments on what they recognized in their presentations. However, their evaluations did not overly influence the grade except that a more thorough evaluation improved their grade and a weak evaluation could hurt their presentation grade.

Questions I asked them to consider included:

• How do you think it went?
• What could you have done differently to make it better?
• What did you do that you are particularly proud of accomplishing?
• What did you learn from preparing for and delivering this presentation?
• What would you change next time?

Peer Evaluations One way to provide the most feedback for students involves encouraging – or requiring – each student evaluate each other’s presentation. It forces them to watch the presentation both for content and delivery and helps them learn to discriminate between an excellent and an ordinary presentation. The more presentations they observe or watch, the more they learn.

In classes where students are required to deliver presentations, I have students evaluate the presentations they observe using a form I designed. The students in the audience give the evaluation or feedback forms to the presenter as soon as it is over. I do not collect them or review them to encourage honest comments and more direct feedback. Also, students do not use their names when completing the form. That way the presenter gets a picture from all the students in the audience – including me – and cannot discount the comments by recognizing the author.

A version of the form that I use is reproduced below – feel free to adopt or adapt it to your own use and classroom situation.

Professional Evaluations When conducting your professional evaluation of a presentation, remember to consider when and how to deliver oral comments as opposed to a completed form. I complete a written evaluation (shown above) along with all the students so they get some immediate feedback. I also take notes on the presentation and decide a grade as well. After the conclusion of the presentation, whether it was an individual or team presentation, I lead a class discussion on the presentation material. That way, students get to hear some immediate comments as well as reading the written peer evaluations.

I usually ask for a copy of the presentation prior to the delivery date. (Getting the PowerPoint slides ahead also helps me ensure I have all the presentations loaded on the projector or computer so we do not waste class time.) Students either email it to me or place it on our classroom management system. I will provide their letter grade and make comments on the design of the presentation on the copy they gave me. However, I don’t explain the final grade right after the presentation since it is often hard for students who have just made a presentation to hear comments.

Summary Each of these suggestions may prompt you to try your own ideas. Remember that students improve when they receive thoughtful and useful feedback from their peers and you as their teacher. I encourage you to use this form or develop a form so that the criteria used to evaluate the presentations are clear and explained ahead of time. Now, you can enjoy evaluating their presentations.

Dr. Fred Mayo, CHE, CHT, is retired as a clinical professor of hotel and tourism management at New York University. As principal of Mayo Consulting Services, he continues to teach around the globe and is a regular presenter at CAFÉ events nationwide.

• Open access
• Published: 24 February 2015

Tools and evaluation methods for discussion and presentation skills training

• Katashi Nagao 1 ,
• Mehrdad Panahpour Tehrani 2 &
• Jovilyn Therese B Fajardo 3  

Smart Learning Environments volume  2 , Article number:  5 ( 2015 ) Cite this article

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Our university is currently developing an advanced physical-digital learning environment that can train students to enhance their discussion and presentation skills. The environment guarantees an efficient discussion among users with state-of-the-art technologies such as touch panel discussion tables, digital posters, and an interactive wall-sized whiteboard. It includes a data mining system that efficiently records, summarizes, and annotates discussions held inside our facility. We also developed a digital poster authoring tool, a novel tool for creating interactive digital posters displayed using our digital poster presentation system. Evaluation results show the efficiency of using our facilities: the data mining system and the digital poster authoring tool. In addition, our physical-digital learning environment will be further enhanced with a vision system that will detect interactions with the digital poster presentation system and the different discussion tools enabling a more automated skill evaluation and discussion mining.

Introduction

Recently, a lot of attention has been paid to evidence-based research, such as life-logging Sellen and Whittaker (2010 ) or big data applications Armstrong (2014 ), that proposes techniques to raise the quality of human life by storing and analyzing data of daily activities in large quantities. This technique has been applied in the education sector but a key method has not been found yet because it is generally hard to record intellectual activities, accumulate and analyze data in a large scale, and compare it with a person’s physical activities, position, movement information, and the like. Although there are some recent studies on the automated recording of intellectual activities in more detail, their techniques are not sufficient to be applied to an automated evaluation of a person’s intellectual activities. Thus, this study aims to develop a new environment to empower the skills of students not only in real-time but also offline based on the abundant presentation and discussion data analyses.

Our study focuses on the new graduate leading program of Nagoya University that aims to cultivate future industrial science leaders. This leading graduate program has a new physical-digital environment for facilitating presentations and discussions among the selected students of the program. In particular, the presentations and discussions of the students are recorded in detail, and the mechanism for knowledge emergence is analyzed based on a discussion mining system. Furthermore, we have evaluated the performance of some students with respect to their skill in creating a digital poster using our recently developed tool.

Related work and motivation

This section has two parts: discussion evaluation and presentation evaluation. For each evaluation system, there are also two parts based on the type of system: a fully-automatic system and a semi-automatic system. A fully-automatic system calculates the scores of discussion or presentation quality in an automated fashion while a semi-automatic system supports the people in evaluating the discussion or presentation with some evidential data.

Discussion evaluation

Fully-automatic.

With the abundant data in discussions, there is difficulty in searching for good quality posts. An automatic rating of postings in online discussion forums was presented based on a set of metrics Wanas et al. (2008 ). This set of metrics was used to assess the value of a post and includes the following: relevance, originality, forum-specific features, surface features, and posting-component features. With these metrics used to train a non-linear support vector machine classifier, the posts were then categorized to their corresponding levels (High, Medium, or Low).

Another system called Auto-Assessor used natural language processing tools to assess the responses of students to short-answer questions Cutrone et al. (2011 ). The system utilized a component-based architecture with a text pre-processing phase and a word/synonym matching phase to automate the marking process. In their system evaluation, they compared the assessment results of the Auto-Assessor and Human Graders to verify the possibility of applying the proposed system in practical situations.

However, these fully-automatic systems still have some drawbacks. Some methods are language independent resulting in a poor performance in relevance and originality Wanas et al. (2008 ) thus, other additional techniques should be employed in their assessment of discussions. Also, even with additional NLP techniques, the weights given to words are not varied Cutrone et al. (2011 ) hindering the system from identifying words that are more significant than others.

Semi-automatic

Aside from fully-automatic systems, some studies employed a semi-automatic approach. One such study is the implementation of a group discussion evaluation method and a discussion evaluation support system that focused on ex post evaluation Omori et al. (2006 ). The system provided a Web-based interface to display the evaluation item and the evaluation criteria so that users can easily make a score to each of the discussion remarks based on clearness of remarks, proposal of issues, and logicality of remarks. Results confirmed the effectiveness of both their evaluation method and support system.

With the above-mentioned systems, there was no mention about one problem in discussions, which is the difficulty in getting students to actively participate. Thus, a gamification framework was integrated to a discussion support system for enhancing and sustaining motivation in student discussions Ohira et al. (2014 ). Besides sustaining student motivation, the system also evaluates and visualizes improvement of the students’ capacity to discuss. It also supports the users to evaluate the quality of each discussion statement.

However, with the two semi-automatic systems, more experiments are needed to determine the effect of teachers’ feedback to the students Omori et al. (2006 ) and its performance in real-world settings.

Presentation evaluation

A presentation training system called Presentation Sensei was implemented to observe a presentation rehearsal and give presentation feedback to the speaker Kurihara et al. (2007 ). The system is equipped with a microphone and camera to analyze the presentation by combining speech and image processing techniques. Based on the results of the analysis, the system provides the speaker with recommendations for improving presentation delivery such as speed and audience engagement. During the presentation, the system can alert the speaker when some of the indices: speaking rate, eye contact with the audience, and timing, exceed predefined warning thresholds. After the presentation, the system generates summaries of the analysis results for the user’s self-examination. Although this system focuses on self-training, it still needs to be tested in a real presentation environment.

Another presentation training system called PitchPerfect was implemented to develop confidence in presentations Trinh et al. (2014 ). From interviews with presenters, the authors uncovered mismatches between best rehearsal practices as recommended in the presentation literature, the actual rehearsal practices, and support for rehearsal in conventional presentation tool. Thus, they developed the proposed system, an integrated rehearsal environment that supports users to evaluate their presentation performance during preparation for structured presentation in PowerPoint. Their user study with 12 participants demonstrated that PitchPerfect led to small but significant improvements in perceived presentation quality and coverage of prepared content after a single hour of use, arising from more effective support for the presenter’s content mastery, time management, and confidence building.

In the initial phase of our research, we select a semi-automatic approach to evaluate the discussion and presentation. However, our proposed system can acquire several kinds of student activity-related data so as to make evaluation automated in the near future. We understand that current technologies to analyze human activity data fully-automated are still insufficient to realize our purposes so we focus on data acquisition by using our new environment for discussion and presentation.

Leaders’ Saloon: a new physical-digital learning environment

The Leaders’ Saloon shown in Figure 1 is capable of creating discussion contents using the discussion tables, the digital poster panels, and the interactive wall-size whiteboard.

Leaders’ Saloon environment.

Discussion table

Each student uses a tablet to connect with the facilities including the discussion table shown in Figure 2 . The content and operation history of the discussion table are automatically transferred and shared to the server, the meeting cloud . Previous table contents can be easily retrieved and any texts or images can be reused. Such reference and quotation operations are recorded and analyzed to discover semantic relationships between discussions. Furthermore, a software that analyzes temporal changes of table contents with the corresponding users is also being developed.

Students using the discussion table.

Digital poster panel

For poster presentations, a digital poster panel system, shown in Figure 3 , is used for content and operation analyses. The system helps the users create digital posters and analyze their creation process. The system also supports the retrieval of previously presented posters and allows users to annotate them. Annotations are automatically sent to the author and are analyzed by the system to evaluate the quality of the poster. Poster presentations as well as the regular slide-based presentations are also broadcasted by streaming on the Web. The system collects and analyzes the feedbacks based on comments and reviews given by Internet viewers (e.g., Twitter users can associate their tweet messages with any scenes from the presentation based on the starting and ending timestamps).

Poster presentation using the digital poster panel system.

Interactive wall-sized whiteboard

As shown in Figure 4 , our facility houses a wall-sized whiteboard. Unlike the traditional whiteboards, we are able to physically and digitally write on the whiteboard. We use a special projector equipped with an infrared sensor to detect the location of the digital pen with respect to the wall. The writings and interaction on the whiteboard can then be recorded by cameras. The captured data using the camera can identify the physical interaction in combination with the given digital interaction information. This system is under development and we are working on proposing a new evaluation system that can enhance the presentation and discussion performance of students using this system.

Capturing data using the interactive wall-sized whiteboard.

Discussion mining system

The discussion mining system generates knowledge discovery from discussion contents during face-to-face meetings. This previously developed system Nagao et al. (2005 ), shown in Figure 5 , generates structured minutes for meetings semi-automatically and links them with audiovisual data. This system summarizes discussions using a personal device, which captures information, called the discussion commander . The created content is then viewed using the discussion browser mentioned later, which provides a search function that lets users browse the discussion details.

System overview of discussion mining.

Recording and structuring discussions

Discussions in our meetings are automatically recorded and these meeting records are composed of structured multimedia contents including texts and videos. In the contents, meeting scenes are segmented based on discussion chunks. The segments of contents are connected with visual and auditory data corresponding to the segmented meeting scenes.

Previous studies on structuring discussions and supporting discussions by referring past structured discussion contents include IBIS and gIBIS Conklin and Begeman (1988 ) that consider semantic discussion structures. However, most studies that provide technology for discussions and minutes generations have focused on automatic recognition techniques for auditory and visual data. For example, Lee et al. ( 2002 ) proposed a method that records the participants’ actions using cameras and microphones and then produces indexed minutes using automatic recognition techniques. Chiu et al. ( 2001 ) integrated audio-visual information and information for presentation materials.

We analyze meetings not only with natural language processing to support the comprehension of arguments in a discussion but also form diversified perspectives using auditory and visual information in slides as well as other presentation content. We also use metadata to deal with discussion content. Overall, our discussion mining system supports the creation of minutes for face-to-face meetings, records the meeting environment with cameras and microphones, and generates meta-information that relates elements in the contents.

In addition, the system can graphically display the structure of a discussion to facilitate understanding of the minutes and encourage effective statements. Our discussion commander has some functionality for discussion facilitation such as pointing/highlighting some areas and underlining some texts in the presentation slides displayed on the main screen. We also developed a method to define visual referents in the presentation slides that are pointed and referred by meeting participants.

Our method can handle sharing and re-referring the visual referents. This method then contributes to finding central topics of the discussion chunks. A discussion chunk has a tree structure and it consists of participants’ utterances and relationships between two utterances. An utterance has one of two types: start-up and follow-up . The start-up type is assigned to the utterance when it introduces a new topic while the follow-up type is assigned when the utterance inherits the predecessor’s topic. The discussion content of a meeting has several discussion chunks that have tree structures of utterances as shown in Figure 6 .

Discussion structure.

The summarization of discussion content is performed as follows:

Based on common visual referents in utterances included in discussion chunks, a graph structure is generated. Spreading activation is applied to the graph structure where external inputs are assigned based on marking agreeable/disagreeable utterances which are decided by using discussion commander . Highly activated utterances are selected as more significant elements of the content. The discussion browser allows the users to adjust some parameters such as the ratio of summary and the weight of marking. The whole system provides functions of generating and publishing multimedia meeting records and their in-depth search and summarization.

On-time visualization of discussion structures and histories of visual referents contributes to the facilitation of current discussion and modification of discussion structures by changing parent nodes of follow-up utterances and by re-referring previous visual referents. Such modification is performed using each participant’s discussion commander . The discussion commander also works for annotating agree or disagree attributes to the current utterance by pressing + or - buttons. The time of pressing the buttons, the user who pressed the buttons, and the target utterance are recorded and used for summarization. The target utterance of the agree annotation has a high-valued external input when spreading activation is performed.

Since our main mission is to train students’ discussion skills, the previous system was extended and new functions were added in order to obtain user-specific data such as the quality of statements and level of understanding the discussions, which led to the creation of the Leaders’ Saloon (Section ‘ Leaders’ Saloon: a new physical-digital learning environment ’).

Discussion browser

The information accumulated by the discussion mining system is presented synchronously in the discussion browser shown in Figure 7 . This system consists of a video view, a slide view, a discussion view, a search menu, and a layered seek bar.

Discussion browser interface.

The discussion browser provides the function of searching and browsing discussion details in correspondence to the users’ requests. For example, when the participant of the meeting wants to refer to certain important previous discussions, the participant will search for the statements using keywords or the speakers’ names, and then browse the details of the statements in the search results. Users who did not participate in the meeting can search and browse the important meeting elements displayed in the layered seek bar by inquiring into discussions containing statements that form agreements by using the discussion commanders, or by surveying the frequency distributions of keywords.

The video view provides recorded videos of the meeting, including the participants, presenter, and screen. The participant video shows the scene of the speaker if the speaker is not a presenter or the whole span of the meeting room if the speaker is the presenter.

Discussion view

The discussion view consists of text forms, in which the contents of the discussion primarily constitute of information inputted by a secretary and relation links, which visualize the structure of the discussion. This view supports the understanding of the contents of the discussion, because the users can survey the structure of the discussion. The user can also tag the meeting contents for searching by selecting accurate tags from a tag cloud containing tags extracted from the text of statements and presentation materials.

Search menu

In the search menu, three types of search queries are available: speaker name, the target of the search (either the contents of the slide or the statement, or both), and keywords. The users will search for the necessary information using combined queries. The search results are shown in the layered seek bar (matched elements in the timeline are highlighted) and in the discussion view (discussions where the matched elements appear are highlighted).

Layered seek bar

The elements that compose a meeting content are displayed in the layered seek bar. Various bars are generated according to each type of element and it also presents the details. The left edge of each bar corresponds to the start time of the meeting, and the right edge corresponds to the end time. The discussion browser enables effective reuse of meeting contents. Additionally, summarization is possible by acquiring relevant discussion from links between statements. The entire operation history of the discussion media browser is saved in the database. This history is used for the personalization of meeting contents.

Importing discussion mining system into Leaders’ Saloon

We developed an extended version of the discussion mining system working at the Leaders’ Saloon. The discussion tables are used to operate and visualize discussion structures. The users also use discussion commanders and the previously described discussion mining system.

In this section, we explain two systems implemented on the discussion tables to visualize real information recorded by the discussion mining system: (1) discussion visualizer, a system to visualize the structure of an ongoing discussion, and (2) discussion reminder, a system to retrieve and visualize past discussions.

Discussion visualizer

The discussion visualizer shown in Figure 8 is a system to visualize the structure of meeting discussions shown in the discussion table (Section ‘ Discussion table ’). This visualizer consists of a meeting view, a slide list, a discussion segment view, and a discussion segment list.

Discussion visualizer interface and sample content.

The meeting view provides a preview of camera records showing the participants, a list of all attendances, and elapsed time of presentation. A list of slide thumbnails displayed in the presentation is also shown and the thumbnail of the currently displayed slide is emphasized in the slide list. Speakers can operate the slide show by selecting the thumbnail in this view using the touch panel.

The discussion segment view shows the information about the discussion segment, which contains the current statement. The texts of the start-up statement, which was the trigger of the discussion, and the parent statement of the current statement (if it is a follow-up statement) are shown at the upper side of this view. The structure of the discussion segment is shown at the bottom side of this view. Users can also make corrections of parent statements. Participants confirm the stream of discussion at the meeting through the discussion segment list. In this list, the nodes representing main topics are shown as rectangle nodes while the subtopics are shown as circle nodes. These discussion segment topics are displayed as a chain structure in the middle, the keywords of multiple discussion segments are displayed on the left, and the keywords of the main topics or subtopics are displayed on the right. Moreover, the nodes that involve questions and answers are represented by the specific character Q . The amount of agreements on the statements inputted by the discussion commanders is represented as a density of the color of the nodes. The icons are displayed next to the node containing the statements marked by discussion commanders. Therefore, it enables participants to confirm when important discussions occur.

There are various kinds of discussion segments created by the discussion mining system. For example, short segments with only comments on the presentation and long segments that contain a lot of statements as a result of a hot debate. There is also a possibility that the long discussion segments have follow-up statements whose content derives from the topic of the start statement. Thus, we think that the start statement is the root node of the discussion segment and some subtopics derive from this root node.

Discussion reminder

A review and sharing of previous discussion contents lead to a uniformed knowledge level among all participants, wherein low-level participants can make remarks actively. This will also prevent redundant discussion. From here, we can then think about topics from a new point of view and figure out solutions to problems that have not been solved due to lack of technology. Therefore, we develop a system to retrieve and browse past discussions on time, called discussion reminder.

There are two concerning issues in the development of the discussion reminder. One is an accurate understanding of discussion contents, and another issue is the quick retrieval of discussion contents preventing any disruption in the ongoing discussion. Unclear and inadequate sharing of discussion contents will inhibit the achievement of a uniformed knowledge level and will lead to misunderstandings and confusion. Thus, the discussion reminder provides a function to browse videos of past discussions for accurate understanding.

However, all of the participants need to interrupt the ongoing discussion for a review of discussion contents, thus it is desirable to finish the review in no time using the above method to find the things required in the audiovisual information. For an efficient review, the discussion reminder provides an interface to narrow down the browsing information, such as discussion content matched with queries, slides matched discussion content, and statements associated with matched slide, and to retrieve cooperatively by participants. A participant who notices the existence of the discussion, which he/she wants to review, inputs queries to the discussion reminder. Various types of information, such as names of presenters, dates of meetings, and keywords, are available as queries. The contents of retrieved results are displayed on the discussion table as shown in Figure 9 .

Result contents of the discussion reminder.

Participants conduct various operations using the touch panel in this interface. This interface consists of a discussion content list, a slide list, and a discussion segment view. The discussion content list displays titles of the discussion contents, which contains the discussion matched queries. When a participant selects a title using the touch panel, slide thumbnails comprised in the selected discussion content are shown at the bottom of the slide list. Participants can preview the larger slide thumbnail at the top of the slide list.

The discussion segment view shows information about the discussion segments associated with the slide selected in the slide list. Examples of discussion segment information include structures of discussion segments, speaker’s ID, keywords of statement, and so on. In the discussion segment view, full text of the statement can also be previewed. Participants can browse videos in the video view displayed on the table from the start time of the selected statement in the discussion segment view.

Employing machine learning techniques

In this study, machine learning techniques are employed to obtain deep structures of presentation and discussion contents. Techniques like deep neural networks Bengio (2009 ) integrate several context information such as operation histories of users. By integrating the results of subject experiments on presentations and discussions, different methods to evaluate the quality of students’ intellectual activities and to increase their skills are discovered. The system tries to perform some consensus-building processes to make evaluation results appropriate for each student.

Digital poster presentation system

The digital poster presentation system consists of an authoring tool for digital posters, an interactive presentation system with digital posters, and an online sharing system for digital posters. Poster presentations can be considered as a close communication with the audience, and is also ideal for training in discussion not only for presentation. The digital poster presentation system makes the poster presentation easier. Tools such as PowerPoint slides can be integrated into the poster presentation. Additionally, the system will be extended for an interactive data acquisition. Hence, we believe that this system would significantly change the way of poster presentations.

Digital posters vs. regular posters

A digital poster is an interactive multimodal version of regular papers. The advantage of digital posters includes retrieval and reuse of contents. However, one of the biggest problems is portability since a digital poster needs a special hardware such as a digital poster panel and these devices cannot be carried elsewhere. Perhaps, in the near future, large and thin film-type screen devices, such as organic electro-luminescence displays, will be available and tools for digital posters will be commodities and easily acquired.

Authoring digital posters

Authoring of digital posters is very simple but some preparation is needed. The users should prepare resources such as images, videos, and slides in advance. We also developed an online resource management system for memos, images, videos, and slides. The digital poster authoring tool can import any resources submitted or shared in the resource management system.

The digital poster authoring tool shown in Figure 10 has three parts: the main menu, the resources menu, and the poster field.

Main screen of the digital poster authoring tool.

The main menu provides the basic functionalities of the tool such as creating, opening, and saving of poster files, setting up the desired preferences, and choosing different creation modes. The digital authoring tool is also able to create both portrait and landscape orientation posters as needed.

The resources menu shown in Figure 11 lets the users add different types of blocks to the poster field. Each block automatically downloads a certain type of resource depending on the selected block from the online resource management system, except for the layout and text blocks. Selecting an image block will automatically scan for images in the resource management system while selecting a video block will automatically scan for videos in the resource management system. For the slide block, existing PowerPoint slides will be selected.

Detailed view of the resources menu.

When the user taps a block in the resource menu, a list of thumbnail images is displayed in the window that appears from the right edge of the screen as shown in Figure 12 . The user can easily arrange the layout of the poster using a layout block and interactively change a position of a block’s borderline. When the user wants to place any resource in the block, he/she should just drag and drop the thumbnail image from the resource list to the target block as shown in Figure 13 .

Image resource menu window.

Image resource placement in the layout block.

Other resources, such as videos and slides, are inserted in the blocks in a similar way. An example of a created poster using the described authoring tool is shown in Figure 14 . When the user finished editing the digital poster, the final poster can be stored in the online poster sharing system. It can be used for presentations by searching the digital poster at any time. During presentation time, the enlargement of images and the playback of videos and slides in the poster can be done.

Example of a digital poster.

Data acquisition from interactions with digital posters

Digital posters are not only for a presenter to make a presentation but also for an audience to view in detail by interacting with the poster. Posters are unlike slides, where the complete content is summarized in one piece, which is more suitable to understand the content quickly. At the Leaders’ Saloon, visitors can easily retrieve and view the digital posters using the digital poster panel whenever they like. Interaction histories when visitors have interacted with the posters are recorded automatically. The number and time of poster views, views of the elements in the poster, and data such as browsing the order of the poster elements can be obtained by this system. These data are used to evaluate the posters and the skills of the poster author.

Skill evaluation methods

The focus of this study is the students of the new Graduate Leading Program at Nagoya University, which aims to nurture future global leaders. To achieve this goal, improving the communication skills of the students has to be addressed. In this study, we focus on developing the discussion and presentation skills of the students and this section describes in detail the evaluation method for the discussion and presentation skills of the students.

• Discussion skill

Data acquired by the discussion mining system includes participant types (presenter, secretary, and others), number of start-up/follow-up statements of each participant, and scores of quality of each statement. The scores of quality are calculated by the agreement/disagreement data inputted by each participant’s discussion commander during discussions. For each statement, one point is added if someone agrees with it, one point is subtracted if someone disagrees, and then the score is determined. Results of the aggregate data of multiple students in three months are shown in Table 1 .

The discussion skill of a student is evaluated using the score calculated by the following processes. First, the weight values for every behavior are determined. These weights are going to be rationally determined in the future using machine learning, but for now, the values were decided intuitively based on the difficulty of execution.

Number of participants: 3

Number of presentations: 10

Number of secretary acts: 5

Start-up statements except presenter’s cases: 3

Follow-up statements except presenter’s cases: 2

Quality (sum of agreement/disagreement values): 4

Let the score be the value of the sum after having applied such weight to the number of each behavior. Additionally, the evaluation of statement quality is also calculated. For the discussion skill score calculation, the presenter’s cases are excluded by start-up and follow-up statements of the students. This is because the situations when the presenters must answer the question from other participants occur naturally and they should not be treated the same way as cases in which participants of the discussion make remarks spontaneously.

The students can judge their status for this evaluation as reference, and can analyze their weak points. The student performance increases if the student makes many statements when he/she is not the presenter and many of the other participants also agree with these statements. It is then possible that these data be a basis to improve a student’s discussion skills. It can also be confirmed that the discussion skill is improved by making high quality statements, that is, a lot of agreements obtained from many participants.

• Presentation skill

A study on developing oral presentations skills embedded oral presentations and assessment to their curriculum Kerby and Romine (2009 ). In their case study, they included at least one oral presentation in three of their courses and used a rubric to assess the oral presentations. Their results indicate that students better understood their weaknesses, strengths, and areas for improvement with their presentations. In our study, we also implemented the same design to improve the presentation skills of our students. We conducted two poster presentation sessions with two groups of students to evaluate their presentation skills. We used the poster presentation format instead of the regular oral presentations because of the interactivity of poster presentations. In poster presentations, the students are able to engage in conversation with people, giving them more opportunities to improve their communication skills. Also, poster presentations enliven the student presentations because students interact with each other more instead of just passively observing like in formal presentations.

Poster presentation session I

In this poster presentation session, twenty four (24) inexperienced students were divided into six (6) groups and each group was asked to create a digital poster using the authoring tool discussed in Section ‘ Digital poster presentation system ’. Each group presented their posters in the allotted time of fifteen (15) minutes while members of the other groups and spectators of the poster session evaluated each poster presentation. The evaluation sheet used for this poster presentation session is shown in Table 2 .

Evaluators fill up the feedback form shown in Table 2 for each presentation. The evaluation criteria include Content , Organization , and Impact . The said criteria are based on the common themes in Brownlie’s 2007 bibliography Hess et al. (2009 ). For scoring results, the numerical values for the different ratings are as follows: Bad is 1, Poor is 2, Fair is 3, Good is 4, and Excellent is 5. The average scores of all the evaluators for all group presentations are shown in Table 3 .

In addition, the scores and standard deviations of all groups are shown in Figure 15 . Since the standard deviations are not too large, this metric is not far off from human intuition for evaluation. Histories of interactions with digital posters are not analyzed yet. We are planning to combine human metrics and accumulated data such as access counts of posters and their internal elements in the near future.

Scores and standard deviations of all groups.

However, there were major drawbacks in the evaluation sheet that we used for this session. First, we failed in evaluating the presentation delivery of the students. Second, the evaluators found it hard to judge a certain criteria based on the ratings. Thus, for the next poster presentation session, we made a number of changes in our evaluation sheet.

Poster presentation session II

In this poster presentation session, five (5) students were asked to create and present five digital posters using the authoring tool discussed in Section ‘ Digital poster presentation system ’. Spectators of the poster session were asked to evaluate each poster presentation.

We improved our evaluation criteria based on the encountered problems in the former trial. Based on feedback from the evaluators, one major drawback in the previous evaluation sheet shown in Table 2 is that there are not enough details for the ratings (Bad, Poor, Fair, Good, and Excellent) under a certain criteria. Thus, the evaluation sheet was modified to a rubric with concrete descriptions for each score and criteria. The new evaluation sheet is shown in Table 4 . Using this rubric-style of evaluation, the evaluation criteria were clearer and evaluation time were faster for the spectators. Aside from changing the evaluation format, the sets of criteria were also modified. We added two main sets of criteria: impact and presentation. We added Impact to determine how the poster is able to attract the attention of spectators. It consists of the criteria for evaluating the poster’s title, overall appearance, and interest. We also added Presentation , another set of criteria for evaluating the students’ poster presentation skills. It consists of the ability to communicate properly to their audience and the ability to answer questions confidently. Adding these new sets of criteria provided a more effective and complete digital poster evaluation.

Using the new evaluation sheet, the score results of the second round of poster presentations are shown in Table 5 . The evaluation scores of the professors (P) and students (S) were calculated. With these results, we were able to determine the weakness of each poster based on the criteria. For example, with Poster III, its content and organization needed a lot of improvement thus for feedback, the author needs to focus on these sets of criteria when he/she modifies the said poster.

Future features of the new learning environment

The current training environment contains a 2D interactive system, such as touch panel discussion tables, digital poster panels, and an interactive wall-sized whiteboard, facilitating the interactions of users with the system. However, to further enhance the performance of the current learning environment, a vision system will be incorporated to increase the interaction dimension to 3D. The system will consist of a multi-camera system or Kinect that has a camera and range sensor device. Moreover, given an intelligent system that recognizes the users by robust face detection algorithm, user interaction will be smooth, and annotations will be automated and personalized, thereby creating a more advanced learning environment. An automated evaluation and facilitation of intellectual activities will also be applied to confirm whether the skills of the students improve, and whether their created contents obtain a higher evaluation than previous ones.

The current criteria does not evaluate body movement, gestures, posture, etc., which is common in evaluating presentations. However, it is difficult to evaluate these criteria and we will be incorporating evaluating these movements through the planned vision system. In order to improve the evaluation criteria presented in previous section, the automated system is expected to receive real-time evaluation from the audience and to provide the presenter with the relative score. The registered audience can input their score to an online sheet with a tablet while attending the poster session. The audio-visual system is also expected to record the visual and audio interactions between the presenter and each audience. The system will be able to match the provided online score by each spectator and his/her interaction with the presenter. We hope to understand the relation between the audio/visual information and the provided online score to train the system. Our eventual goal is to introduce a nearly automatic evaluation system that is regularly trained by the audience.

A novel physical-digital learning environment for discussion and presentation skills training has been developed at our university under the leading graduate program. By using state-of-the-art technologies, the selected students of the program will achieve an effective, interactive, and smooth discussion with the discussion mining system simultaneously summarizing and annotating the ongoing discussion. The discussion contents are available to the community or to the faculty for evaluation, feedback, and follow-up activities.

Moreover, the students of the program also have opportunities to improve their presentation skills with our digital poster presentation system. A presentation evaluation system has been adopted to our physical-digital learning environment that will be capable of evaluating each presentation and/or discussion based on audiences online feedback, recorded audio-visual data, and interaction with the facilities. The developed interactive presentation system has been initially evaluated and proven to be effective, not only for our novel physical-digital learning environment, but also for any other users equipped at least with an interactive display.

Evaluations were done to help the students in overcoming their weak points during their discussions and presentations. With this prototype environment, a new education system may emerge promoting an efficient and advanced learning.

Written informed consent was obtained from the students for the publication of this report and any accompanying images.

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Acknowledgments

This work is supported by the Real-World Data Circulation Leaders’ Graduate Program of Nagoya University.

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Department of Media Science, Graduate School of Information Science, Nagoya University, Nagoya, Japan

Katashi Nagao

Department of Electrical Engineering and Computer Science, Graduate School of Engineering, Nagoya University, Nagoya, Japan

Mehrdad Panahpour Tehrani

Department of Information Engineering, Graduate School of Information Science, Nagoya University, Nagoya, Japan

Jovilyn Therese B Fajardo

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Authors’ contributions

KN, MPT, and JTF conducted research activities on development of an advanced physical-digital learning environment that can train students to enhance their discussion and presentation skills, and drafted the results in the manuscript. All authors read and approved the final manuscript.

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Nagao, K., Tehrani, M.P. & B Fajardo, J.T. Tools and evaluation methods for discussion and presentation skills training. Smart Learn. Environ. 2 , 5 (2015). https://doi.org/10.1186/s40561-015-0011-1

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Received : 09 September 2014

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Published : 24 February 2015

DOI : https://doi.org/10.1186/s40561-015-0011-1

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The Potent Presentations Initiative (p2i) helps evaluators improve their presentation skills, both at the annual evaluation conference and in individual evaluation practice. Potent Presenters think about three key components of compelling presentation: message, design, and delivery.

Potent Presentations Initiative offers:

• Free downloadable checklists and worksheets
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Ever leave a conference session and feel like you didn’t have a single takeaway point? This 45-minute Potent Presentations Initiative session trains conference presenters in developing an organized plan for conveying evaluation materials. We describe the architecture of a great presentation, in terms of how to structure the unfolding of a presentation to make it an educational event for the audience.

What is good graphic design in evaluation reporting? Intention and good graphic design can support reader cognition, ultimately increasing the likelihood of evaluation use. To demonstrate the graphic design best practices, this session will feature real before-and-after evaluation reporting designs submitted by AEA members.

This Potent Presentations Initiative demonstration is on how to give goosebumps. You know - it’s that feeling you get when you realize you’ve been glued to the speaker since she opened her mouth and you’ve absorbed every moment of the talk. In this training session, we will discuss how to get and keep attention, how to engage an audience, and how to help them retain the content long after the presentation is over.

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Evaluating Business Presentations: A Six Point Presenter Skills Assessment Checklist

Posted by Belinda Huckle  |  On April 18, 2024  |  In Presentation Training, Tips & Advice

In this Article...quick links

1. Ability to analyse an audience effectively and tailor the message accordingly

2. ability to develop a clear, well-structured presentation/pitch that is compelling and persuasive, 3. ability to connect with and maintain the engagement of the audience, 4. ability to prepare effective slides that support and strengthen the clarity of the message, 5. ability to appear confident, natural and in control, 6. ability to summarise and close a presentation to achieve the required/desired outcome, effective presentation skills are essential to growth, and follow us on social media for some more great presentation tips:, don’t forget to download our presenter skills assessment form.

For many business people, speaking in front of clients, customers, their bosses or even their own large team is not a skill that comes naturally. So it’s likely that within your organisation, and indeed within your own team, you’ll find varying levels of presenting ability. Without an objective way to assess the presenter skills needed to make a good presentation, convincing someone that presentation coaching could enhance their job performance (benefiting your business), boost their promotion prospects (benefiting their career) and significantly increase their self confidence (benefiting their broader life choices) becomes more challenging.

So, how do you evaluate the presenting skills of your people to find out, objectively, where the skill gaps lie? Well, you work out your presentation skills evaluation criteria and then measure/assess your people against them. 

To help you, in this article we’re sharing the six crucial questions we believe you need to ask to not only make a professional assessment of your people’s presenting skills, but to showcase what makes a great presentation. We use them in our six-point Presenter Skills Assessment checklist ( which we’re giving away as a free download at the end of this blog post ). The answers to these questions will allow you to identify the presenter skills strengths and weaknesses (i.e. skills development opportunities) of anyone in your team or organisation, from the Managing Director down. You can then put presenter skills training or coaching in place so that everyone who needs it can learn the skills to deliver business presentations face-to-face, or online with confidence, impact and purpose.

Read on to discover what makes a great presentation and how to evaluate a presenter using our six-point Presenter Skills Assessment criteria so you can make a professional judgement of your people’s presenting skills.

If you ask most people what makes a great presentation, they will likely comment on tangible things like structure, content, delivery and slides. While these are all critical aspects of a great presentation, a more fundamental and crucial part is often overlooked – understanding your audience .  So, when you watch people in your organisation or team present, look for clues to see whether they really understand their audience and the particular situation they are currently in, such as:

• Is their content tight, tailored and relevant, or just generic?
• Is the information pitched at the right level?
• Is there a clear ‘What’s In It For Them’?
• Are they using language and terminology that reflects how their audience talk?
• Have they addressed all of the pain points adequately?
• Is the audience focused and engaged, or do they seem distracted?

For your people, getting to know their audience, and more importantly, understanding them, should always be the first step in pulling together a presentation. Comprehending the challenges, existing knowledge and level of detail the audience expects lays the foundation of a winning presentation. From there, the content can be structured to get the presenter’s message across in the most persuasive way, and the delivery tuned to best engage those listening.

Flow and structure are both important elements in a presentation as both impact the effectiveness of the message and are essential components in understanding what makes a good presentation and what makes a good speech. When analysing this aspect of your people’s presentations look for a clear, easy to follow agenda, and related narrative, which is logical and persuasive.

Things to look for include:

• Did the presentation ‘tell a story’ with a clear purpose at the start, defined chapters throughout and a strong close?
• Were transitions smooth between the ‘chapters’ of the presentation?
• Were visual aids, handouts or audience involvement techniques used where needed?
• Were the challenges, solutions and potential risks of any argument defined clearly for the audience?
• Were the benefits and potential ROI quantified/explained thoroughly?
• Did the presentation end with a clear destination/call to action or the next steps?

For the message to stick and the audience to walk away with relevant information they are willing to act on, the presentation should flow seamlessly through each part, building momentum and interest along the way. If not, the information can lose impact and the presentation its direction. Then the audience may not feel equipped, inspired or compelled to implement the takeaways.

Connecting with your audience and keeping them engaged throughout can really be the difference between giving a great presentation and one that falls flat. This is no easy feat but is certainly a skill that can be learned. To do it well, your team need a good understanding of the audience (as mentioned above) to ensure the content is on target. Ask yourself, did they cover what’s relevant and leave out what isn’t? 

Delivery is important here too. This includes being able to build a natural rapport with the audience, speaking in a confident, conversational tone, and using expressive vocals, body language and gestures to bring the message to life. On top of this, the slides need to be clear, engaging and add interest to the narrative. Which leads us to point 4…

It’s not uncommon for slides to be used first and foremost as visual prompts for the speaker. While they can be used for this purpose, the first priority of a slide (or any visual aid) should always be to support and strengthen the clarity of the message. For example, in the case of complex topics, slides should be used to visualise data , reinforcing and amplifying your message. This ensures that your slides are used to aid understanding, rather than merely prompting the speaker.

The main problem we see with people’s slides is that they are bloated with information, hard to read, distracting or unclear in their meaning. 

The best slides are visually impactful, with graphics, graphs or images instead of lines and lines of text or bullet points. The last thing you want is your audience to be focused on deciphering the multiple lines of text. Instead your slides should be clear in their message and add reinforcement to the argument or story that is being shared. How true is this of your people’s slides?

Most people find speaking in front of an audience (both small and large) at least a little confronting. However, for some, the nerves and anxiety they feel can distract from their presentation and the impact of their message. If members of your team lack confidence, both in their ideas and in themselves, it will create awkwardness and undermine their credibility and authority. This can crush a presenter and their reputation. 

This is something that you will very easily pick up on, but the good news is that it is definitely an area that can be improved through training and practice. Giving your team the tools and training they need to become more confident and influential presenters can deliver amazing results, which is really rewarding for both the individual and the organisation.

No matter how well a presentation goes, the closing statement can still make or break it. It’s a good idea to include a recap on the main points as well as a clear call to action which outlines what is required to achieve the desired outcome.

In assessing your people’s ability to do this, you can ask the following questions:

• Did they summarise the key points clearly and concisely?
• Were the next steps outlined in a way that seems achievable?
• What was the feeling in the room at the close? Were people inspired, motivated, convinced? Or were they flat, disinterested, not persuaded? 

Closing a presentation with a well-rounded overview and achievable action plan should leave the audience with a sense that they have gained something out of the presentation and have all that they need to take the next steps to overcome their problem or make something happen.

It’s widely accepted that effective communication is a critical skill in business today. On top of this, if you can develop a team of confident presenters, you and they will experience countless opportunities for growth and success.

Once you’ve identified where the skill gaps lie, you can provide targeted training to address it. Whether it’s feeling confident presenting to your leadership team or answering unfielded questions , understanding their strengths and weaknesses in presenting will only boost their presenting skills. This then creates an ideal environment for collaboration and innovation, as each individual is confident to share their ideas. They can also clearly and persuasively share the key messaging of the business on a wider scale – and they and the business will experience dramatic results.

Tailored Training to Fill Your Presentation Skill Gaps

If you’re looking to build the presentation skills of your team through personalised training or coaching that is tailored to your business, we can help. For nearly 20 years we have been Australia’s Business Presentation Skills Experts , training & coaching thousands of people in an A-Z of global blue-chip organisations. All our programs incorporate personalised feedback, advice and guidance to take business presenters further. To find out more, click on one of the buttons below:

• Work Email Address * Please enter your email address and then click ‘download’ below

Written By Belinda Huckle

Co-Founder & Managing Director

Belinda is the Co-Founder and Managing Director of SecondNature International. With a determination to drive a paradigm shift in the delivery of presentation skills training both In-Person and Online, she is a strong advocate of a more personal and sustainable presentation skills training methodology.

Belinda believes that people don’t have to change who they are to be the presenter they want to be. So she developed a coaching approach that harnesses people’s unique personality to build their own authentic presentation style and personal brand.

She has helped to transform the presentation skills of people around the world in an A-Z of organisations including Amazon, BBC, Brother, BT, CocaCola, DHL, EE, ESRI, IpsosMORI, Heineken, MARS Inc., Moody’s, Moonpig, Nationwide, Pfizer, Publicis Groupe, Roche, Savills, Triumph and Walmart – to name just a few.

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This first of its kind assessment tool will reveal your specific presenting profile:

Whether you’re entertaining and dynamic (The Performer), a wise and inquisitive researcher (The Scholar), or anything in between, Badge can instantly determine your exact strengths as a public speaker.

When taking the Badge assessment, it is important when reviewing your answer options that you select the word which  immediately  comes to mind. Select words that represent your reality,  not  your intent.

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A guide to Professional Communications Projects , with examples and grading rubrics Resources about Speaking Effectively from the State Your Case project.

Assessment By Oral Presentation

What is assessment by oral presentation.

Oral presentations are often used to assess student learning from student individual and group research projects.

Oral Presentation Assessment Tips for Instructors:

• Oral Presentation Tips and Peer Evaluation Questions Laura Goering, Carleton College, developed these tips and student evaluation template for the Carleton College Perlman Center for Learning and Teaching .
• Oral Report Evaluation Rubric (Microsoft Word 56kB Jul6 07) from Mark France, Gallery Walk page.
• Information on developing scoring rubric .
• Information on developing instructional rubrics .
• If students are giving group presentations, the following Student Peer Assessment Rubric for Group Work (Microsoft Word 37kB May20 05) can be useful for having student assess the individuals in their groups.
• The Assessing Project Based Learning Starting Point website page uses rubrics to assess oral presentations.
• For an example of how to incorporate rubric in to a class, see Environmental Assessment course.
• Oral Presentation Assessment Examples - See how other courses have incorporated oral presentations. This link will take you to a browse listing example courses that have incorporated oral presentations.
• Effective Speaking Resources from the State Your Case project - A handful of useful resources about speaking effectively and giving successful oral presentations.  
• Professional Communications Projects - Learn more about this teaching method, which asks students to effectively communicate scientific information in a genre that professional scientists are expected to master, such as with scientific posters, conference proposals or oral presentations.

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Presentation Evaluation Form

Sample Oral Presentation Evaluation Forms - 7+ Free Documents in ...

Presentation evaluation form sample - 8+ free documents in word ..., 7+ oral presentation evaluation form samples - free sample ....

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What is Presentation Evaluation Form?

A Presentation Evaluation Form is a structured tool designed for assessing and providing feedback on presentations. It systematically captures the effectiveness, content clarity, speaker’s delivery, and overall impact of a presentation. This form serves as a critical resource in educational settings, workplaces, and conferences, enabling presenters to refine their skills based on constructive feedback. Simple to understand yet comprehensive, this form bridges the gap between presenter effort and audience perception, facilitating a pathway for growth and improvement.

Presentation Evaluation Format

Title: investment presentation evaluation, section 1: presenter information, section 2: evaluation criteria.

• Clarity and Coherence:
• Depth of Content:
• Delivery and Communication:
• Engagement and Interaction:
• Use of Supporting Materials (Data, Charts, Visuals):

Section 3: Overall Rating

• Satisfactory
• Needs Improvement

Section 4: Comments for Improvement

• Open-ended section for specific feedback and suggestions.

Section 5: Evaluator Details

Presentation evaluation form pdf, word, google docs.

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Explore the essential tool for assessing presentations with our Presentation Evaluation Form PDF. Designed for clarity and effectiveness, this form aids in pinpointing areas of strength and improvement. It seamlessly integrates with the Employee Evaluation Form , ensuring comprehensive feedback and developmental insights for professionals aiming to enhance their presentation skills. You should also take a look at our  Peer Evaluation Form

Student Presentation Evaluation Form PDF

Tailored specifically for educational settings, the Student Presentation Evaluation Form PDF facilitates constructive feedback for student presentations. It encourages growth and learning by focusing on content delivery and engagement. This form is a vital part of the Self Evaluation Form process, helping students reflect on their performance and identify self-improvement areas. You should also take a look at our  Call Monitoring Evaluation Form

Short Presentation Evaluation Form

Our Short Presentation Evaluation Form is the perfect tool for quick and concise feedback. This streamlined version captures the essence of effective evaluation without overwhelming respondents, making it ideal for busy environments. Incorporate it into your Training Evaluation Form strategy to boost learning outcomes and presentation efficacy. You should also take a look at our  Employee Performance Evaluation Form

Oral Presentation Evaluation Form

The Oral Presentation Evaluation Form focuses on the delivery and content of spoken presentations. It’s designed to provide speakers with clear, actionable feedback on their verbal communication skills, engaging the audience, and conveying their message effectively. This form complements the Employee Self Evaluation Form , promoting self-awareness and improvement in public speaking skills. You should also take a look at our  Interview Evaluation Form

More Presentation Evaluation Form Samples Business Plan Presentation Evaluation Form

nebusinessplancompetition.com

This form is used to evaluate the oral presentation. The audience has to explain whether the materials presented were clear, logical or sequential. The form is also used to explain whether the time frame of the presentation was appropriate. They have to evaluate whether the presentation conveyed professionalism and demonstrated knowledge of the industry.

Group Presentation Evaluation Form

homepages.stmartin.edu

This form is used to explain whether the introduction was capturing their interest. They have to further explain whether the purpose of the presentation clear and logical. They have to explain whether the presentation resulted in a clear conclusion. They have to explain whether the speakers were natural and clear and whether they made eye contact.

Formal Presentation Evaluation Form

This form is used by audience of the presentation to explain whether the purpose was communicated clearly. They have to further explain whether it was well organized and the presenter had understanding of the topic. The form is used to explain whether the presenter was well-prepared and spoke clearly.

This form is used to evaluate the presentation and circling the suitable rating level. One can also use the provided space to include comments that support ratings. The aim of evaluating the presentation is to know strengths and find areas of required improvement.

Sample Group Presentation Evaluation Form

scc.spokane.edu

This form is used by students for evaluating other student’s presentation that follow a technical format. It is criteria based form which has points assigned for several criteria. This form is used by students to grade the contributions of all other members of their group who participated in a project.

Presentation Evaluation Form Sample Download

english.wisc.edu

It is vital to evaluate a presentation prior to presenting it to the audience out there. Therefore, the best thing to do after one is done making the presentation is to contact review team in the organization. He/she should have the presentation reviewed prior to the actual presentation day.

Presentation Skills Evaluation Form

samba.fsv.cuni.cz

There is sample of presentation skills Evaluation forms that one can use to conduct the evaluation. They can finally end up with the proper data as necessary. As opposed to creating a form from scratch, one can simply browse through the templates accessible. They have to explain whether the time and slides effectively used.

Presentation Evaluation Form Community Health Workers Course

This form is used to explain the best parts and worst parts of the presentation. The user has to explain whether the presenter described the healthy housing and action steps. They have to explain whether the presenter has missed any points and the ways presenter can improve.

Mini Presentation Evaluation Form

This form is used to explain whether the presenter created a setting for positive learning experience and the way they did. They have to further explain the way the presenter encouraged participation. They have to rate the trainer’s presentation style, knowledge, eye contact, voice and hand gestures.

Seminar Presentation Evaluation Form

mmi.med.ualberta.ca

This form is used to give constructive feedback to the students who are presenting any of their seminars. The evaluation results will be used to enhance the effectiveness of the speaker.  The speaker will discuss the evaluations with the graduate student’s adviser. This form can be used to add comments.

Evaluation Form for Teaching and Presentations

jrcptb.org.uk

This form is used by anyone who is providing a teaching presentation. This form is for use of the audience. There is a different Teaching Observation assessment for formative feedback and direct observation of a teaching event. They are asked to provide constructive feedback to help the presenter and the teaching organization in future events.

Poster Presentation Evaluation Form

This form involves inspection of the poster with the evaluation of the content and visual presentation. It is also used to discuss the plan to present poster to a reviewer. The questions asked in this process, needs to be anticipated by them. They also add comments, if necessary.

Technical Presentation Evaluation Form

uwaterloo.ca

This form is used to explain whether the introduction, preparation, content, objectives and presentation style was appropriate. It is also used to explain whether it was visually appealing, the project was well presented and the conclusion ended with a summary. One is also asked to explain whether the team was well connected with each other. One can also add overall rating of the project and add comments and grade.

msatterw.public.iastate.edu

10 Uses of Presentation Evaluation Form

• Feedback Collection: Gathers constructive feedback from the audience or evaluators.
• Speaker Improvement: Identifies strengths and areas for improvement for the presenter.
• Content Assessment: Evaluates the relevance and quality of presentation content.
• Delivery Analysis: Reviews the effectiveness of the presenter’s delivery style.
• Engagement Measurement: Gauges audience engagement and interaction.
• Visual Aid Evaluation: Assesses the impact and appropriateness of visual aids used.
• Performance Benchmarking: Sets benchmarks for future presentations.
• Training Needs Identification: Identifies training and development needs for presenters.
• Peer Review: Facilitates peer feedback and collaborative improvement.
• Confidence Building: Helps presenters gain confidence through structured feedback.

How do you write a Presentation Evaluation?

Writing a presentation evaluation begins with understanding the objectives of the presentation. Incorporate elements from the Seminar Evaluation Form to assess the relevance and delivery of content. The evaluation should include:

• An Introduction that outlines the context and purpose of the presentation, setting the stage for the feedback.
• Criteria Assessment , where each aspect of the presentation, such as content clarity, audience engagement, and visual aid effectiveness, is evaluated. For instance, using a Resume Evaluation Form might inspire the assessment of organizational skills and preparedness.
• Overall Impression and Conclusion , which summarize the presentation’s strengths and areas for improvement, providing actionable suggestions for development. This mirrors the approach in a Proposal Evaluation Form , focusing on the impact and feasibility of the content presented.

How do you Evaluate Presentation Performance?

To evaluate presentation performance effectively, consider both the content and the presenter’s delivery skills. Similar to the structured feedback provided in a Speaker Evaluation Form , the evaluation should encompass:

• Content Quality , assessing the accuracy, relevance, and organization of the information presented.
• Delivery Skills , including the presenter’s ability to communicate clearly, maintain eye contact, and engage with the audience.
• The use of Visual Aids and their contribution to the presentation’s overall impact.
• Audience Response , gauging the level of engagement and feedback received, which can be compared to insights gained from an Activity Evaluation Form .

What are 3 examples of Evaluation Forms?

Various evaluation forms can be employed to cater to different assessment needs:

• A Chef Evaluation Form is essential for culinary presentations, focusing on creativity, presentation, and technique.
• The Trainee Evaluation Form offers a comprehensive review of a trainee’s performance, including their learning progress and application of skills.
• For technology-based presentations, a Website Evaluation Form can assess the design, functionality, and user experience of digital projects.

What are the Evaluation Methods for Presentation?

Combining qualitative and quantitative methods enriches the evaluation process. Direct observation allows for real-time analysis of the presentation, while feedback surveys, akin to those outlined in a Performance Evaluation Form , gather audience impressions. Self-assessment encourages presenters to reflect on their performance, utilizing insights similar to those from a Vendor Evaluation Form . Lastly, peer reviews provide an unbiased feedback loop, essential for comprehensive evaluations. Incorporating specific forms and methods, from the Program Evaluation Form to the Basketball Evaluation Form , and even niche-focused ones like the Restaurant Employee Evaluation Form , ensures a detailed and effective presentation evaluation process. This approach not only supports the presenter’s development but also enhances the overall quality of presentations across various fields and contexts. You should also take a look at our  Internship Evaluation Form .

10 Tips for Presentation Evaluation Forms

• Be Clear: Define evaluation criteria clearly and concisely.
• Stay Objective: Ensure feedback is objective and based on observable facts.
• Use Rating Scales: Incorporate rating scales for quantifiable feedback.
• Encourage Specifics: Ask for specific examples to support feedback.
• Focus on Constructive Feedback: Emphasize areas for improvement and suggestions.
• Keep It Anonymous: Anonymous feedback can elicit more honest responses.
• Be Comprehensive: Cover content, delivery, visuals, and engagement.
• Follow Up: Use the feedback for discussion and development planning.
• Customize Forms: Tailor forms to the specific presentation type and audience.
• Digital Options: Consider digital forms for ease of collection and analysis.

Can you fail a Pre Employment Physical for being Overweight?

No, being overweight alone typically does not cause failure in a pre-employment physical unless it directly affects job-specific tasks. It’s essential to focus on overall health and ability, similar to assessments in a Mentee Evaluation Form . You should also take a look at our  Teacher Evaluation Form

What is usually Included in an Annual Physical Exam?

An annual physical exam typically includes checking vital signs, blood tests, assessments of your organ health, lifestyle discussions, and preventative screenings, mirroring the comprehensive approach of a Sensory Evaluation Form . You should also take a look at our  Oral Presentation Evaluation Form

What do you wear to Pre Employment Paperwork?

For pre-employment paperwork, wear business casual attire unless specified otherwise. It shows professionalism, akin to preparing for a Driver Evaluation Form , emphasizing readiness and respect for the process. You should also take a look at our  Food Evaluation Form

What does a Pre-employment Physical Consist of?

A pre-employment physical consists of tests measuring physical fitness for the job, including hearing, vision, strength, and possibly drug screening, akin to the tailored approach of a Workshop Evaluation Form . You should also take a look at our  Functional Capacity Evaluation Form

Where can I get a Pre Employment Physical Form?

Pre-employment physical forms can be obtained from the hiring organization’s HR department or downloaded from their website, much like how one might access a Sales Evaluation Form for performance review. You should also take a look at our  Bid Evaluation Form .

How to get a Pre-employment Physical?

To get a pre-employment physical, contact your prospective employer for the form and details, then schedule an appointment with a healthcare provider who understands the requirements, similar to the process for a Candidate Evaluation Form . You should also take a look at our  Customer Service Evaluation Form .

In conclusion, a Presentation Evaluation Form is pivotal for both personal and professional development. Through detailed samples, forms, and letters, this guide empowers users to harness the full benefits of feedback. Whether in debates, presentations, or any public speaking scenario, the Debate Evaluation Form aspect underscores its versatility and significance. Embrace this tool to unlock a new horizon of effective communication and presentation finesse.

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Structuring presentations with a series of powerpoint slides is now the most common way of presenting information to groups.

Unfortunately, many presentations are not prepared well, which leads to bored audiences. Powerpoint presentations are a useful way to organize information coming from evaluations as well. To make your presentation effective, you need to take time to prepare your results into a clear and interesting story that will engage your audience’s attention.

Advice for choosing this method

• PowerPoint can only be used when there is a projector, a computer and power. Without a projector and a light space to project onto, the presentation will be ineffective for groups larger than a few people.
• A PowerPoint presentation is only good if it supports what a presenter tells, rather than if it becomes the main source of information

Advice for using this method

• Know who your audience is so that you can communicate to them most effectively.
• Start with a compelling story, and then supplement your story with Powerpoint slides.
• Keep the slides simple and avoid clutter: short text, colourful graphs or other relevant imagery.
• Try to plan your presentation to display one new point at any given moment – so that you stay in sync with your audience.
• Use a sans serif font for body text (e.g. Arial, Helvetica, or Calibri) as they are the easiest to read on screens.
• Follow the 10:20:30 rule:  Keep it short – 10 slides at the most - not longer than 20 minutes – and do not go under 30-point font size.
• Insert video  into the presentation to provide another way to bring across your message and to liven a presentation.

This website describes some of the 'sins' of slide show presentations and provides some useful tips on how to overcome these problems.

This article provides some important advice and tips for creating engaging and unique PowerPoint presentations

Wax, D. (2009). 10 tips for more effective powerpoint presentations. Lifehack. (Accessed 2012-05-15) http://www.lifehack.org/articles/technology/10-tips-for-more-effective-p...

This page is a Stub (a minimal version of a page). You can help expand it. Contact Us  to recommend resources or volunteer to expand the description.

'Powerpoint' is referenced in:

• Week 13: Producing engaging and accessible evaluation reports

Framework/Guide

• Rainbow Framework :  Develop reporting media

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• Presentation Evaluation Form

A Presentation Evaluation Form is a type of survey form that collects feedback or criticisms about the presentation. This evaluation form is very important to the presenter, speaker, and organizers because they will be able to identify the areas that they need to improve on.

This Presentation Evaluation Form contains form fields that ask for the presentation title, name of the speaker, event date, event time, and survey questions. Each question can be graded by choosing the following rating: excellent, very good, good, bad, and very bad. This section is using the Input Table tool in order to display the questions in a table format. This form template uses the Fancy Range Slider widget to ask for the overall rating of the presentation. This slider can be customized in the widget settings. This form is also using the Unique ID widget in order to assign a feedback number for each submission.

More templates like this

Customer Satisfaction Survey Form

A client satisfaction survey is used to get to know a business’s customers or clients. With an online Client Satisfaction Survey collecting customer feedback for your business, you can see what you’re doing well and what you need to improve to better retain your customers. Just customize the form template to match your needs, embed the form in your website, or share it directly with clients using a link, and wait for responses to show up in your Jotform account. You can view or manage responses on any device, letting you and your team review submissions in real-time — even on the go with our free Jotform Mobile Forms app.No matter what industry you’re in, you can simply drag and drop to customize this Satisfaction Survey template! Add extra questions, include a file upload field to receive screenshots or documents, or change the template colors to match your branding. If you’d like to send survey results directly to other accounts too, like Google Sheets, Salesforce (also available on Salesforce AppExchange), Airtable, Trello, Slack, and more, do it automatically with 100+ free form integrations. Customer or client feedback is invaluable when figuring out how to move a business forward — so seamlessly collect and review feedback online with our free Client Satisfaction Survey. You can also get started to create your own survey from scratch!This customer satisfaction survey form has a total of 3 different form fields, such as;Input table (overall satisfaction of service)Single choice field (would you use our customer service in the future)Long text field (how can we improve our service)

Event Feedback Form

Through the Event Feedback Form, you can evaluate the overall satisfaction of your attendants by asking them how entertaining and inspirational the event was. Ask their opinion about the overall value of the event, understand which was the best part, ask if your attendees would recommend joining the event to their friends/colleagues, evaluate the presenters. The form allows you to also detect the overall satisfaction of your attendants regarding the venue and services, ask for comments and suggestions and provide an optional area to collect their contact information to be used for future events. The template is fully customizable where you can add, remove or change fields with the drag and drop function, change the background, colors, fonts and layout with no coding required. You can either embed it to your website or use it as a standalone form.This event feedback form has a total of 21 different form fields, such as;Dropdown lists (which event did you attend, best part of the event, recommendation)Scale rating fields (how attendees feel about the event)Input table fields (evaluation of presenters)Short text field (comments, opinions, and problems about the event)Attendee contact details (first and last name, e-mail, phone number)

Online Interview Questionnaire Form

An online interview questionnaire form is used by organizations to help them get important information from their interviewees. Whether you’re an insurance company, a hospital, or a company that hires individuals in various roles, use this form to gather more information from applicants applying to jobs. This Online Interview Questionnaire Form is also an additional way to confirm the information you have received from your applicants. Just customize the template, embed the form on your website, and watch as applicants send you the information you need.This online interview questionnaire form allows you to select the responses you need, and then convert the responses into easily downloadable or printable PDFs. If you’d like to automate the questions or the responses, you can use Jotform’s integration options with 100+ other powerful apps, including Google Drive, Dropbox, and Slack. You can also personalize your online interview questionnaire form to fit your business’s branding. Add your logo, change the background, or add more form fields to your liking. You can even send questions to your own CRM automatically if you use Jotform Report Builder! Make the most of your job applications with a free online interview questionnaire form.

• Form Templates /
• Evaluation Forms /

Evaluation Forms

Teacher evaluation forms.

Instructor Evaluation Form

An Instructor Evaluation Survey is a feedback form used by teachers to evaluate the performance of an instructor.

Teachers Assessment Form

Set your institutional standards using this Teacher Assessment Form Template. Get their strengths and weaknesses and help them improve their teaching practice. Get this template free form Jotform!

Teacher Observation Form

Use this Teacher Observation form template for rating your faculty members in their teaching practices. Just copy this form into your Jotform account for free and modify it by dragging and dropping fields to your form. It's easy!

Parent Feedback Form

Now, the feedback of the parents, as well as the students, is important. Collect feedback and improve your organization with the Parent Feedback Form. No code required!

Client Evaluation Forms

Performance Review Customer Evaluation

A customer evaluation of employee form is a form in which a customer evaluates his experience with a representative of an organization. No coding!

Client Evaluation Form For Lash Extensions

Business Client Assessment Form

A business client assessment form is a survey used by businesses to collect detailed information about their clients.

Accounting Client Intake Form

An accounting client intake form is a questionnaire used by accountants or bookkeepers to collect information about a client's business.

School Evaluation Forms

Student Daily Feedback Form

A student daily feedback form is a form used by teachers to get daily feedback from the student.

Weekly Class Evaluation Form

A weekly class evaluation form is used to provide teachers with information they can use to improve their teaching styles. This form allows you to customize the questions that you want to ask your class to fill out each week.

English Level Assessment Form

An English Level Assessment Form is used by schools to discover the English level of students.

Event Evaluation Forms

Memphis Womens Summit

Memphis Women's Summit Post Event Survey

Activity Evaluation Form

An activity evaluation form is used by teachers to collect feedback on a learning activity from students.

GTW Suriname 2019 Participant Evaluation

Event evaluation

Art Contest Voting Form

An art contest voting form is a survey that encourages voters to cast their vote in an art contest

Restaurant Evaluation Forms

Kitchen Staff Evaluation Form

Keep your restaurant in business. Evaluate chefs with our free, customizable evaluation form. Receive feedback from supervisors. View and edit on any device.

Food Safety Checklist

A food safety checklist is a list of safety standards and controls that can be used to ensure the food that is produced, handled, and served is safe to eat.

Food Service Employee Evaluation Form

Get feedback about employees online and improve your restaurant. Customize and share with supervisors in minutes. Easy to fill out on any device. No coding.

Restaurant Cook Evaluation Form

An online restaurant cook evaluation form is used to evaluate the performance of the cooks of a restaurant. No coding!

Other Evaluation Forms

Get to know your customers with a free online Client Satisfaction Survey. Easy to customize, share, and embed. Analyze results to improve your business.

Event Feedback Form allows gathering feedback attendees regarding your event, presenters, venue, services, etc. You can make a full understanding of their experience thus get valuable responses to improve your event services.

An Online Interview Questionnaire Form is a form template designed to help organizations gather important information from their interviewees.

Course Evaluation Form

A suitable Form to learn more about your student's perspective and how they experienced the course through customizable widgets allowing your students to rate and evaluate the course and how it went for the semester as a whole.

Restaurant Evaluation Form

Customers satisfaction is important for every business and to determine that you need to survey your customers. This restaurant survey form is designed for this purpose. This restaurant evaluation form let your customers rate or evaluate the quality of your services, this includes food quality, overall service quality, cleanliness, order accuracy, speed of service and others. To deliver the highest level of service, this restaurant review form will help you easily understand your customers and their tastes based on their feedback. So if you own a restaurant and you want the quickest and hassle-free to collect feedback, this restaurant review template free is all you need!

Training Feedback Form

A Training Feedback Form is a form template designed to collect feedback from trainees about a training session.

Training Evaluation

A Training Evaluation Form is a form template designed to collect feedback from trainees and measure their satisfaction with training courses

Exit Interview Form

HR departments can use this free Exit Interview Form to conduct exit interviews online. Customize the form and share via email to quickly collect employee feedback.

Sample Course Evaluation Form

Gather student feedback online with this free sample course evaluation. Easy to customize and embed. Integrate with 100+ apps. No coding. Perfect for teachers!

Student Progress Report Template

Here's a student progress report template that you can use to monitor your student's progress. It contains questions that will help improve your student's performance on his/her academic ability, focus (behavior/attitude/interest), or both.

Volunteer Application Form

A volunteer application form is an online application form used by volunteer organizations, such as the Scouts or the Red Cross

Employee Complaint Form

An employee complaint form is used to document a complaint from an employee against another employee, senior manager, or supervisor.

Self Evaluation Template

Create the perfect Self Evaluation Form for your employees. Collect, view, and manage responses on any device. Free to use and easy to customize!

Testimonial Form

This simple Testimonial Form template allows you to give your users an option to set the testimonial public or private, and provide your users an option to upload images and videos with their testimonial.

Evaluation Survey Form

An evaluation survey form is a form template designed to collect information from students about their experience at the school, the quality of the education, and any suggestions for improvement.

Peer Evaluation

A Peer Evaluation form is a form template designed to streamline the process of collecting feedback and evaluations from peers in the workplace

Supervisor Evaluation Form

Assess the performance of your leaders in the company by using this Supervisor Evaluation Form. This template is easy to use and can be customized using the Form Builder.

Classroom Observation Survey

Does your school accommodate external reviews by conducting class observations? Once the reviewer is done, observation survey forms would surely help in letting them share their feedback. This classroom observation template will ask the panel the teachers/classes they observed, the grade level, how the environment was throughout the session, and the overall knowledge, skills, behavior, class management, and the overall impression of the class. Use this observation survey template to improve your teachers and students alike.

Student Performance Evaluation

A Student Performance Evaluation form is a form template designed to assess and document students' academic performance, progress, and achievements.

Client Progress Notes Template

A client progress notes template is a document that is used by medical professionals to track positive and negative changes in a patient’s health.

Soccer Player Evaluation Form

Assess the technical, tactical, physical, and psychological skills of a player by using this Soccer Player Evaluation Form. This template contains all necessary attributes when evaluating a player.

Performance Evaluation Form

A performance evaluation form is used by employers to evaluate the performance of the employees and track their progress.

Job Satisfaction Survey

Determine how satisfied your employees are ~ a key factor in employee retention.

About Evaluation Forms

Evaluation forms are a great way to obtain valuable feedback and identify areas that need improvement. Whether you want to gather information on customer satisfaction, student progress, employee performance, or guest feedback, our free online evaluation forms will make it easier to collect and track evaluations. Just select one of the free templates below that best suits your needs, customize it with Jotform Form Builder, and embed it in your website or send the form link to customers, students, employees, event guests, and more.

Form users can enter their contact information, answer questions, respond to rating scales, and add comments with ease. You’ll instantly receive submitted evaluations in your secure Jotform account, making it easy for you and other colleagues to view them from any device or print for your records.

Customizing an evaluation form for your organization is a breeze with our drag-and-drop form builder. And there’s no coding necessary — just drag and drop as many form fields, survey questions, rating scales, and images as you see fit. You can even integrate your evaluation form with 100-plus popular apps — including Google Drive, Dropbox, Slack, and Airtable — to automatically send submissions to your other online accounts. Simplify your evaluation process by taking it online with our free evaluation forms — and receive the input you need to improve the way you train employees, teach students, host events, or run your business.

Frequently Asked Questions

1) how can i create an effective evaluation form.

An effective evaluation form can help your organization improve its processes, protocols, products, and practices. To ensure you have an effective evaluation form, first identify the purpose of your form — what you hope to achieve with it — along with what type of rating system and evaluation criteria you plan to use. Make sure your evaluation form is clear and concise so users can fill it out quickly without confusion. Try to use a mix of question types, including open-ended questions, to get a well-rounded evaluation.

2) What are the key components to include in an evaluation form?

Your evaluation form should first include a few fields to identify the respondent, unless you want the evaluation to be anonymous. These fields will make follow-up easy if you need to contact respondents again in the future.

Next, your evaluation form should include questions to gather the kind of feedback you’re looking for. The types of questions should vary and can include Likert scale or rating scale questions, multiple-choice questions, and open-ended questions. You can also add a narrative section that allows users to share their thoughts and perceptions in greater detail.

Finally, make sure to have a thank-you page so that respondents know you appreciate their time and effort.

3) How often should evaluation forms be administered?

This depends on a company’s needs and goals. Be careful not to overload your audience with evaluation requests — too many may cause survey fatigue, making respondents less inclined to complete your forms over time.

Generally, you should send evaluation forms any time you launch a new product, service, or event. If you offer an ongoing service or product, establish regular intervals to send out customer satisfaction or evaluation forms, such as every three to six months. Evaluation forms for performance reviews are usually shared annually or semi-annually.

Ultimately, you’ll want to space out evaluation forms to ensure you’ve had enough time to make improvements or glean new insights from previous feedback collected. This prevents you from wasting both your customers’ time and effort and your own.

4) What is the purpose of using evaluation forms?

Evaluation forms are a fantastic tool for improving your organization because they help you collect important feedback and data to inform decision making and planning. Evaluation forms are helpful for assessing the effectiveness, satisfaction, or performance of an initiative, product, service — you name it. They’re flexible and useful across every industry.

Evaluation forms administered at regular intervals assist in monitoring progress over time and providing companies with data they can track. They also encourage respondents to share their feedback and opinions honestly and without repercussions. This can create a transparent company culture by demonstrating to employees or customers how much you value their opinions.

5) What are the subtypes of evaluation forms?

There are evaluation forms for anything and everything! You can create these forms for individual purposes (such as the evaluation of teachers, peers, employees, or clients) as well as for organizations (like schools, restaurants, businesses, etc.). You can also use them to evaluate customer satisfaction when it comes to products and services, like courses or coaching. Lastly, evaluations are great for measuring the success of an event, whether it’s a concert, conference, or retreat.

6) How can I customize an evaluation form template?

Customizing an evaluation form template is simple with Jotform’s intuitive drag-and-drop form builder. Add or rearrange form fields, drop in your logo, change fonts and colors, and much more. You can adjust the theme or background of your form and even add custom CSS code to fine-tune the design — no coding required!

7) Are evaluation forms suitable for both subjective and objective assessments?

Yes, you can design evaluation forms to suit both subjective and objective assessments. If you want to collect information that’s more subjective, you can use more open-ended questions to solicit the opinions and perspectives of your audience — like when you’re asking customers to evaluate a product. For these assessments, rating scales and open-ended questions work best.

If you want to create an assessment that gathers objective information with more easily measured criteria, you can focus more on multiple-choice questions. These require respondents to use predefined answer options that are less subject to personal interpretation.

You can construct evaluation forms as subjective or objective assessments — or a mixture of both.

8) Can evaluation forms be used for self-assessment?

Yes, you can use evaluation forms for self-assessment purposes. This approach is particularly common in employee performance reviews, when employees fill out self-assessment forms for a manager to review as part of the review process. In these evaluation forms, employees can rate their own performance, abilities, and areas for improvement. They can also monitor and track their progress with periodic self-assessment forms to help them achieve longer-term goals.

9) Are evaluation forms applicable to various industries and sectors?

You can adapt evaluation forms to every kind of industry and sector! They’re useful tools in healthcare, government, businesses, schools, and much more. Evaluation forms are particularly useful for market research and collecting individual insights, which are applicable to almost any industry.

10) What types of evaluation scales or rating systems can be used in evaluation forms?

You’ll often see several types of rating systems in evaluation forms. One of the most common is the Likert scale, in which respondents indicate their level of agreement or disagreement with a particular statement. The possible answers are arranged on a scale of three or more values — for example from “agree” to “disagree.” These questions are ideal for capturing general perceptions or attitudes about a product or service.

Another type of evaluation system is the numeric rating scale, which allows users to assign a numeric value to indicate their satisfaction with a product or service. For example, they may have the option to rate a product from 1–10, depending on how much they enjoyed it. This is an easy way to quantify customer satisfaction or product performance.

Similar to the numeric rating scale, the semantic rating scale uses words instead of numbers. Users can choose from adjectives like “poor” or “excellent” to indicate their level of satisfaction.

Other possible scales are the visual analog scale (such as identifying which image best represents an opinion) and the ranking scale.

11) How can I ensure the confidentiality and anonymity of evaluation form responses?

You can confirm the confidentiality of evaluation form responses by not requiring identifying information, making the form anonymous. Also be careful not to include any questions that may inadvertently betray a user’s identity — for instance, refrain from asking a question about which department someone works in or where their office is located.

To protect confidentiality even further, make sure that all of your data related to your form is encrypted. You should also restrict access to your data and make sure security protocols are airtight to prevent potential breaches.

12) Are there any best practices for analyzing and interpreting evaluation form data?

When analyzing and interpreting data, make sure you organize your data before you begin your analysis by adding labels and addressing gaps in form submissions. You can make this step easier by setting up an evaluation form that’s clear and organized to prevent users from submitting incomplete information.

Next, identify broad trends within your data using percentages or other statistics when possible, which can help establish overall patterns before you begin cross-tabulation and segmentation into different categories to further identify trends.

It usually helps to visualize your data in graphs or tables (such as those automatically generated by Jotform Tables and Jotform Report Builder). This step also makes your data easy to share in a presentation.

Finally, if your evaluation form includes qualitative feedback, identify key insights and trends in sentiment that represent the responses at a high level.

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• Open access
• Published: 02 May 2024

Evaluation of TikTok videos on acute pancreatitis: content quality and reliability analysis

• Tianyang Mao 1 , 2 , 4   na1 ,
• Xin Zhao 1 , 2   na1 ,
• Kangyi Jiang 1 , 2 ,
• Jie Yang 1 , 2 ,
• Qingyun Xie 1 , 2 ,
• Jinqiang Fu 1 , 2 ,
• Bo Du 1 , 2 ,
• Zehua Lei 1 , 2 &
• Fengwei Gao 1 , 2 , 3  

BMC Public Health volume  24 , Article number:  1216 ( 2024 ) Cite this article

247 Accesses

Metrics details

Acute pancreatitis (AP) is a common acute digestive system disorder, with patients often turning to TikTok for AP-related information. However, the platform’s video quality on AP has not been thoroughly investigated.

The main purpose of this study is to evaluate the quality of videos about AP on TikTok, and the secondary purpose is to study the related factors of video quality.

This study involved retrieving AP-related videos from TikTok, determining, and analyzing them based on predefined inclusion and exclusion criteria. Relevant data were extracted and compiled for evaluation. Video quality was scored using the DISCERN instrument and the Health on the Net (HONcode) score, complemented by introducing the Acute Pancreatitis Content Score (APCS). Pearson correlation analysis was used to assess the correlation between video quality scores and user engagement metrics such as likes, comments, favorites, retweets, and video duration.

A total of 111 TikTok videos were included for analysis, and video publishers were composed of physicians (89.18%), news media organizations (13.51%), individual users (5.41%), and medical institutions (0.9%). The majority of videos focused on AP-related educational content (64.87%), followed by physicians’ diagnostic and treatment records (15.32%), and personal experiences (19.81%). The mean scores for DISCERN, HONcode, and APCS were 33.05 ± 7.87, 3.09 ± 0.93, and 1.86 ± 1.30, respectively. The highest video scores were those posted by physicians (35.17 ± 7.02 for DISCERN, 3.31 ± 0.56 for HONcode, and 1.94 ± 1.34 for APCS, respectively). According to the APCS, the main contents focused on etiology ( n  = 55, 49.5%) and clinical presentations ( n  = 36, 32.4%), followed by treatment ( n  = 24, 21.6%), severity ( n  = 20, 18.0%), prevention ( n  = 19, 17.1%), pathophysiology ( n  = 17, 15.3%), definitions ( n  = 13, 11.7%), examinations ( n  = 10, 9%), and other related content. There was no correlation between the scores of the three evaluation tools and the number of followers, likes, comments, favorites, and retweets of the video. However, DISCERN ( r  = 0.309) and APCS ( r  = 0.407) showed a significant positive correlation with video duration, while HONcode showed no correlation with the duration of the video.

Conclusions

The general quality of TikTok videos related to AP is poor; however, the content posted by medical professionals shows relatively higher quality, predominantly focusing on clinical presentations and etiologies. There is a discernible correlation between video duration and quality ratings, indicating that a combined approach incorporating the guideline can comprehensively evaluate AP-related content on TikTok.

Peer Review reports

Introduction

Acute pancreatitis (AP) represents a prevalent acute abdomen condition in the gastrointestinal system, characterized by a cascade of pathological changes, including tissue self-digestion, edema, effusion, and even necrosis, infection of the pancreas and its adjacent tissues [ 1 , 2 ]. These changes are caused by abnormal activation of pancreatic enzymes due to multifarious etiologies. Most patients have mild acute pancreatitis, which is self-resolving and has a good prognosis. However, approximately 20% of patients will progress to moderate or severe acute pancreatitis, often accompanied by multiple organ failure or systemic inflammation, culminating in a mortality rate of 20-40% [ 3 ].

With the development of the information age, many health-related video content have appeared in social media software, positioning these platforms as important sources for public health information acquisition. TikTok, in particular, is one of the world’s most populated short-video social platforms and plays a significant role in transmitting disease-related health information [ 4 , 5 ].

Studies have shown that TikTok has great potential for health information dissemination during public safety and health crises, such as COVID-19 pandemic and monkeypox endemic [ 6 , 7 , 8 ]. Furthermore, healthcare professionals can also release disease-related educational content via TikTok, facilitating the spread of scientific knowledge to the general public. However, due to the low barriers for TikTok user registration and video posting, individuals without medical expertise, in addition to medical professionals, can also post relevant videos. While inclusive, this democratization of content creation concerns the video quality and reliability of the health information presented. Some early studies evaluated the quality and reliability of disease-related videos such as gallstones, liver cancer, and diabetes on TikTok, but the results were unsatisfactory [ 9 , 10 , 11 ].

Conversely, the content, quality, and reliability of AP-related videos on TikTok remain unclear. For this reason, the present study employed two evaluation instruments - DISCERN and HONcode to analyze the AP-related videos on TikTok. Additionally, an AP Content Score(APCS) was incorporated as a supplementary evaluation for the videos [ 12 , 13 , 14 ] to comprehensively evaluate the quality and reliability of AP-related content on TikTok, and to determine whether the platform provides the public with accurate AP-related information.

Ethical considerations

This study did not involve the use of clinical data, human specimens, or laboratory animals. All information was sourced from publicly available TikTok videos, and none of the data has personal privacy implications. In addition, the present study entailed no interaction with users and, therefore, does not require ethical review.

Search strategy and data collection

A new TikTok account was registered, and a search was conducted using keywords such as “胰腺炎” or “急性胰腺炎” (“Pancreatitis” and “Acute Pancreatitis” in Chinese, respectively). The cutoff date for video retrieval was set to September 20, 2023, yielding 210 relevant videos. Since the inclusion of videos was comprehensive, there was no bias caused by historical records. After a thorough review, videos were excluded based on the following criteria: (1) duration exceeding 10 min, (2) duplicates, (3) chronic pancreatitis-related, (4) silent and uncaptioned, (5) on animal pancreatitis, and (6) pancreatic cancer-related videos. Ultimately, 111 videos were deemed suitable for inclusion in the analysis (Fig.  1 ).

Flowchart for video retrieval and selection

All relevant videos were downloaded and systematically cataloged through numerical identification. We extracted and recorded the information of each video, including metrics such as the number of followers, likes, comments, favorites, retweets, duration, publisher identity, and content classification. These data were methodically documented in an Excel spreadsheet.

We categorized the videos based on their source into four groups and based on their content into three groups. Video sources are classified as follows: (1) medical institutions, (2) news media organizations, (3) physician users, and (4) individual users. The video content is classified as follows: (1) AP-related educational content, (2) physicians’ diagnostic and treatment records, and (3) personal experiences. Videos for professionals are further classified as follows: (1) physicians that manage/encounter AP, (2) those who do not, and (3) other medical users or practitioners of Traditional Chinese Medicine whose specific expertise was unknown.

Video evaluation

DISCERN, a reliable tool for assessing the quality of health information, was initially designed to assess the quality of written information regarding treatment options [ 13 ]. It has been widely used to evaluate the quality of video information [ 15 , 16 , 17 ]. It consists of 16 questions divided into three sections to assess the reliability of the information, treatment, and overall evaluation. Each question is scored on a scale from 1 to 5 points, with ‘No’ scoring 1 point, ‘Partially’ 3 points, and ‘Yes’ 5 points. The sum of points from all 16 questions constitutes the total score. A total score of ≤ 26 indicates very poor quality, 27–38 poor, 39–50 average, 51–61 good, and a score of ≥ 62 is indicative of excellent quality [ 9 ].

The HONcode is a tool designed to harmonize and standardize the quality of online health information. It has eight principles: authority, complementarity, privacy, attribution, justifiability, transparency, financial disclosure, and advertising policy [ 14 ]. Each principle is assessed on a numeric scale, with 1 point for each question; a score ranging from 0 to 2 indicates low quality, 3 to 5 indicates average quality, and a score between 6 and 8 denotes high quality [ 18 ].

APCS is an evaluative tool we have developed according to the guidelines for the diagnosis and treatment of acute pancreatitis [ 12 , 19 ]. It serves as a supplementary instrument to the DISCERN and HONcode tools. It contains 14 aspects: disease definition, etiology, clinical presentation, diagnosis, examination, pathophysiology, severity classification, AP manifestations in childhood, during pregnancy, and in the elderly, as well as treatment, prevention, complications, and sequelae. Relevant content mentioned earns 1 point per dimension. A score of 0 to 4 indicates low content, 5 to 9 indicates average, and a score ranging from 10 to 14 denotes comprehensive content (Table  1 ).

Each video was assessed independently by two evaluators using the three tools mentioned above. In instances of a discrepancy between the two evaluators’ scores, all group members convened to discuss, reaching a consensus.

Statistical analysis

SPSS version 26.0 (IBM Corporation) was used for statistical analysis. For measurement data adhering to a normal distribution, it is expressed as mean ± standard deviation. A T-test was used for inter-group comparison. When matching the skew distribution, data are expressed as the median (interquartile distance), and the Mann-Whitney U test was used for comparison between groups. The Kruskal-Wallis test was employed to compare multiple data sets for non-normally distributed quantitative variables. Two sets of continuous numerical data were analyzed using Pearson correlation analysis. The count data were expressed as the number of cases (percentage) [n(%)]. The comparison between groups was performed by the Chi-square (X 2 ) test. A p -value of < 0.05 was considered indicative of statistical significance.

Classification of videos

The total number views of videos retrieved related to the specified topic reached 358 million times. After the exclusion process of non-relevant videos, 111 videos were included. Most of the videos were posted by physicians ( n  = 89, 80.18%), followed by news media organizations ( n  = 15, 13.51%), non-professional individual users ( n  = 6, 5.41%), and medical institutions ( n  = 1, 0.90%). Physician users were further categorized into manage/encounter AP ( n  = 62, 69.66%), those who do not ( n  = 12, 13.48%), and other unspecified specializations or related to Traditional Chinese Medicine ( n  = 15, 16.86%). Regarding video content, most of the videos are AP-related educational content ( n  = 72,64.87%). The remaining content consisted of physicians’ records during diagnosis and treatment ( n  = 17, 15.32%) and personal experiences ( n  = 22, 19.81%) (Table  2 ). Videos produced by news media organizations gained higher engagement metrics, including followers, likes, comments, favorites, and retweets, compared to those posted by physicians and non-professional individual users. Moreover, videos posted by physicians tended to be longer in duration, showing significant differences (Table  3 ).

Video quality evaluation using DISCERN and HONcode

The mean DISCERN score for the 111 videos was 33.05 ± 7.87, categorizing the overall quality score as poor (Fig.  2 ). Specifically, 25.23% ( n  = 28) of the videos were rated very poor, 53.15%( n  = 59) poor, 18.02% ( n  = 20) fair, and 3.60% ( n  = 4) good, with none achieving an excellent rating (Table  4 ). Regarding video publisher identity, those posted by physicians (median 34; range 31 to 40) scored significantly higher compared to those posted by news media (median 23; range 21 to 25) and non-professional individual users (median 22; range 21 to 25) ( P  < 0.001, Table  3 ). Moreover, regarding content, videos centered on AP-related knowledge dissemination (median 36; range 34 to 42) received higher scores compared to diagnosis and treatment records (median 29; range 22 to 34) and personal experience (median 24; range 21 to 26), with these variations being statistically significant ( P  < 0.001, Table  5 ).

DISCERN score for videos. Use heatmap to represent DISCERN scores. Rows represent rated items, columns represent individual videos ( n  = 111). The video category is shown in the top row of the heatmap. AP: acute pancreatitis

The mean HONcode score was 3.09 ± 0.93, indicating an overall quality as general. Most videos were of general quality ( n  = 99, 89.19%), with none achieving a high-quality rating (Table  4 ). Concerning the video publisher identity, physicians (median 3; range 3 to 4) and news media (median 3; range 2 to 4) had comparable scores; however, non-professional users scored significantly lower with a median of 0 ( P  < 0.001, Table  2 ). In terms of content, recorded videos of medical students’ diagnosis and treatment processes (median 4; range 3 to 4) scored higher than those on AP-related knowledge dissemination (median 3; range 3 to 3) and personal experiences (median 3; range 2 to 4), with the difference being statistically significant ( P  = 0.008, Table  5 ).

The mean APCS score was 1.86 ± 1.30, suggesting that the video content minimally covered relevant content, mainly related to the AP clinical manifestation ( n  = 36, 32.40%) and etiology ( n  = 55, 49.5%), followed by the AP treatment ( n  = 24, 21.60%), severity ( n  = 20, 18%), and prevention ( n  = 19, 17.10%). Other aspects, like pathophysiology ( n  = 17, 15.3%), definition ( n  = 13, 11.70%), and examination ( n  = 10, 9%) were less frequently mentioned. Videos rarely addressed diagnosis ( n  = 4, 3.60%), complications ( n  = 4, 3.60%), AP during pregnancy ( n  = 2, 1.80%), AP in children ( n  = 1, 0.90%), sequelae ( n  = 1, 0.90%), and AP in the elderly ( n  = 0, 0%). When comparing the identity of video publishers, physicians and news media had similar median scores (median 2; range 1 to 2), while non-professional individual users provided notably less coverage (median 0.5; range 0 to 1) (Table  3 ). Regarding content, videos focusing on AP-related knowledge dissemination (median 2; range 1 to 3) addressed significantly more guide-relevant content ( P  = 0.002, Table  5 ).

Correlation analysis

The analysis revealed a moderate correlation between the number of fans and likes ( r  = 0.469, P  < 0.001), favorites ( r  = 0.482, P  < 0.001), and retweets ( r  = 0.418, P  < 0.001). A strong correlation was observed between likes and comments ( r  = 0.627, P  < 0.001), favorites ( r  = 0.813, P  < 0.001), and retweets ( r  = 0.832, P  < 0.001). Additionally, comments showed a strong correlation with favorites ( r  = 0.475, P  < 0.001) and retweets ( r  = 0.604, P  < 0.001). There was a strong correlation between favorites and retweets ( r  = 0.680, P  < 0.001). However, no correlation was found between video duration and other variables. The DISCERN score was moderately correlated with video duration ( r  = 0.309, P  = 0.001). There was no observed correlation between the HONcode score and other variables. Finally, APCS was significantly correlated with the DISCERN ( r  = 0.407, P  < 0.001) and HONcode scores ( r  = 0.449, P  < 0.001), suggesting a correlation between these evaluation metrics (Table  6 ).

A study showed that 72% of the public uses at least one social media platform [ 5 ], underscoring its significant role in daily life. TikTok, in particular, is one of the most representative platforms. The ability of TikTok to spread information is very powerful and has been notably demonstrated during the COVID-19 pandemic [ 20 ]. With TikTok’s rising popularity, more medical professionals are leveraging the platform to share their expertise, facilitating patients’ access to medical information. Acute pancreatitis (AP), a common acute abdominal condition of the digestive system, may prompt patients to seek information on TikTok before medical treatment. To date, no studies have assessed the accuracy of AP-related information available on TikTok. This gap is crucial because incorrect or low-quality video content can lead to delayed patient visits and misdiagnoses.

The overall DISCERN score observed in this study was low, aligning with previous findings [ 21 , 22 ]. Among the 111 included videos, 87 (78.38%) were rated as poor or below, comprising the majority of the videos. We believe this may be partially attributed to TikTok’s emphasis on short video content. Correlation analysis showed a significant positive correlation between DISCERN scores and video duration, corroborating with the results of Sun and colleagues [ 9 ]. The average duration of all the videos in this study was (62.84 ± 52.97) seconds, which may have contributed to lower scores due to the small amount of information conveyed in the limited time. It is worth noting that DISCERN was initially designed to evaluate the quality of treatment-related information. Its second section comprises six questions about “treatment”, which can result in notably reduced DISCERN scores if the video lacks content on AP treatment. However, most studies evaluating video quality have used DISCERN as an evaluation tool [ 21 , 22 ], which was incomplete. This issue remains unsolved.

Employing authoritative guidelines to evaluate the video quality is considered a scientifically robust approach. The APCS includes the content mentioned in the AP guidelines and provides a comprehensive assessment of the amount of video content coverage. Due to the length of time, the video content mainly talks about the clinical presentations and causes of AP, and a few talk about the treatment, severity, prevention and pathophysiology of AP, which may be more concerned by the general public. The mean APCS score was 1.86 ± 1.30, with videos produced by medical professionals and news media reporting mainly professional knowledge. In contrast, non-professional users mainly reported their own experiences, which contributed minimally to the dissemination of disease-related knowledge.

The HONcode evaluates video quality from various aspects and is a criterion for internet information. Its score appears to be relatively independent of the videos’s specific content. Correlation analysis indicated no correlation between HONcode score and video duration. The professionalism of AP videos on TikTok is notable, with 92 (82.9%) of the videos narrated by professionals, mainly addressing the relationship between healthcare providers and patients. However, the other six principles are rarely satisfied, culminating in an overall average quality level, aligning with the findings of Goobie and colleagues [ 23 ] et al. This result may be attributed to TikTok’s low barriers to account registration and video uploading, as the platform has not set these norms as a requirement for video posting. In addition, an examination of all videos revealed a lack of cited references for the content mentioned, which is one of the essential reasons influencing video quality and reliability [ 24 ].

The three evaluation tools employed in this study reveal that videos posted by medical professionals achieve the highest scores; however, they garner the least number of followers, likes, comments, favorites, and retweets. This discrepancy indicates that relatively high-quality videos do not attract proportionate attention. A significant positive correlation among these tools suggests they reflect the popularity of videos to some extent [ 25 ]. News media platforms and individual users tend to upload content that is popular with the general audience, often compromising the video quality. In contrast, medical professionals prioritize disseminating disease-related knowledge. The general public may prefer to watch popular videos, and TikTok cannot guide viewers toward more informative and high-quality content.

There are some limitations in this study. Firstly, as the TikTok videos analyzed are exclusively in Chinese, the applicability of these findings to other countries remains uncertain. The video quality needs further evaluation from widely used social media, such as Youtube and Facebook, across many countries. Secondly, in this study, we found that DISCERN could not comprehensively evaluate video quality, which led us to develop the APCS as a supplement for DISCERN. However, establishing an official, comprehensive evaluation tool for content quality evaluation remains necessary for future research. Lastly, the issue of duration relevance must be considered. While this study indicates the current inadequacy of video quality on TikTok, it cannot predict the future emergence of higher-quality AP-related videos on the platform.

The overall quality of AP-related videos posted on TikTok is generally poor. However, content uploaded by medical professionals demonstrates relatively high quality, predominantly focusing on clinical manifestations and etiology. Notably, a certain correlation exists between a video’s duration and quality rating. Combining guidelines into the evaluation process facilitates a more comprehensive assessment of the quality of AP-related content on TikTok.

Data availability

Data are available upon reasonable request. Please contact Tianyang Mao, Email: [email protected].

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Acknowledgements

The authors would like to express their gratitude to the participants who participated in the study.

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Tianyang Mao and Xin Zhao are joint first authors.

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Department of Hepatopancreatobiliary Surgery, The People’s Hospital of Leshan, No.238, Baita Street, Leshan, 614000, China

Tianyang Mao, Xin Zhao, Kangyi Jiang, Jie Yang, Qingyun Xie, Jinqiang Fu, Bo Du, Zehua Lei & Fengwei Gao

Diagnosis and Treatment Center for Liver, Gallbladder, Pancreas and Spleen System Diseases of Leshan, Leshan, China

Liver Transplantation Center, State Key Laboratory of Biotherapy and Cancer Center, West China Hospital, Sichuan University and Collaborative Innovation Center of Biotherapy, Chengdu, China

Fengwei Gao

North Sichuan Medical College, Nanchong, China

Tianyang Mao

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TYM designed and performed the research and wrote the paper; XZ designed the research and supervised the report, and contributed equally as the first author; KYJ, QYX performed the research and contributed to the analysis; JY, JQF, BD performed the research and provided clinical advice; FWG, ZHL designed the research and supervised the report.

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Mao, T., Zhao, X., Jiang, K. et al. Evaluation of TikTok videos on acute pancreatitis: content quality and reliability analysis. BMC Public Health 24 , 1216 (2024). https://doi.org/10.1186/s12889-024-18708-2

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DOI : https://doi.org/10.1186/s12889-024-18708-2

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