Presentation and Oral Defense (POD)
All students will develop a 15–20 minute presentation (using appropriate media) and deliver it to an oral defense
panel of three evaluators. It is suggested that students’ oral presentation be no longer than 15 minutes to ensure at
least 5 minutes for the oral defense. The presentation and oral defense should take no longer than 15–20 minutes
total. Like the academic paper, the presentation provides an opportunity for students to showcase their research
by communicating effectively and succinctly to an audience of educated, non-experts. Students whose academic
paper is accompanied by an additional piece of scholarly work (e.g., performance, exhibit, product) must arrange for
the teacher and panelists to view this work prior to the presentation and oral defense.
The presentation should distill the student’s argument by:
identifying the research question/project goal
describing and explaining initial assumptions and hypotheses/ideas and their relation to the student’s personal
conclusion
providing the rationale for choices made during the research process (cite or attribute sources or evidence
as needed)
explaining the research process/method, evidence generated, conclusions, and implications
engaging the audience through a dynamic use of design, delivery, and performance techniques
Following the presentation, an oral defense panel will ask three questions of the student. The panel must consist of the AP Research teacher and two additional adult panel members (preferably expert advisers or disciplinespecific experts) chosen by the AP Research teacher. This evaluative component is designed to assess a student’s articulation of the inquiry process, understanding of results and conclusions, and reflection on the research experience.
Three of these questions must be chosen from the oral defense question list, which is provided to students in advance. The oral defense panel should ask one question pertaining to the student’s research or inquiry process, one question focused on the student’s depth of understanding, and one question about the student’s reflection throughout the inquiry process as evidenced in their process and reflection portfolio (PREP). The wording of the questions may be tailored to a student’s specific project. In addition, a fourth question is permitted to clarify one of the student’s answers to a previous question. Any additional questions beyond the fourth question are at the discretion of the teacher but should not be used in scoring the oral defense.
Teachers should offer students presentation guidelines including best practices for delivering information (e.g., vocal and movement techniques, use of multimedia or visual aids). It is strongly suggested that students be given opportunities to practice in front of their peers to gather feedback and learn how to respond succinctly to questions and critiques. Such practice is important to assist students in preparing for their presentations and oral defense.
PRESENTATION REMINDERS:
Please put your Google Slides Presentation in the Folder entitled Final Presentations in the AP Prep Folder: https://drive.google.com/drive/u/0/folders/1zijBoTD-H6aG6scM2LLBgjqZHZ-l07T_
Final Recommendations:
A) Check that you have Cited all images and clearly labelled all graphs or tables (if you need to create a separate citation page you should do that at the final slide)
B) Check your Spelling! It is VERY easy to make mistakes in presentation slides
C) Use the FULL space of the SLIDE- think carefully about layout and AVOID Clip-Art
D) Be focused on your main point for each slide
E) USE Consistent Font
F) You do not need to memorize everything but only use a cue card as needed
Oral Defense Questions
Research/Inquiry Process [choices made throughout the research process]
1. How did your initial exploration of the scholarly conversation lead to your final research question/project goal?
2. How did your review of the methods used by scholars in the field inform your selection of a research method/
process that is aligned with your research question/project goal?
3. How did the choices you made when designing or implementing your research method impact your research
process?
4. How did you determine which results generated by your research method were most important in informing
your new understanding?
Depth of Understanding [relating student data/results to the new understanding]
1. How does your new understanding address a gap in the scholarly conversation?
2. How did the limitations of your method or data influence your new understanding?
3. What are the real-world implications or consequences related to your findings?
4. How do your findings provide directions for future research in the field?
Reflection Throughout the Inquiry Process [how the inquiry process informs growth and self-awareness as a researcher]
1. Think back to the initial curiosity that sparked your inquiry. What other curiosities do you have and how has this process prepared you to explore them?
2. How did you handle the uncertainty of the research process?
3. If you could revisit your research process, what would you do differently and why?
4. What was the most important research skill you developed as a result of this process, and how might you apply it to your future endeavors?
5. How did your expert adviser facilitate your deeper understanding of the research process?
Note: This question should only be asked if the student engaged with an expert adviser