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The paper compares two assessment models: one based on Modes of Communication (voice, body language, words, and alignment) and another based on the Constructed Impression (confidence, clarity, engagement, and appropriateness). Ratings of 164 presentations show the Constructed Impression model fits data better, while averaged Modes of Communication predicts overall scores more accurately.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessing-preservice-teachers-presentation-capabilities-contrasting-the-modes-of-communication-with-the-constructed-impression-article/593542/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessing-preservice-teachers-presentation-capabilities-contrasting-the-modes-of-communication-with-the-constructed-impression-article/593542.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What two models are compared for assessing pre-service teachers’ presentation performance?","Question",{"text":112,"@type":113},"The paper compares the Modes of Communication model (voice, body language, words, and alignment) with the Constructed Impression model (confidence, clarity, engagement, and appropriateness).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many pre-service teacher presentations were rated in the study?",{"text":117,"@type":113},"The study rated 164 pre-service teacher presentations.",{"name":119,"@type":110,"acceptedAnswer":120},"Which assessment model fit the data better, and which provided more accurate overall-score prediction?",{"text":121,"@type":113},"The Constructed Impression model provided a better fit to the data, while averaging of Modes of Communication elements offered more accurate prediction of overall score.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593542,1792077445,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 38 | Issue 8 | Article 8 |\n| --- | --- |\n| 2013\u003Cbr>Assessing Preservice Teachers’ Presentation Capabilities: Contrasting the Modes of Communication with the Constructed Impression\u003Cbr>Matt G. Bower\u003Cbr>Macquarie University, [matt.bower@mq.edu.au](matt.bower@mq.edu.au)\u003Cbr>Robyn A. Moloney\u003Cbr>Macquarie University, [robyn.moloney@mq.edu.au](robyn.moloney@mq.edu.au)\u003Cbr>Michael S. Cavanagh\u003Cbr>Macquarie University, [michael.cavanagh@mq.edu.au](michael.cavanagh@mq.edu.au)\u003Cbr>Naomi Sweller\u003Cbr>Macquarie University, [naomi.sweller@mq.edu.au](naomi.sweller@mq.edu.au) |  |\n\nRecommended Citation  \nBower, M. G., Moloney, R. A., Cavanagh, M. S., & Sweller, N. (2013). Assessing Preservice Teachers’ Presentation Capabilities: Contrasting the Modes of Communication with the Constructed Impression. Australian Journal of Teacher Education, 38 (8).  \n[http://dx.doi.org/10.14221/ajte.2013v38n8.1](http://dx.doi.org/10.14221/ajte.2013v38n8.1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol38/iss8/8](http://ro.ecu.edu.au/ajte/vol38/iss8/8)  \nAustralian Journal of Teacher Education  \nAssessing Preservice Teachers’Presentation Capabilities: Contrasting the Modes of Communication with the Constructed Impression  \nMatt G. Bower  \nRobyn A. Moloney  \nMichael S. Cavanagh  \nNaomi Sweller  \nMacquarie University  \nAbstract: A research-based understanding of how to develop and assess classroom presentation skills is vital for the effective development of pre  \nservice teacher communication capabilities . This paper identifies and  \ncompares two different models of assessing pre-service teachers’  \npresentation performance – one based on the Modes of Communication  \n(voice, body language, words, and alignment between those elements) and  \nanother based on features of the Constructed Impression of the  \ncommunication acts (confidence, clarity, engagement and  \nappropriateness). The Modes of Communication and the Constructed  \nImpression of 164 pre-service teacher presentations were rated. The  \nConstructed Impression model provided a better fit to data, while  \naveraging of Modes of Communication elements offered more accurate  \nprediction of overall score. All elements in both models made a significant contribution to the overall perception of communication performance . The  \nstudy also reports on the relative contribution of voice, body language,  \nwords and alignment to the perceived confidence, clarity, engagement and appropriateness of the pre-service teacher presentations. Implications for  \ndeveloping pre-service teachers’presentation capabilities are also  \ndiscussed.  \nIntroduction  \nPrincipals, teachers, teacher educators and researchers are in general agreement about the important role that effective communication plays in high quality teaching (Johnson, 1994 ; Johnson & Roellke, 1999 ; Worley, Titsworth, Worley, & Cornett-DeVito, 2007) . Teacher communicative effectiveness has been shown to correlate with teacher credibility and perceived teacher competence (Rubin & Feezel, 1986) , as well as influence student achievement (Rink, 2010) . Positive relationships have been found between students' perceptions of their teachers'communication behaviours and students’attitudes toward their subject (She & Darrell, 2002) . Effective communication has been associated with less need for disciplinary intervention (Gillies, 2004) .  \nIn Australia, the new National Professional Standards for Teachers (NPSTs) (Australian Institute for Teaching and School Leadership, 2012) explicitly identifies effective classroom communication as a key focus area. For instance, NPST 3.6 requires graduate teachers to  \nVol 38, 8, August 2013 111  \nAustralian Journal of Teacher Education  \n“demonstrate a range of verbal and non-verbal communication strategies to support student engagement”. Similar communication standards pervade in the UK (Training and Development Agency, 2007) and throughout state","cbCaifd1NsEXKpGl","https://ap.wps.com/l/cbCaifd1NsEXKpGl","pdf",245016,22,"English","# Abstract\n# Introduction","[{\"question\":\"What two models are compared for assessing pre-service teachers’ presentation performance?\",\"answer\":\"The paper compares the Modes of Communication model (voice, body language, words, and alignment) with the Constructed Impression model (confidence, clarity, engagement, and appropriateness).\"},{\"question\":\"How many pre-service teacher presentations were rated in the study?\",\"answer\":\"The study rated 164 pre-service teacher presentations.\"},{\"question\":\"Which assessment model fit the data better, and which provided more accurate overall-score prediction?\",\"answer\":\"The Constructed Impression model provided a better fit to the data, while averaging of Modes of Communication elements offered more accurate prediction of overall score.\"}]","Assessing Preservice Teachers’ Presentation Capabilities - Contrasting the Modes of Communication with the Constructed Impression - Article | PDF",55]