Digital Poster Presentations as a Dynamic Assessment Approach:

Insights from Student Feedback and Reflections on Skill Development

Abstract

Online poster presentations have emerged as a dynamic assessment tool that diversifies evaluation in the digital age. This article contributes to existing scholarship by offering empirical evidence from an academic literacies course, demonstrating how online poster presentations can accommodate diverse learning styles and foster critical thinking, creativity, summarisation skills, and digital literacy. Through an analysis of student survey data, the study reveals that this mode of assessment encourages students to synthesise research in an impactful visual format while engaging in meaningful asynchronous peer interaction. The findings further indicate that this assessment form aligns with contemporary educational demands, preparing students for digital communication challenges in their future academic and professional endeavours by requiring them to navigate multimodal design, digital platforms, and audience-focused knowledge dissemination. The article concludes with recommendations for implementing online poster presentations, emphasising the need for clear guidelines, robust support systems, and opportunities for peer feedback. In doing so, it positions digital posters as a pedagogically valuable and future-oriented assessment method.