The aim of this work is to describe the use of screencast presentations with first year undergraduate chemistry students to enable presentations to take place without significant timetable demands. I also describe self- and peer- assessment protocols that include tutor moderation and opportunities for students to reflect on their performance. A series of exercises and evaluations were carried out to establish assessment criteria and investigate key issues. It was found that screencast presentations are an effective means of including a presentation assessment in large cohort classes. The format allows students the chance to review and reflect on their performance, and this is enhanced by conducting self- and peer- assessment. Reflection takes place in an assignment that develops several skills deemed important by employers of chemistry graduates including digital literacy. The self- and peer- assessment regime outlined here is broadly applicable to other assessments. The use of screencasts to offer more opportunities to practice presentation skills is applicable to many other contexts. Screencast or video presentations offer a possible alternative to in-person presentations to overcome timetabling issues, build skills including reflection and digital literacy or to provide a viable alternative for disabled students or those for whom in-person presentation represents significant challenges.