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Title: How effective are self- and peer assessment of oral presentation skills compared to teachers’ assessments?
Authors: De Grez, Luc ×
Valcke, Martin
Roozen, Irene #
Issue Date: 2012
Publisher: London: Paul Chapman
Series Title: Active Learning in Higher Education vol:13 issue:2 pages:129-142
Abstract: Assessment of oral presentation skills is an under-explored area. The study described here focuses on the agreement between professional assessment and self- and peer assessment of oral presentation skills and explores student perceptions about peer assessment. The study has the merit of paying attention to the inter-rater reliability of the teachers. Comparison of the teacher and peer assessment rubric scores points at a positive relationship, but also at critical differences. The lower intra-class correlation suggests that peers and teachers still interpret the criteria and indicators of the rubric in a different way. With regard to the comparison of self-assessment scores and teacher scores, we have to conclude that there are significant differences between these scores. Self-assessment scores are, for the most part, higher than the marks given by teachers. The results also reflect a very positive attitude of students towards peer assessment as a relevant source of external feedback.
ISSN: 1469-7874
VABB publication type: VABB-1
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Instructional Psychology and Technology
Research Centre for Marketing and Consumer Science, Leuven
Research Centre for Educational Research & Development, Campus Brussels (-)
Faculty of Economics and Business (FEB) - miscellaneous
Research Centre for Work and Organisation Studies (WOS Bxl), Campus Brussels
× corresponding author
# (joint) last author

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