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Title: The influence of instruction and assessment on the acquisition of oral presentation skills
Authors: De Grez, Luc
Valcke, Martin
Roozen, Irene
Issue Date: Sep-2007
Conference: EARLI Conference, 12th Conference for Research on Learning and Instruction University of Szeged edition:12 location:Budapest date:August 28 - September 1 2007
Abstract: In this study we have analysed the effect of ‘modes of feedback’ and investigated if a standardised instruction on computer can enhance presentation skills and if ‘assessment by peers’ is an alternative for ‘assessment by the teacher’.

Participants (n=59 first year university students) delivered three presentations in standardised conditions and filled in two questionnaires whereby several characteristics and perceptions of students were measured.

In the instructional part we studied the effect of a standardised multimedia instruction and the effect of three modes of feedback (by professional, peers and self-assessment) on performance.

For the assessment part all the videotaped presentations were assessed by professional assessors (four members of the faculty and one student-researcher) and some also by peers and by the participants. A rubric with nine criteria was used for the assessment.


Results of the instructional part show that performance was significantly better after the instruction than before, but we could not find a significant impact of ‘mode of feedback’ on performance.


As for the assessments, the average total rubric score of professional assessments is significantly lower than self assessments and significantly lower than peer assessments, although there is a positive correlation between professional assessments and peer or self-assessments (even significant correlations for about half of the criteria).
The assessments of the student researcher are in line with the assessment scores of the professionals: no significant difference could be found.



A regression analysis gave two significant predictors of performance: self efficacy and the likeability of instruction and learning.
Some of the results could mean a lot for teachers if they are confirmed in future research. Peer assessments and even self-assessments could replace some of the time consuming teacher assessments and the standardised multimedia instruction could help the teacher.
Publication status: published
KU Leuven publication type: IMa
Appears in Collections: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

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