Communication skills instruction: An analysis of self, peer-group, student instructors and faculty assessment

Lanning, Sharon K.; Brickhouse, Tegwyn H.; Gunsolley, John C.; Ranson, Sonya L.; Willett, Rita M.

doi:10.1016/j.pec.2010.06.024

Cited by 42 publications

(23 citation statements)

References 36 publications

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“…In studies that combine PA and SA of oral performance in L1 universities, student and teacher ratings show disagreement (De Grez, Valcke, & Roozen, 2012;Fallows & Chandramohan, 2001;Langan, Shuker, Cullen, Penney, Preziosi, & Weater, 2008) and agreement (Lanning, Brickhouse, Gunsolley, Ranson, & Willett, 2011). The disagreement between student and teacher ratings might be due to different interpretations of evaluation criteria between them (De Grez et al, 2012).…”

Section: Combination Of Pa and Samentioning

confidence: 99%

Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

Hung

Samuelson

Chen³

2016

Educational Linguistics

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As the traditional grammar translation approach is being gradually replaced by communicative or task-based approaches, paper-and-pencil tests, commonly used in English classes in Taiwan, do not meet the course goals. Alternative assessment, known for increasing learners' cognitive and meta-cognitive development as well as empowering students to take ownership of their learning, has been practiced extensively in L1 higher education, but neglected in L2 elementary schools. Thus, the purpose of this study is to investigate how peer and self-assessment can be implemented to evaluate young EFL learners' oral presentation and how the students perceive this experience. The study was conducted in two sixth grade classes at a public elementary school in southern Taiwan. After attending a professional development workshop held by the government, a local English teacher practiced peer and self-assessment in her class so as to engage every student in class activities and also to provide an opportunity for them to reflect upon their performance. In the process, the students formed groups of six to discuss and give grades after each individual student's oral report. Three types of data sources were analyzed. The first was the evaluation rubrics from peer groups, each presenting students, and the teacher. Then, a survey, containing 16 closed-format questions and one open-ended question, was administered to elicit the students' perceptions of the assessment process. Also, an interview was done with the teacher. The results show that peer and teacher assessment had strong positive correlation, whereas self-and teacher assessment were moderately correlated. The strength of correlation also varied for each evaluation criterion. Though learners responded positively to the assessing experiences in the questionnaires, they expressed concern that some grades assigned by peers were not fair and a few group members dominated the grading process. The findings shed light on benefits of combining peer and self-assessment and suggest training should emphasize self-assessment, evaluation criteria related to content of the presentation, and students' social skills to work harmoniously in groups. Most of all, students' traditional way of learning should not be neglected.

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Section: Combination Of Pa and Samentioning

confidence: 99%

Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

Hung

Samuelson

Chen³

2016

Educational Linguistics

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“…Research demonstrates that communicators do not perceive themselves in the same way as others perceive them. There is typically between 0.25 and 0.50 correlation between an interactant’s self-assessment and others’ perceptions of that interactant 67 , 68 . A metaanalysis of medical students’ ability to self-assess their own abilities, in particular, including communication abilities, correlated 0.22 to other measures of their performance.…”

Section: Axioms Of Communication Competencementioning

confidence: 99%

(Re)Introducing Communication Competence to the Health Professions

Spitzberg

2013

Journal of Public Health Research

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Despite the central role that communication skills play in contemporary accounts of effective health care delivery in general, and the communication of medical error specifically, there is no common or consensual core in the health professions regarding the nature of such skills. This lack of consensus reflects, in part, the tendency for disciplines to reinvent concepts and measures without first situating such development in disciplines with more cognate specialization in such concepts. In this essay, an integrative model of communication competence is introduced, along with its theoretical background and rationale. Communication competence is defined as an impression of appropriateness and effectiveness, which is functionally related to individual motivation, knowledge, skills, and contextual facilitators and constraints. Within this conceptualization, error disclosure contexts are utilized to illustrate the heuristic value of the theory, and implications for assessment are suggested.Significance for public healthModels matter, as do the presuppositions that underlie their architecture. Research indicates that judgments of competence moderate outcomes such as satisfaction, trust, understanding, and power-sharing in relationships and in individual encounters. If the outcomes of health care encounters depend on the impression of competence that patients or their family members have of health care professionals, then knowing which specific communicative behaviors contribute to such impressions is not merely important – it is essential. To pursue such a research agenda requires that competence assessment and operationalization becomes better aligned with conceptual assumptions that separate behavioral performance from the judgments of the competence of that performance.

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“…For example, self-estimates of cognitive ability correlate .33 with more objective estimates (Freund and Kasten 2012). Research often only finds a correlation between .25 and .50 between an interactant's self-assessment and others' perceptions of that interactant (Achenbach, Dumenci, and Rescorla 2002; Achenbach et al 2005;Blanchard et al 2009;Willmington 1996, 1998;Conway and Huffcutt 1997;Cummings et al 2010;Fletcher and Kerr 2010;Harris and Schaubroeck 1988;Kenny 1994;Lanning et al 2011;Leising et al 2011;Mabe and West 1982;Ready et al 2000;Renk and Phares 2004;Swami, Waters, and Furnham 2010;Viswesvaran, Ones, and Schmidt 1996). Careful analysis of such research indicates that much of the lack of correlation between distinct third-parties (e.g., between peers and supervisors) is due to measurement error (Viswesvaran, Schmidt, and Ones 2002) and features of the assessment design and context (Ostroff, Atwater, and Feinberg 2004) rather than sheer discrepancy of perspective.…”

Section: Who?mentioning

confidence: 99%

22. Assessing the state of assessment: Communication competence

Spitzberg¹

2015

Communication Competence

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The key concepts, dimensions and decisions involved in assessing communication competence are reviewed. Competence assessment depends first upon locating competence in skills or abilities, or in impressions of those skills and abilities. The criteria of competence, such as accuracy, appropriateness and effectiveness, also require inclusion. A taxonomy of communicative competence measurement dimensions is explicated, and its implications for developing and validating competence assessments are explored. The three basic dimensions are locus, directness and generalization. Key issues and challenges are identified through the exploration of the questions: What, who, where, how, and why assessments are being made.

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Communication skills instruction: An analysis of self, peer-group, student instructors and faculty assessment

Cited by 42 publications

References 36 publications

Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

(Re)Introducing Communication Competence to the Health Professions

22. Assessing the state of assessment: Communication competence

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