Fostering oral presentation performance: does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor?

Ginkel, Stan van; Gulikers, J.T.M.; Biemans, H.J.A.; Mulder, Martin

doi:10.1080/02602938.2016.1212984

Cited by 34 publications

(29 citation statements)

References 53 publications

(106 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Buchs and Butera (2009) show that feedback provided by a higher-achieving peer is only beneficial when the transferred knowledge is complementary. Students need to learn strategies how to explain study material and give feedback in order to enhance the effectiveness and quality of peer tutoring (Van Ginkel et al 2017). Our data did not allow assessing complementarity of knowledge, but future research could explore to what extent the effects of expertise difference on relationship formation that we have found are modified when knowledge complementarity and individual characteristics related to scaffolding strategies are taken into account.…”

Section: Discussionmentioning

confidence: 99%

Emergent achievement segregation in freshmen learning community networks

et al. 2017

View full text Add to dashboard Cite

A common assumption about Freshmen Learning Communities (FLCs) is that academic relationships contribute to students' success. This study investigates how students in learning communities connect with fellow students for friendship and academic support. Longitudinal social network data across the first year, collected from 95 Dutch students in eight FLCs, measure both social and academic relational choices within and beyond the FLCs. Using stochastic actor-based models, the study tests two competing hypotheses. The alignment hypothesis states that students connect with their similar-achieving friends for both academic and social support, leading to an alignment of both types of networks over time. In contrast, the duality hypothesis states dissimilarity between academic support networks and friendship networks: Institute for Analytical Sociology, Linköping University, Kopparhammaren 2 Norra Grytsgatan 10, 601 74 Norrköping, Sweden students should connect with better-achieving fellow students for academic support and to more similar peers for friendship. The data support the alignment hypothesis but not the duality hypothesis; in addition, they show evidence of achievement segregation in FLCs: the higher the students' achievement level, the more they connect with other students for both academic support and friendship, relating in particular to peers with a similarly high achievement level. The results suggest that lower-achieving students are excluded from the support provided by higherachieving students and instead ask similar lower achievers for support. They thus cannot benefit optimally from the academic integration FLC offer. The article concludes with recommendations of how to support students in an FLC so that they can reach optimal achievement potential.

show abstract

Section: Discussionmentioning

confidence: 99%

Emergent achievement segregation in freshmen learning community networks

et al. 2017

View full text Add to dashboard Cite

show abstract

“…First, he realized the importance of peer feedback in facilitating student learning (Cartney, 2010). Second, he saw the potential problems of peer feedback if not carefully designed and sufficiently supported (Ginkel et al, 2017). Third, his suggestion of teacher scaffolding of peer assessment highlights his understanding of the connection between teachers' and students' feedback literacy (Xu and Carless, 2017).…”

Section: Case 3-sun: a Good Starting Point And Considerable Changes Omentioning

confidence: 99%

How Pre-service Teachers' Conceptions of Assessment Change Over Practicum: Implications for Teacher Assessment Literacy

2019

Front. Educ.

View full text Add to dashboard Cite

Practicum poses great challenges for pre-service teachers who learn to assess because their conceptions of assessment (CoAs) may undergo dramatic changes. This multiple-case study reports on how three pre-service teachers' CoA changed over practicum at a primary school in China. Findings show that pre-service teachers' CoAs have experienced a rapid change from a superficial perception of assessment for academic achievement and moral character development to a more comprehensive understanding of varied assessment purposes, constructs in assessment criteria, feedback, fairness in classroom assessment, and students' involvement in and engagement with assessment. A range of factors are found to have exerted varying degrees of influence on these conception changes, such as personal factor (i.e., agency in assessment), experiential factors [i.e., school-based assessment practices, interactions with students, and (anti-)apprenticeship of observation about assessment], and contextual factors (i.e., mentoring, classroom reality, school assessment culture, and national assessment policy). These findings are discussed in terms of how these changes are diverse but limited, as well as how the mediating factors have exerted differentiated influences in positive or negative ways. This paper concludes with implications for research on teachers' CoAs and professional development for assessment literacy.

show abstract

“…Although Core Skills is taught via a team teaching approach (Money & Coughlan, 2016), academics found it increasingly difficult to provide feedback on assessment whilst delivering new teaching as the term progressed. The pressures, including class size expansion, that reduce feedback opportunities on assessment such as oral presentations are well known (De Grez, Valcke, & Roozen, 2009;Leger, Glass, Katsiampa, Liu, & Sirichand, 2015;van Ginkel, Gulikers, Biemans, & Mulder, 2016). To compensate, oral presentations were altered to include the use of pairs and groups which may reduce student anxiety and providing peer learning opportunities (Chou, 2011).…”

Section: The Study's Rationalementioning

confidence: 99%

Does video feedback & peer observation offer a valid method of reinforcing oral presentation training for undergraduate biochemists?

Simpson

Holden

Merrick

et al. 2019

Higher Education Pedagogies

View full text Add to dashboard Cite

Presentations assessing public speaking skills are common features of undergraduate curricula. Performance feedback has often been traditionally limited to staff, yet students acting as peer assessors can also be a useful feedback source. Additionally, video recording offers a feedback method that can overcome a presentation's transience and empower a student's selfanalysis. During 2016-17 a new 1st year module, 'Core Skills in Biochemistry', was implemented at the University of Nottingham. Peer assessment and video feedback were trialled as augmentations to lecturer-sourced presentation feedback. Student opinions were surveyed to gauge efficacy. Results indicate video feedback was appreciated to a greater extent than peer feedback, and both focussed on body language. As the year progressed students felt less confident in their colleagues' judgement, and their willingness to receive peer feedback decreased. These results confirmed the validity of including these techniques within 'Core Skills', and laid the foundation for further innovations currently being trialled.

show abstract

Fostering oral presentation performance: does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor?

Cited by 34 publications

References 53 publications

Emergent achievement segregation in freshmen learning community networks

Emergent achievement segregation in freshmen learning community networks

How Pre-service Teachers' Conceptions of Assessment Change Over Practicum: Implications for Teacher Assessment Literacy

Does video feedback & peer observation offer a valid method of reinforcing oral presentation training for undergraduate biochemists?

Contact Info

Product

Resources

About