If first-year students are afraid of public speaking assessments what can teachers do to alleviate such anxiety?

Nash, G; Crimmins, Gail; Oprescu, Florin

doi:10.1080/02602938.2015.1032212

Cited by 49 publications

(30 citation statements)

References 23 publications

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“…What makes a student react in either way is less easy to ascertain from the interview data but there are suggestions from the literature that it may be a combination of factors such as emotional maturity, self-efficacy and motivation interacting in a complex way. Such findings seem to corroborate with those of Nash et al (2015) and Kahu et al (2015). This may be underpinned by the students' pre-conceived conception of achievement level which then affects their feedback processing capability (Kahu et al, 2015).…”

Section: Discussionsupporting

confidence: 75%

“…In more recent years, an emergence of literature considering the impact emotions have upon learning is apparent. Nash, Crimmins & Oprescu (2015) have argued that students' academic motivation is reduced if they feel anxious or fearful. Such anxiety can intensify the student's already low self-efficacy resulting in academic paralysis (Nash et al, 2015).…”

Section: Motivational Feedbackmentioning

confidence: 99%

“…Nash, Crimmins & Oprescu (2015) have argued that students' academic motivation is reduced if they feel anxious or fearful. Such anxiety can intensify the student's already low self-efficacy resulting in academic paralysis (Nash et al, 2015). Furthermore the impact of grades upon emotions is reflected in the work of Kahu, Stephens, Leach & Zepke (2015) who suggest that student's grade expectations foster outcome emotions of pride or disappointment.…”

Section: Motivational Feedbackmentioning

confidence: 99%

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‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it

Pitt

Norton

2016

Assessment & Evaluation in Higher Education

171

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Since the introduction of the National Student Survey in 2005, like many other institutions, the university where this study took place has expended substantial effort in improving the quality of feedback to university students. However, despite much research, changes in pedagogical approaches and shifts in conceptual understanding related to feedback practice, assessment and feedback still receive the lowest satisfaction ratings in the NSS. Lecturers are discouraged when students fail to take note of their feedback or sometimes do not collect assignments that have been marked. Understanding why feedback is not always acted upon remains an important area for researchers. This paper reports on an in-depth interview study with 14 final year undergraduates reflecting on their perceptions of feedback written on marked assignments by selecting examples of what they considered to be 'good' and 'bad' work. Findings suggested that emotional reactions play a significant part in determining how students will act on the feedback they receive and the concept of 'emotional backwash' is introduced.

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Section: Discussionsupporting

confidence: 75%

Section: Motivational Feedbackmentioning

confidence: 99%

Section: Motivational Feedbackmentioning

confidence: 99%

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‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it

Pitt

Norton

2016

Assessment & Evaluation in Higher Education

171

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“…The importance of the incentive dimension is highlighted by Miller and Boud who argue that "[e]motions and feelings are key pointers both to possibilities for, and barriers to, learning" [50]. Indeed, learning from a student perspective may be determined more by emotion than cognition [51]. However, this element of learning is relatively unexplored when compared with the content dimension of learning [52].…”

Section: Illeris's Three Dimensional Modelmentioning

confidence: 99%

Student Oral Presentations: Developing the Skills and Reducing the Apprehension

Ireland¹

2016

INTED2016 Proceedings

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Student oral presentations: developing the skills and reducing the apprehension Original CitationIreland, Chris (2016) Student oral presentations: developing the skills and reducing the apprehension. In: Proceedings of 10th International Technology, Education and Development Conference Valencia, Spain. 79 March, 2016. IATED (2016). IATED, Valencia, Spain, pp. 1474 1483 This version is available at http://eprints.hud.ac.uk/id/eprint/27264/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or notforprofit purposes without prior permission or charge, provided:• The authors, title and full bibliographic details is credited in any copy;• A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way.For more information, including our policy and submission procedure, please contact the Repository This paper reports on an intervention which seeks to help students develop oral presentation skills and at the same time help apprehensive presenters reduce their fear of delivering oral presentations. The intervention, which takes place with foundation level undergraduate Accounting students, is underpinned by problem-based learning and contributing student pedagogy and focuses on the development of self-efficacy which has been identified to be a key area for the reduction of oral communication apprehension in public speaking contexts [6]. The paper will introduce the concept of communication apprehension in oral presentations and discuss causes and possible interventions. It details the progress that has been made in the study which uses qualitative data in the form of research conversations and student reflections. Such an approach is taken in order to gain insights into the "lived experiences" of students, which has been absent in much of the previous research conducted in the area [5].

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“…There are many forms of oral assessments which could be utilized (Joughin, 2010), whilst some might be appropriate to peer assessment (De Grez, Valcke, & Roozen, 2012;Magin & Helmore, 2001;Van Zundert, Sluijsmans, & Van Merriënboer, 2010), others might be more appropriate to a blended learning environment (Heiman et al, 2012). Additionally, if being utilized as a process of collegial group work, oral assessments might create a beneficial effect on the learning experience and engagement of first year student (Nash, Crimmins, & Oprescu, 2016). Therefore, it is important to develop presentation skills in the initial stages of university experience.…”

Section: Presentations -Including Video Presentationsmentioning

confidence: 99%

Authentic Assessment Design in Accounting Courses: A Literature Review

2018

Proceedings of the 2018 InSITE Conference

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature which focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments Background: This paper reviews examples of authentic assessments that are available and have been used by accounting educators and educators in general. It highlights the skills that might be developed with each assessment Methodology: A review of literature on authentic assessment design and examples of authentic assessments like portfolios, reflective journals, presentations, reports peer and self-assessment was conducted. Contribution: This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Findings: Authentic assessments are a form of learning. They help graduates develop skills and attribute that will make them work-ready and capable of handling a lot of real life practical work situations. Recommendations for Practitioners: Accounting educators may find guidelines in this paper which will help them understand authentic assessments and enlighten them on the challenges they may encounter when implementing the assessments Recommendation for Researchers: There is a need for future researchers to contribute more to this topic so as to increase the variety and amount of literature available for those wishing to engage with authentic curriculum design in accounting. Impact on Society: This paper may also be of use to prospective employers wishing to gain a clear understanding of the skills inherent in prospective graduates who may have been exposed to authentic assessments. Accounting students and graduates may find this paper useful as it will help them comprehend the importance of some the assessments with the backing and assurance from the literature. Future Research: Future research may focus on the challenges in implementing authentic assessments. It would also be great to see more research addressing the perceptions of educators towards authentic assessments.

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If first-year students are afraid of public speaking assessments what can teachers do to alleviate such anxiety?

Cited by 49 publications

References 23 publications

‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it

‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it

Student Oral Presentations: Developing the Skills and Reducing the Apprehension

Authentic Assessment Design in Accounting Courses: A Literature Review

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