Peer assessment of oral presentations: effects of student gender, university affiliation and participation in the development of assessment criteria

Langan, A. Mark; Wheater, C. Philip; Shaw, Emma; Haines, Ben; Cullen, William R.; Boyle, Jennefer C.; Penney, David E.; Oldekop, Johan A.; Ashcroft, C. J.; Lockey, Les; Preziosi, Richard F.

doi:10.1080/0260293042003243878

Cited by 110 publications

(82 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Sluijsmans et al, (2004) note that 'being able to interpret the work of colleagues and peers is a necessary prerequisite for professional development and improving one's own functioning ' (p. 60). Therefore, creating learning environments that mirror aspects of professional practice can be enormously beneficial for the student (Langan et al, 2005).…”

Section: Benefits Of Peer Assessmentmentioning

confidence: 99%

“…Peer assessment and review strategies appear to provide one method of responding to this challenge. Langan et al (2005) note that peer assessment can facilitate deeper learning and enhance students understanding. Topping (2009) notes that peer assessment utilising formative assessment techniques is likely to involve "intelligent questioning, coupled with increased self-disclosure and, thereby, assessment of understanding" (p. 23).…”

Section: Benefits Of Peer Assessmentmentioning

confidence: 99%

See 1 more Smart Citation

‘Just enough to make you take it seriously’: exploring students’ attitudes towards peer assessment

McGarr

Clifford

2012

High Educ

View full text Add to dashboard Cite

The use of peer learning and peer assessment has gained increasing interest in higher education driven by both its educational value and by its ability to provide students with the opportunity to develop important transferrable skills. This paper reports on the use of peer learning and peer assessment with a cohort of four-year undergraduate physiotherapy students and an eighteen month taught post-graduate teacher education programme. The study observed the students' engagement in the process, surveyed their opinions on the activity at the end of the experience and conducted one focus group discussion with a subset of students from each cohort. The study found that the vast majority of respondents felt that the experience was valuable and enjoyable. However, when asked to indicate whether it was a fairer method of assessment there were more varied responses. Similarly when asked whether their peers should have a greater say in their overall grade the majority disagreed. Views on the educational value of the experience appeared to differ between the two cohorts of students. The study highlights the influence of a prevailing assessment cultures on students' engagement in peer learning which requires consideration when including such pedagogical approaches.

show abstract

Section: Benefits Of Peer Assessmentmentioning

confidence: 99%

Section: Benefits Of Peer Assessmentmentioning

confidence: 99%

‘Just enough to make you take it seriously’: exploring students’ attitudes towards peer assessment

McGarr

Clifford

2012

High Educ

View full text Add to dashboard Cite

show abstract

“…La incorporación de la autoevaluación ofrece ventajas [12,36,37], por lo que hay que integrar estas formas de evaluación en los planes de estudio [17], vinculándolas a la calidad del aprendizaje [36]. La autoevaluación es una herramienta efectiva en aras de capacitar a los estudiantes para unir varios aspectos de su aprendizaje, reflejar sus logros y examinar las implicaciones en su formación posterior.…”

Section: Conclusionesunclassified

Self-assessment: A critical competence for Industrial Engineering

Tacoronte

Cruz

González-Betancor

2015

DYNA

View full text Add to dashboard Cite

Assess one's own abilities realistically and critically is the key for a continuous adaptation to the changing labor market conditions. The university system must train the future engineers to rate their own performance accurately, reducing biases as self-benevolence. This paper analyzes, with a sample of students of Industrial Engineering, the accuracy of self-assessment in oral presentations, using a scoring rubric. The results of several statistical tests indicate that students are good assessors of others work, but benevolent with their own work. In addition, men evaluate themselves significantly higher than women do. Finally, self-assessment tend to compensate for others assessments, mainly in the case of students considered worse by teachers. These results point to the need of including self-assessment activities in an increasing number to improve students' performance.Keywords: self-assessment; higher education; engineering; transversal competences; employability; scoring rubrics.Autoevaluación: Una competencia crítica para la Ingeniería Industrial ResumenValorar de manera realista y crítica las propias capacidades es clave para una adaptación continua a las cambiantes condiciones del mercado de trabajo. El sistema universitario debe preparar a los futuros ingenieros para que puedan juzgar su propio trabajo de manera precisa, reduciendo los sesgos como la auto-benevolencia. Este trabajo analiza, con una muestra de estudiantes de Ingeniería Industrial, la precisión de la autoevaluación en presentaciones orales, utilizando una rúbrica. Los resultados, fruto de varias pruebas estadísticas, indican que los estudiantes son buenos valoradores del trabajo de otros, pero benevolentes consigo mismos. Además, los hombres se autoevalúan de manera significativamente superior que las mujeres. Finalmente, las autoevaluaciones tienden a compensar las valoraciones efectuadas por otros valoradores, fundamentalmente en el caso de los estudiantes peor considerados por los profesores. Estos resultados sugieren la necesidad de incluir actividades de autoevaluación en un número creciente que mejoren el desempeño de los estudiantes.Palabras clave: autoevaluación; educación superior; ingeniería; competencias transversales; empleabilidad; rúbricas. IntroducciónComo consecuencia de la situación económica por la que atraviesa España, la tasa de paro no ha dejado de aumentar en los últimos años. En el campo de la ingeniería, un estudio encargado por el Consejo General de Ingenieros Industriales de España y que se basa en una encuesta que se realizó en 2013 al colectivo de ingenieros industriales colegiados de España pone de manifiesto que la tasa global de desempleo asciende al 15,5% de los encuestados, alcanzando el 27,1% en el colectivo que tiene una experiencia entre 1 y 5 años [1].A pesar de estos datos tan desalentadores, hay que tener en cuenta que la crisis es coyuntural y que a medida que la economía se recupere, estos titulados volverán al mercado laboral. De cara a facilitar ese retorno y, por tanto, fomentar la em...

show abstract

“…It has previously been noted that presentations are particularly useful for studying the influence of presenter qualities such as gender or race (Falchikov and Magin, 1997;Langan et al, 2005). Admittedly, this was a very small sample group, and more research about the particular higher education context of this trial in a Humanities program in Australia, as well as more directed questions to the focus groups, would be needed to come to a strong conclusion about the impact of gender.…”

mentioning

confidence: 99%

“…It is generally understood that perceived or anticipated inconsistencies in peer evaluations -whether they actually occur or not -can affect the learning benefits expected from the peer assessment process. Reasons for over or inconsistent marking include: 'friendship marking' where peer assessors over-mark due to social pressure (Topping et al, 2000;Lu and Bol, 2003); 'rater's style' where misunderstandings about the numerical rate or grade lead to differences in results (Stefani, 1994); 'marking criteria' where different peer assessors will understand the marking criteria differently (Falchikov and Goldfinch, 2000); the ability of the peer assessor, where competence will affect the peer marking (Stefani, 1994); implicit bias according to factors like race or gender (Langan et al, 2005;Falchikov and Goldfinch, 2000); and student recalcitrance or laziness in giving feedback to their peers (Nilson, 2003). It has also been pointed out that students find it extremely difficult to give negative feedback to classmates because they worry about hurting others' feelings or of damaging personal relationships (Schaffer, 1996;Topping, 1998).…”

mentioning

confidence: 99%

Click or clique? Using Educational Technology to Address Students’ Anxieties About Peer Evaluation

Walker

Barwell

2009

ij-sotl

View full text Add to dashboard Cite

Peer bias is recognised as a primary factor in negative student perceptions of peer assessment strategies. This study trialled the use of classroom response systems, widely known as clickers, in small seminar classes in order to actively engage students in their subject's assessment process while providing the anonymity that would lessen the impact of peer pressure. Focus group reflection on the students' impressions of the peer evaluation process, the use of clickers, and their anxieties about potential peer bias were analysed in the light of the results of teacher and class evaluations of each individual student presentation. The findings revealed that students recognised the value of peer assessment in promoting class engagement and active learning, despite their ongoing resistance to the practice of peer review. An unexpected finding suggested that the clickers, selected as an educational technology for their appeal and ease of use by the 'digital native' student already familiar with a variety of mobile communication and gaming devices, reinforced student perception that the peer review process was akin to a popularity contest. Abstract Peer bias is recognised as a primary factor in negative student perceptions of peer assessment strategies. This study trialled the use of classroom response systems, widely known as clickers, in small seminar classes in order to actively engage students in their subject's assessment process while providing the anonymity that would lessen the impact of peer pressure. Focus group reflection on the students' impressions of the peer evaluation process, the use of clickers, and their anxieties about potential peer bias were analysed in the light of the results of teacher and class evaluations of each individual student presentation. The findings revealed that students recognised the value of peer assessment in promoting class engagement and active learning, despite their ongoing resistance to the practice of peer review. An unexpected finding suggested that the clickers, selected as an educational technology for their appeal and ease of use by the 'digital native' student already familiar with a variety of mobile communication and gaming devices, reinforced student perception that the peer review process was akin to a popularity contest.

show abstract

Peer assessment of oral presentations: effects of student gender, university affiliation and participation in the development of assessment criteria

Cited by 110 publications

References 7 publications

‘Just enough to make you take it seriously’: exploring students’ attitudes towards peer assessment

‘Just enough to make you take it seriously’: exploring students’ attitudes towards peer assessment

Self-assessment: A critical competence for Industrial Engineering

Click or clique? Using Educational Technology to Address Students’ Anxieties About Peer Evaluation

Contact Info

Product

Resources

About