The impact of the feedback source on developing oral presentation competence

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

doi:10.1080/03075079.2015.1117064

Cited by 58 publications

(79 citation statements)

References 45 publications

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“…The number of studies of peer assessment using control group designs also appears to be increasing in frequency (e.g., van Ginkel et al 2017;Wang et al 2017). These studies have typically compared the formative effect of peer assessment with either teacher assessment (e.g., Chaney and Ingraham 2009;Sippel and Jackson 2015;van Ginkel et al 2017) or no assessment conditions (e.g., Kamp et al 2014; L. Li and Steckelberg 2004;Schonrock-Adema et al 2007). Given the increase in peer assessment research, and in particular experimental research, it seems pertinent to synthesise this new body of research, as it provides a basis for critically evaluating the overall effectiveness of peer assessment and its moderators.…”

Section: Empirical Studiesmentioning

confidence: 99%

The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies

2019

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Peer assessment has been the subject of considerable research interest over the last three decades, with numerous educational researchers advocating for the integration of peer assessment into schools and instructional practice. Research synthesis in this area has, however, largely relied on narrative reviews to evaluate the efficacy of peer assessment. Here, we present a meta-analysis (54 studies, k = 141) of experimental and quasiexperimental studies that evaluated the effect of peer assessment on academic performance in primary, secondary, or tertiary students across subjects and domains. An overall small to medium effect of peer assessment on academic performance was found (g = 0.31, p < .001). The results suggest that peer assessment improves academic performance compared with no assessment (g = 0.31, p = .004) and teacher assessment (g = 0.28, p = .007), but was not significantly different in its effect from self-assessment (g = 0.23, p = .209). Additionally, meta-regressions examined the moderating effects of several feedback and educational characteristics (e.g., online vs offline, frequency, education level). Results suggested that the effectiveness of peer assessment was remarkably robust across a wide range of contexts. These findings provide support for peer assessment as a formative practice and suggest several implications for the implementation of peer assessment into the classroom.

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Section: Empirical Studiesmentioning

confidence: 99%

The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies

2019

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“…However, for the development of public speaking skills self-assessment has shown to be far less effective than the assessment coming from tutors [27], [28]. This can partially be explained by the lack or reflection that learners have about their performance [28].…”

Section: Discussionmentioning

confidence: 99%

Can You Help Me with My Pitch? Studying a Tool for Real-Time Automated Feedback

Schneider

Börner

Rosmalen

et al. 2016

IEEE Trans. Learning Technol.

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Abstract-In our pursue to study effective real-time feedback in Technology Enhanced Learning, we developed the Presentation Trainer, a tool designed to support the practice of nonverbal communication skills for public speaking. The tool tracks the user's voice and body to analyze her performance, and selects the type of real-time feedback to be presented. This paper describes an empirical study where we tested the effects of the Presentation Trainer's feedback on learners who used the tool while practicing for an elevator-pitch. Results from this study reveal that the feedback has a significant effect on the learners' motivation, confidence, self-awareness and performance.

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“…The oral presentation courses consisted of three meetings. In the first plenary meeting of each course, the rubric 'oral presentation skills', consisting of 11 sub-criteria for effective presentations derived from the four main presentation criteria (Van Ginkel et al, 2017a, see also Instructional conditions), was introduced by the teacher to a class with a maximum of 30 students. One…”

Section: Context Of the Studymentioning

confidence: 99%

“…Previous studies demonstrated that using a qualitative rubric fosters good feedback processes that can aid student learning (Jonsson & Svingby, 2007;Panadero & Jonsson, 2013;Prins, De Kleijn & Van Tartwijk, 2015). For constructing the instrument for this study, the presentation criteria (also described as pre-defined criteria of the task in the theoretical framework), were deduced from the yield of a previously conducted systematic review and four validation sessions among academic skills experts (Van Ginkel et al, 2017a). Based on seven articles (e.g.…”

Section: Instructional Conditionsmentioning

confidence: 99%

“…A systematic review identified seven crucial design principles for developing oral presentation competence, of which three were related to strategies for formative assessment . Although effectiveness of the provision of feedback, peer-assessment and self-assessment were explicated, a recently conducted experimental study revealed that various feedback sources differentially influence students' presentation performance (Van Ginkel et al, 2017a). Teacher feedback proved to outperform feedback from peers, peers guided by tutors and self-assessment.…”

Section: Introductionmentioning

confidence: 99%

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