The impact of the feedback source on developing oral presentation competence

Dados Bibliográficos

ID4097206
AutoresStan Van Ginkel (0000-0001-9520-4652, Department of Education and Competence Studies, Social Sciences Group, Wageningen University, bode 68, P.O. Box 8130, NL 6700 EW Wageningen, the Netherlands, autor correspondente), Judith Gulikers, J T M Gulikers (0000-0002-9318-312X, Department of Education and Competence Studies, Social Sciences Group, Wageningen University, bode 68, P.O. Box 8130, NL 6700 EW Wageningen, the Netherlands), Harm Biemans, H J A Biemans (0000-0003-2955-8211, Department of Education and Competence Studies, Social Sciences Group, Wageningen University, bode 68, P.O. Box 8130, NL 6700 EW Wageningen, the Netherlands), Martin Mulder (0000-0002-8729-2477, Department of Education and Competence Studies, Social Sciences Group, Wageningen University, bode 68, P.O. Box 8130, NL 6700 EW Wageningen, the Netherlands)
Ano2017
Volume42
Fascículo9
Páginas1671-1685
Data de publicação2017-09-02
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoStudies in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0307-5079 • E-ISSN: 1470-174X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2015.1117064
OpenAlexW2274253503
IdiomaEN
Citações recebidas27
Referências citadas45

While previous research in higher education emphasized the essence of feedback by the teacher, the peer or the self, it remains unclear whether the acquisition of students' oral presentation competence differs depending on the feedback source. This quasi-experimental study examines the effectiveness of the feedback source on 144 first-year undergraduate students' progression in cognition, behaviour and attitude towards presenting, as three interrelated elements of oral presentation competence. Mixed methods of multiple-choice tests and performance assessments using rubrics were used for data collection. Results demonstrated the superiority of teacher feedback for encouraging students' presentation behaviour, while cognition and attitude towards presenting developed significantly irrespective of the particular feedback source. However, the self-assessment condition revealed less impact on developing presentation behaviour and attitude compared to other feedback sources. Optimizing peer feedback and self-assessment in curricula requires knowledge about underlying feedback processes characterizing successful feedback of the various sources

Cognition · Curriculum · Mathematics education · Pedagogy · Peer Assessment · Peer feedback · Rubric · Evaluation of Teaching Practices · Medicine · Psychology · Reflective Practices in Education · Social Psychology · Student Assessment and Feedback