Fostering oral presentation performance
Does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor
Bibliographic Data
| ID | 19378271 |
|---|---|
| Authors | Stan Van Ginkel (0000-0001-9520-4652, Education and Competence Studies, Wageningen University, Wageningen, The Netherlands, corresponding author), Judith Gulikers (Education and Competence Studies, Wageningen University, Wageningen, The Netherlands), J T M Gulikers (0000-0002-9318-312X, Wageningen University & Research), Harm Biemans (Education and Competence Studies, Wageningen University, Wageningen, The Netherlands), H J A Biemans (0000-0003-2955-8211, Wageningen University & Research), Martin Mulder (0000-0002-8729-2477, Education and Competence Studies, Wageningen University, Wageningen, The Netherlands) |
| Year | 2017 |
| Volume | 42 |
| Issue | 6 |
| Pages | 953-966 |
| Publication date | 2017-08-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2016.1212984 |
| OpenAlex | W2486269730 |
| Language | EN |
| Citations received | 12 |
| References cited | 52 |
Previous research revealed significant differences in the effectiveness of various feedback sources for encouraging students’ oral presentation performance. While former studies emphasised the superiority of teacher feedback, it remains unclear whether the quality of feedback actually differs between commonly used sources in higher education. Therefore, this study examines feedback processes conducted directly after 95 undergraduate students’ presentations in the following conditions: teacher feedback, peer feedback and peer feedback guided by tutor. All processes were videotaped and analysed using a coding scheme that included seven feedback quality criteria deduced from the literature. Results demonstrate that teacher feedback corresponds to the highest extent with the majority of the seven identified feedback quality criteria. For four criteria, peer feedback guided by tutor scores higher than peer feedback. Skills courses should incorporate strategies focused on discussing perceptions of feedback and practising providing feedback to increase the effectiveness of peer feedback
Higher education · Mathematics education · Medical education · Peer Assessment · Peer evaluation · Peer feedback · Peer tutor · Perception · TUTOR · Evaluation of Teaching Practices · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback
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Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students
Rethinking models of feedback for learning
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The effects of feedback interventions on performance
The use of self-, peer and co-assessment in higher education
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| Unique citing works | 12 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |