Peer and Teacher Assessments of Oral Presentation Skills
How reliable are they
Bibliographic Data
| ID | 4097091 |
|---|---|
| Authors | Douglas Magin, Phil Helmore |
| Year | 2001 |
| Volume | 26 |
| Issue | 3 |
| Pages | 287-298 |
| Publication date | 2001-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070120076264 |
| OpenAlex | W2154827584 |
| Language | EN |
| Citations received | 26 |
| References cited | 29 |
This article reports findings on the reliabilities of peer and teacher summative assessments of engineering students’ oral presentation skills in a fourth year communications subject. The context of the study is unusual, in that each oral presentation was subject to multiple ratings by teams of students and teams of academic staff. Analysis of variance procedures were used to provide separate estimates of inter-rater reliability of assessments by peers and teachers for classes in four succeeding years. Teacher ratings were found to have substantially higher levels of inter-rater agreement than peer ratings. Generalising over the four years, it would require the averaging of between two and four peer ratings to match the reliability of single teacher assessments. However, the estimates of individual rater reliability for teachers, based on the intra-class correlation coefficient, were moderately low (0.40 to 0.53). It is concluded that the reliability of summative assessments of oral presentations can be improved by combining teacher marks with the averaged marks obtained from multiple peer ratings
Developmental psychology · Formative assessment · Higher education · Inter-rater reliability · Mathematics education · Medical education · Peer Assessment · Peer evaluation · Rating scale · Summative assessment · Computer Science · Engineering Education and Curriculum Development · Evaluation of Teaching Practices · Medicine · Psychology · Student Assessment and Feedback
An inventory of peer assessment diversity
Peer assessment in the digital age
Improving the effectiveness of peer feedback for learning
Can Charisma Be Taught? Tests of Two Interventions
Students’ Perceptions of Instructional Rubrics in Neurological Physical Therapy and Their Effects on Students’ Engagement and Course Satisfaction
Digital rubric-based assessment of oral presentation competence with technological resources for preservice teachers
Peer assessment and individual contribution analysis for measuring collaborative problem solving capability
What predicts variation in reliability and validity of online peer assessment? A large‐scale cross‐context study
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A longitudinal quantitative investigation into the concurrent validity of self and peer assessment applied to English-Chinese bi-directional interpretation in an undergraduate interpreting course
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Peer and self-assessment applied to oral presentations from a multidisciplinary perspective
Latent trait modelling of rater accuracy in formative peer assessment of English-Chinese consecutive interpreting
‘Only true friends could be cruelly honest’
Oral presentations in higher education
Peer assessment of class participation
If first-year students are afraid of public speaking assessments what can teachers do to alleviate such anxiety
Positive effects of a programme on oral presentation skills
Peer and self‐assessment in the first year of university
Evaluating the use of criteria for assessing profession-specific communication skills in pharmacy
Peer Assessment
Valoración de la competencia de comunicación oral de estudiantes universitarios a través de una rúbrica fiable y válida
Goals of peer assessment and their associated quality concepts
Peer assessment without assessment criteria
Considerations in the Choice of Interobserver Reliability Estimates
Estimation of the Reliability of Ratings
Quantitative studies of student self-assessment in higher education
Student Self-Assessment in Higher Education
Assessment in Partnership with Learners
Peer and Self‐assessment at Tertiary Level ‐‐ an experiential report
An Evaluation of the Use of Peer Assessment in Higher Education
The Role of Self‐assessment in Student Grading
Group Assessment in Systems Analysis and Design
Improving and Encouraging Peer Assessment of Student Presentations
Peer Assessment by Groups of Group Work
Tutor Versus Peer Group Assessment of Student Performance in a Simulation Training Exercise
Product Comparisons and Process Benefits of Collaborative Peer Group and Self Assessments
Developing student autonomy in learning
Peer Assessment Between Students in Colleges and Universities
Staff and peer-group assessment of oral communication skills
Peer, self and tutor assessment
| Unique citing works | 26 |
|---|---|
| Citations per year | 1,44 |
| Citation span | 2008 - 2025 (18) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 24 |