Fostering oral presentation performance: does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor?

Stan van Ginkel*, Judith Gulikers, Harm Biemans, Martin Mulder

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

18 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)953-966
JournalAssessment & Evaluation in Higher Education
Volume42
Issue number6
DOIs
Publication statusPublished - 2017

Keywords

  • feedback quality
  • Feedback source
  • higher education
  • oral presentation competence

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