The impact of the feedback source on developing oral presentation competence

Research output: Contribution to journalArticleAcademicpeer-review

11 Citations (Scopus)

Abstract

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.
LanguageEnglish
Pages1671-1685
JournalStudies in Higher Education
Volume42
Issue number9
DOIs
Publication statusPublished - 2017

Fingerprint

self-assessment
cognition
student
performance assessment
teacher
curriculum
education

Keywords

  • assessment
  • feedback source
  • higher education
  • oral presentation competence
  • quasi-experimental design

Cite this

@article{a8660247beae42109f1b266459c3e1d2,
title = "The impact of the feedback source on developing oral presentation competence",
abstract = "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.",
keywords = "assessment, feedback source, higher education, oral presentation competence, quasi-experimental design",
author = "{van Ginkel}, Stan and Judith Gulikers and Harm Biemans and Martin Mulder",
year = "2017",
doi = "10.1080/03075079.2015.1117064",
language = "English",
volume = "42",
pages = "1671--1685",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Taylor & Francis",
number = "9",

}

The impact of the feedback source on developing oral presentation competence. / van Ginkel, Stan; Gulikers, Judith; Biemans, Harm; Mulder, Martin.

In: Studies in Higher Education, Vol. 42, No. 9, 2017, p. 1671-1685.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - The impact of the feedback source on developing oral presentation competence

AU - van Ginkel, Stan

AU - Gulikers, Judith

AU - Biemans, Harm

AU - Mulder, Martin

PY - 2017

Y1 - 2017

N2 - 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.

AB - 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.

KW - assessment

KW - feedback source

KW - higher education

KW - oral presentation competence

KW - quasi-experimental design

U2 - 10.1080/03075079.2015.1117064

DO - 10.1080/03075079.2015.1117064

M3 - Article

VL - 42

SP - 1671

EP - 1685

JO - Studies in Higher Education

T2 - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 9

ER -