The influence of peer and self- assessments on oral presentation

Abstract

The purpose of this study was to investigate students’ reactions towards peer assessment using assessment criteria for oral presentation and students’ perceptions towards self assessment in oral presentation. In this study, the students’ beliefs and attitudes on peer and self-assessment were examined. Data were gathered using the questionnaire and focus group interview. A total of 40 students participated in this study. The data obtained were analysed into two parts which were students’ reactions towards peer assessment using assessment criteria for oral presentation and students’ perceptions towards self-assessment in oral presentation. This study found that students held positive reactions towards peer assessment using assessment criteria as they made the peer assessment easier and more meaningful. It was found that the assessment criteria for oral presentation used in peer assessment helped the students to be able to identify the strengths and weaknesses of their peers’ oral presentation, gave a fair and responsible assessment and made them easy and confident to assess their peers’ oral presentation skills thus enabling them to be more critical in giving feedback. The study also found that students had positive perceptions towards self assessment in oral presentation. They believed that self assessment was useful for their future improvement in oral presentation skills as they became aware of their oral presentation skills and as a result they were able to accurately assess their strengths and weaknesses in oral presentation. Consequently, the study concludes that the assessment criteria were essential in helping the students to peer and self assess their oral presentation more effectively. Besides, students should be given more exposures and trainings on peer and self-assessment so that they will be more confident in assessing their peers’ as well as their own oral presentation skills. It is believed that, peer and self-assessment are useful in making students to become more independent in their learning.