Exploring Student Perceptions of Oral Presentation Assessments in Higher Education

Autor/in	Lin, Dan
Titel	Exploring Student Perceptions of Oral Presentation Assessments in Higher Education
Quelle	In: Educational Practice and Theory, 45 (2023) 1, S.61-80 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-577X
DOI	10.7459/ept/45.1.05
Schlagwörter	College Students; Student Attitudes; Public Speaking; Student Evaluation; Peer Evaluation; Speech Skills; Educational Benefits; Feedback (Response); Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Vortrag; Schulnote; Studentische Bewertung; Mündliche Leistung; Sprachfertigkeit; Bildungsertrag; Ausland
Abstract	Oral presentation assessments are commonly used in higher education. This paper conducts an exploratory study and investigates student perceptions of oral presentation assessments on two aspects, the benefits of oral presentations for presenting students and the engagement of non-presenting students during presentations. A mixed method with both qualitative and quantitative survey questions is used for collecting data from students undertaking an elective Finance course in the third year of an undergraduate degree. Results show that presenting students perceive the oral presentation assessment as beneficial to their learning and developing presentation skills. Peer evaluations and reciprocal peer questioning, intended to increase non-presenting students' engagement during presentations, are also well-received by students. The frequency count of students' feedback indicates that reciprocal peer questioning facilitates engagement better than peer evaluations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01