Abstract
Peer feedback can be a tool to help higher education students develop presentation skills. This process can be supported by using online tools that enable peers to provide feedback annotated to specific moments in the presentation. The current paper investigated whether providing and receiving peer feedback using an online tool was related to improvement in students’ presentation skills, whether students provided different peer feedback in comments and annotations, and whether student characteristics played a role in students’ presentation skill improvement. Results from 56 second-year undergraduate Education and Child Studies students indicate that providing and receiving feedback did not relate to students’ improvement in presentation skill, and that high ability students showed less improvement in presentation skills than medium and low ability students did.
| Original language | English |
|---|---|
| Pages (from-to) | 183-197 |
| Number of pages | 15 |
| Journal | Assessment and Evaluation in Higher Education |
| Volume | 47 |
| Issue number | 2 |
| Early online date | 9 Apr 2021 |
| DOIs | |
| Publication status | Published - 2022 |
| Externally published | Yes |
Bibliographical note
Funding Information:The authors would like to thank Lise van der Plas and Elja Vellekoop for their assistance in coding the videos, comments and annotations.
Publisher Copyright:
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Keywords
- Peer feedback
- online feedback
- presentations