Self-Assessment of Video-Recorded Presentations: Does It Improve Skills?

Autor/in	Ritchie, Sian M.
Titel	Self-Assessment of Video-Recorded Presentations: Does It Improve Skills?
Quelle	In: Active Learning in Higher Education, 17 (2016) 3, S.207-221 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787416654807
Schlagwörter	Video Technology; Self Evaluation (Individuals); Peer Evaluation; Scoring Rubrics; Student Evaluation; Oral Language; Skill Development; Professional Development; Metacognition; Academic Achievement; Scores; Correlation; Teacher Attitudes; Teacher Student Relationship; Biology; Reports; Science Instruction; State Universities; Computer Software; Statistical Analysis; Control Groups + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; Schulnote; Studentische Bewertung; Oral interpretation; Mündlicher Sprachgebrauch; Kompetenzentwicklung; Qualifikationsentwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung; Korrelation; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Biologie; Abschlussbericht; Berichten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Staatliche Universität; Statistische Analyse
Abstract	The opportunity to give oral presentations is important because it helps develop skills that are necessary for many aspects of professional careers. Competencies for oral presentations include appropriate content, design and organization of the presentation, and delivery skills. Self-assessment has been shown to help students develop meta-cognitive skills that can be used in all aspects of higher education, and it has been shown to improve student achievement in a range of different academic areas. In this study, students were recorded while giving two PowerPoint presentations on a topic of their choice. One section was required to complete a self-assessment rubric of their first presentation, while the other section was encouraged to watch themselves, but it was not required. All students also received instructor and peer evaluations. For their second presentations, the students who completed the self-assessment rubric received higher scores than the other group; significant differences were seen in content explanation, timing, and speech skills. Peer assessment scores correlated moderately well with the instructor scores, whereas the self-assessment scores did not. Despite the lack of congruence between self- and instructor scores, the combination of instructor, peer, and self-assessment resulted in consistently high-quality presentations. The students found the multiple types of feedback, use of video technology, and the opportunity to repeat their presentations useful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01