|Title||Fostering oral presentation performance : does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor?|
|Author(s)||Ginkel, Stan van; Gulikers, Judith; Biemans, Harm; Mulder, Martin|
|Source||Assessment & Evaluation in Higher Education 42 (2017)6. - ISSN 0260-2938 - p. 953 - 966.|
Education and Competence Studies
|Publication type||Refereed Article in a scientific journal|
|Keyword(s)||feedback quality - Feedback source - higher education - oral presentation competence|
Previous research revealed significant differences in the effectiveness of various feedback sources for encouraging students’ oral presentation performance. While former studies emphasised the superiority of teacher feedback, it remains unclear whether the quality of feedback actually differs between commonly used sources in higher education. Therefore, this study examines feedback processes conducted directly after 95 undergraduate students’ presentations in the following conditions: teacher feedback, peer feedback and peer feedback guided by tutor. All processes were videotaped and analysed using a coding scheme that included seven feedback quality criteria deduced from the literature. Results demonstrate that teacher feedback corresponds to the highest extent with the majority of the seven identified feedback quality criteria. For four criteria, peer feedback guided by tutor scores higher than peer feedback. Skills courses should incorporate strategies focused on discussing perceptions of feedback and practising providing feedback to increase the effectiveness of peer feedback.