STUDENTS’ PERCEPTION OF PEER EVALUATION IN ORAL PRESENTATION AT THE UNIVERSITY OF INDONESIA

2019 ◽  
Author(s):  
Herland Franley Manalu
Keyword(s):  
Oral Presentation ◽  
Peer Assessment ◽  
Evaluation Process ◽  
English For Academic Purposes ◽  
Peer Evaluation ◽  
Spss Software ◽  
Students Attitudes ◽  
Strongly Agree ◽  
The University ◽  
Oral Presentations

This study aims at examining students’ perception of peer evaluation in a group oral presentation by English for Academic Purposes (EAP) students at the University of Indonesia. Questionnaires were administered after the peer evaluation process to 65 students studying EAP taught at the University of Indonesia. The peer assessment was incorporated into the course to seek out whether and to what extent their speaking skills may enhance and to investigate students’ attitudes towards this form of evaluation in oral presentations. Data were obtained through a Likert scale questionnaire of peer evaluation. Data were analyzed using SPSS Software. The results specified a statistically significant result of the use of peer evaluation in oral presentation. The findings of the present study suggest that, when assessment criteria are definitely established, peer assessment empowers students to evaluate the performance of their peers in a manner comparable to those of the teachers. The responses from the questionnaires show that the evaluation and comments given by students were considered fair, useful and sufficient. Results also suggest that students strongly agree to the use of this methodology because comments and evaluations given are useful for making improvements. Nevertheless, the students preferred teachers to peers to evaluate their performance in the discussion and they wanted to get more instructive comments from the teachers. As for its limitations, students highlight the responsibility that comes with it and a certain amount of distrust in fellow students’ abilities to peer-assess. The teacher’s possible roles in peer evaluation are presented at the conclusion of this study.

scholarly journals Effects of Creating an English Language Club on Intermediate Learners' Attitudes and Linguistic Achievement

2019 ◽  
Vol 9 (1) ◽  
pp. 40
Author(s):  
Ranwa Khorsheed ◽  
Dareen Assaf ◽  
Abdulaziz Al-Dammad
Keyword(s):  
English Language ◽  
Team Work ◽  
Remedial Courses ◽  
Text Book ◽  
Short Films ◽  
Personal Skills ◽  
Students Attitudes ◽  
Linguistic Achievement ◽  
The University ◽  
Oral Presentations

This paper discusses the efforts of a group of ELT instructors at a private Syrian university, Arab International University (AIU), to modify students' attitudes towards general English remedial courses at the Foreign Languages Center (FLC) of the university. After analyzing the results of a questionnaire distributed to clarify the students' linguistic needs and assess their motivation, it was concluded that most students preferred interactive language exercises to theoretical text book activities. Thus, the instructors have resorted to practical methods embodied in establishing an English language club that seeks to fulfill students' needs. The club focused on two motivational activities: reading tabloids and making documentary short films. Consequently, regular weekly sessions were organized to hold these activities. All in all, students' attitudes were greatly enhanced and have become more positive. It was also noted that the students have become self-motivated to the extent of generating new and original ideas that will enrich the English language club at AIU. Furthermore, the students were able to achieve remarkable enhancement on their linguistic skills especially those of reading, writing and speaking in addition to acquiring and improving other personal skills e.g. team work, organizing and planning projects, and communicating ideas via oral presentations.

scholarly journals Exploring the Genre of Academic Oral Presentations: A Critical Review

2017 ◽  
Vol 7 (1) ◽  
pp. 152 ◽  
Author(s):  
Kuldip Kaur ◽  
Afida Mohamad Ali
Keyword(s):  
Oral Presentation ◽  
Critical Review ◽  
The Body ◽  
Analysis Approach ◽  
Local Context ◽  
Review Of The Literature ◽  
Multimodal Analysis ◽  
The University ◽  
Oral Presentations ◽  
Academic Genre

Conducting Academic Oral Presentation (AOP) is an endeavour for undergraduates although it is a key academic genre for undergraduates.  Despite its importance, there remains a paucity of studies on this oral genre in the Malaysian context as shown in the body of the literature. This paper provides a critical review of the literature on AOP and discusses the advantages and limitations of the previous studies to date on this oral genre. The literature shows most studies that adopt the genre analysis approach typically analyse only one section of the oral genre.  These studies have not examined the AOP rhetorical structure in totality.  Moreover, studies on multimodal analysis of AOP comparing the verbal and non-verbal modes are limited. Only few studies have attempted to examine the juxtaposition of the moves, linguistic elements and the visuals.  AOPs are ubiquitous for the students across various courses and disciplines in the university and past studies have also compared the differences between disciplines (Zappa-Hollman, 2007; Morita, 2000).Thus, realizing the importance of AOP, clearly there is a necessity to conduct more research in this area in the local context.  

scholarly journals A Simple Survey on Attitude of Computer Science Diploma Students towards STEM

2019 ◽  
Vol 2 (2) ◽  
pp. 76-88
Author(s):  
Azniah Ismail
Keyword(s):  
Computer Science ◽  
Descriptive Analysis ◽  
Likert Scale ◽  
Stem Fields ◽  
Response Scale ◽  
Students Attitudes ◽  
And Mathematics ◽  
Strongly Agree ◽  
The University ◽  
Diploma Program

This article reported a simple survey on diploma students’ attitudes towards science, technology, engineering, and mathematics (STEM) objectively to get an initial impression of students taking a STEM-related diploma program. The targeted respondents were diploma students pursuing computer science programs in a Malaysian public university. A quantitative approach using a quantitative survey was used in which data were systematically elicited from 16 male and 17 female students using a questionnaire containing Likert-scale items. The questionnaire consists of three constructs: attitude toward science (8 items), attitude toward technology and engineering (8 items), and attitude toward mathematics (8 items). All constructs use a 5-point Likert scale for the response scale (1 = strongly disagree to 5 = strongly agree). Descriptive analysis showed that the respondents’ attitude ranged between moderately to highly positive towards STEM with no significance different variation between genders across the STEM fields. Interestingly, they also had, generally, moderate consideration for careers in STEM fields (the average values ranged between 27.2% and 42.4%) with male respondents had very low agreements (18.7%) to consider careers related to technology and engineering fields. Such results were a bit discouraging as the respondents were all pursuing a diploma in computer science. Thus, more efforts are needed by the university to give more exposures and experiences to refine the students’ attitude during their study, to boost their confidence and interest to pursue a career suitable with their diploma certificates.

scholarly journals Autoevaluación y evaluación por pares (iguales) como herramientas de aprendizaje y de evaluación de competencias en la asignatura de Bioestadística y Metodología Científica en Ciencias de la Salud del Grado de Enfermería de la Universidad de León = Self-assessment and peer evaluation (peers) as learning tools and skills assessment in the subject of Biostatistics and Scientific Methodology in Health Sciences of the Degree of Nursing at the University of León

2018 ◽  
Vol 2 ◽  
pp. 27
Author(s):  
T Fernández Villa ◽  
A. J. Molina ◽  
L. García ◽  
V. Dávila Batista ◽  
S. Gutiérrez Cosío ◽  
...  
Keyword(s):  
Evaluation Process ◽  
Competency Assessment ◽  
Teaching Methodology ◽  
Peer Evaluation ◽  
Learning Tools ◽  
Self Assessment ◽  
Evaluation Systems ◽  
Evidence Collection ◽  
The Subject ◽  
The University

<p>Resumen</p><p>La entrada en vigor del Espacio Europeo de Educación Superior (EEES) ha supuesto un gran cambio en la metodología docente y en los sistemas de evaluación, centrándose en el proceso de aprendizaje-enseñanza en la adquisición de competencias. La evaluación por competencias es un proceso de recogida de evidencias (a través de actividades de aprendizaje) y de formulación de valoraciones sobre la medida y la naturaleza del progreso del estudiante, según unos resultados de aprendizaje esperados. Esta metodología implica el diseño de instrumentos de evaluación que definan con rigor y claridad los indicadores de logro y dominio de las competencias evaluadas. Con ello se pretende incorporar la autoevaluación y la co-evaluación (evaluación por iguales) como herramientas continuas que guíen el aprendizaje y como herramientas para la valoración final del grado de adquisición de las competencias. Esto propiciará la participación activa del estudiante en su proceso de aprendizaje y evaluación y la mejora significativa de la comunicación de la evaluación por competencias al alumnado.</p><p>  Abstract</p><p>The entry into force of the European Higher Education Area (EHEA) has led to a great change in teaching methodology and in evaluation systems, focusing on the learning-teaching process in the acquisition of competences. The competency assessment is a process of evidence collection (through learning activities) and formulation of assessments of the extent and nature of student progress, according to expected learning outcomes. This methodology involves the design of evaluation instruments that define with rigor and clarity the indicators of achievement and mastery of the competences evaluated. The intention of this is to incorporate the self-assessment and co-evaluation (peer evaluation) as continuous tools that guide learning and as tools for the final assessment of the degree of acquisition of skills. It will foster the active participation of the student in their learning and evaluation process and the significant improvement of the communication of the assessment by competencies to the students.</p>

scholarly journals A Genre-Based Investigation of the Introduction Sections of Academic Oral Presentations

2019 ◽  
Vol 15 (2) ◽  
pp. 94
Author(s):  
Kuldip Kaur Makhtiar Singh ◽  
Afida Mohamad Ali ◽  
Mei Yuit Chan ◽  
Helen Tan
Keyword(s):  
Undergraduate Students ◽  
Oral Presentation ◽  
English Language ◽  
Linguistic Features ◽  
Rhetorical Structure ◽  
Genre Awareness ◽  
Genre Knowledge ◽  
The University ◽  
Oral Presentations

The academic oral presentation (henceforth AOP) is an important genre for tertiary students across various courses and disciplines in the university. Despite the importance of AOPs for undergraduate students, relatively little is known about this genre. Using Swales’ (1990, 2004) notion of move analysis,  this paper compares the rhetorical structure of the introduction sections of academic oral presentations from two different fields, namely English language and Administrative Sciences. The findings show some similarities in the AOPs whereby the introduction section contained three moves, and their related steps were similar to previous studies on the rhetorical structure of oral presentations but with few variations.  The linguistic features used were also found to be similar in both corpora revealing that students were able to transfer their rhetorical knowledge and linguistic features from one context to another. This study reveals that variation in AOPs is possible in different courses and disciplines. Thus, having genre awareness can help students adapt their genre knowledge to the context.

scholarly journals Developing an Oral Presentation Assessment to the Teacher Education Program Student

2018 ◽  
Vol 1 (1) ◽  
pp. p43
Author(s):  
Nuansa Bayu Segara ◽  
Enceng Yana ◽  
Yopi Nisa Febianti
Keyword(s):  
Oral Presentation ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Statistical Tests ◽  
Peer Assessment ◽  
Evaluation Process ◽  
Three Dimensions ◽  
Measurement Scale ◽  
Confirmatory Factor ◽  
And Performance

Performance evaluation of an oral presentation in the lecture process should be valid and accountable to avoid subjectivity and bias on the assessment. Based on ADDIE models, the researcher makes an oral presentation instrument for peer assessment, developed, implemented and tested statistically. Teacher candidates participate directly in the evaluation process based on the oral presentation rubric. The rubric became a guide for students in determining the criteria and performance measurement scale oral presentation of his colleagues. Statistical tests performed with Second Order Confirmatory Factor Analysis (CFA) Order using the Smart PLS 3.0. This instrument was built based on three dimensions of oral presentation: content, delivery, and collaboration. As a result, all three of it were found to be statistically valid and reliable, meeting the criteria so that it can be used for peer assessment of oral presentation.

Improving Student Participation in Oral Presentation of a Project-Based Engineering Design Course in a Large-Class Setting

2010 ◽  
Author(s):  
Yeh-Liang Hsu ◽  
Che-Chang Yang
Keyword(s):  
Large Class ◽  
Engineering Design ◽  
Oral Presentation ◽  
Student Participation ◽  
Learning Outcome ◽  
Peer Evaluation ◽  
Learning Attitude ◽  
Large Project ◽  
Oral Presentations ◽  
Careful Design

Arranging oral presentations has always been very difficult and ineffective in our large project-based engineering design class of about 110 students each year. This paper presents a scheme of implementing peer evaluation to improve students’ participation and learning outcome in the oral presentation sessions. Basically, students were asked to grade and comment on oral presentations by other students in a pre-defined manner. The effect of oral presentations with/without the intervention of peer evaluation was compared. Our data and questionnaire results showed, with careful design of the format, peer evaluation indeed improved students’ participation in oral presentations, naturally leading to more serious and positive learning attitude, and eventually a better learning outcome.

scholarly journals Students' Attitudes toward a Group Coursework Protocol and Peer Assessment System

2016 ◽  
Vol 30 (2) ◽  
pp. 117-128
Author(s):  
Caroline Moraes ◽  
Nina Michaelidou ◽  
Louise Canning
Keyword(s):  
Empirical Investigation ◽  
Peer Assessment ◽  
Assessment System ◽  
Peer Evaluation ◽  
Group Conflict ◽  
Evaluation Systems ◽  
Group Activities ◽  
Research Findings ◽  
Students Attitudes ◽  
And Gender

This paper addresses a knowledge gap by presenting an empirical investigation of a group coursework protocol and peer assessment system (GCP&PAS) used in a UK university to support postgraduate marketing students in their assessed group activities. The aim of the research was to examine students' understanding of the GCP&PAS and their attitudes towards assessed group coursework and peer assessments generally. The study also sought to identify any differences in such attitudes as a result of group conflict. It was found that students are supportive of the principles of assessed group work and peer evaluation, but that there are differences in attitudes towards the GCP&PAS between those who experience group conflict and those who do not. The paper contributes to the literature in that it highlights the meaning of the research findings with regard to students' preparedness for work. It also recommends further examination of conflict and other factors such as culture and gender in the investigation of alternative peer evaluation systems.

scholarly journals Integrating Facebook as a Web 2.0 Tool in a Responsive Pedagogy for Multimodal Oral Presentation Skills

2021 ◽  
Vol 21 (3) ◽  
pp. 103-124
Author(s):  
Sze Seau Lee ◽  
Hazita Azman
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Oral Presentation ◽  
Conceptual Knowledge ◽  
English For Academic Purposes ◽  
Alternative Methods ◽  
Self Awareness ◽  
Multiple Sources ◽  
Teacher Researcher ◽  
Oral Presentations

Technology both complicates and liberates oral presentation pedagogy in higher education. On one hand, 21st century communication realities require students to deliver multimodal oral presentations but educators have only begun to experiment with the relevant pedagogy. On the other hand, Web 2.0 offers vast pedagogical potential which practitioners have just begun to explore. Confronted by a pedagogical predicament and intrigued by the affordances of Web 2.0, we designed the Responsive Multimodal Oral Presentation Pedagogy (RMO2P) to enhance the learning of multimodal oral presentation skills among EAP (English for Academic Purposes) students. RMO2P integrated Facebook as a Web 2.0 tool with videos, collaborative learning and feedback. A teacher-researcher implemented RMO2P in a public speaking class of 20 EAP students for a semester. Thematic analysis of multiple sources of data which included student artifacts, observational data and inquiry data contributed to the findings. The findings indicated that Facebook was a feasible Web 2.0 tool that can be effectively integrated with other pedagogical techniques. As a result, the participants demonstrated enhanced conceptual knowledge and heightened self-awareness as presenters of multimodal oral presentations. Since Facebook was integrated as a Web 2.0 tool in a responsive method for multimodal oral presentation skills to overcome situational constraints including inadequate learning management systems (LMS), stakeholders who are seeking alternative methods to enhance the teaching of oral presentation skills may adapt the intervention to enhance learning outcomes. Keywords Facebook; multimodal oral presentation skills; pedagogy; higher education; Web 2.0

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