Peer assessment of oral presentations improves self-concept relative to control and improves presentation performance, but outcome studies remain few¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Peer influence on students' self-concept reached significance for the final speech relative to control, while instructor influence was nonsignificant across all four speeches. → Keith Topping 1998 q2 i? Peer review of oral presentation skills led to significantly improved performance. → Keith Topping 1998 (2)

Evidence¶

Keith Topping 1998¶

Keith Topping. (1998). Peer Assessment Between Students in Colleges and Universities. Review of Educational Research. https://doi.org/10.3102/00346543068003249

q2 · i? · review · r2

Quasi-experimental study by Heun (1969) comparing effects of peer and staff assessment of four public speeches on student self-concept in a basic speech course; peer influence "reached a significant level for the final speech" while instructor influence was nonsignificant.

"Relative to a control group, peer influence on the self-concept of students reached a significant level for the final speech, while instructor influence was nonsignificant across all four speeches."

Keith Topping 1998 (2)¶

Keith Topping. (1998). Peer Assessment Between Students in Colleges and Universities. Review of Educational Research. https://doi.org/10.3102/00346543068003249

q2 · i? · review · r2

Outcome study reported by the review: peer review of oral presentation skills "led to significantly improved performance". The review cautions there are insufficient presentation studies to draw conclusions about the most productive kinds or quality of feedback.

"Mitchell and Bakewell (1995) found that peer review of oral presentation skills led to significantly improved performance."

Discussion¶

Related Claims¶

• Peer assessment improves academic performance by a small average amount relative to no assessment or to teacher assessment — a broader claim this one bears on
• The quality of feedback students give peers predicts gains in their own work, but no recorded study isolates a causal benefit of the assessor role — related