A structured feedback format enabled peer observers to observe systematically and helped presenters identify areas to improve¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Student participants reported that the structured format enabled systematic observation and helped them identify presentation skills such as language competence, method, interaction patterns and use of teaching aids. → Vani 2015 q2 i? An individual presenter (Karthik) reported that second-spell peer feedback enabled him to know the pitfalls in his presentation after revising following first-spell feedback. → Vani 2015 (2)

Evidence¶

Vani 2015¶

V. Vijaya Vani. (2015). The Impact of Peer Observation and Feedback on Technical Seminar Presentations: A Constructive Model. i-manager's Journal of English Language Teaching, Vol. 5, No. 3, July-September. https://www.teachingenglish.org.uk/article/peer-observation

q2 · i? · design · r2

In the second spell, each of 10 presenters was observed by one peer observer using the structured format; participants' views were then collected. Students reported the format helped them observe systematically and identify skills such as "language proficiency/ competence" and "interaction patterns".

"The peer observer group expressed that the structured format enabled them to observe the class systematically to provide feedback. They have also mentioned that the format will help them to prepare in a systematic way for giving technical seminar presentations."

Vani 2015 (2)¶

V. Vijaya Vani. (2015). The Impact of Peer Observation and Feedback on Technical Seminar Presentations: A Constructive Model. i-manager's Journal of English Language Teaching, Vol. 5, No. 3, July-September. https://www.teachingenglish.org.uk/article/peer-observation

q2 · i? · design · r2

Case illustration from the second spell: Karthik, whose first-spell presentation on developing a web page was rated average, revised and received structured peer feedback, which he reported revealed his pitfalls. This is a single self-reported case, not a measured outcome.

"After receiving second spell feedback, he expressed that feedback given in the second spell by his peer group enabled him to know his pitfalls made while giving his presentation."

Discussion¶

Related Claims¶

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• Students reported feeling more comfortable giving technical seminars before peers than before teachers — related
• Unstructured peer observation without guidance produces vague, negative feedback that is unhelpful to presenters — related