Evaluating the impact of peer feedback on student presentations

Authors

  • Barbara Plank

Keywords:

restructure, cognitive science 1, oral presentation, evaluation, effectiveness, peer assessment, peer feedback, response rate

Abstract

The aim of this project is to restructure the course Cognitive Science 1 that I taught in autumn 2015 at the Humanities faculty at the University of Copenhagen. In particular, given my reflections on last year’s evaluation, I wanted to increase the benefit of student oral presentations by evaluating the effectiveness of peer assessment. The effect was evaluated through a questionnaire in the middle of the course, overall peer feedback response rate, the course evaluation and a focus interview at the end of the course. Peer feedback was overall considered beneficial, but enough time needs to be allocated for it during class.

Downloads

Published

2023-06-19

How to Cite

Plank, B. (2023). Evaluating the impact of peer feedback on student presentations. Improving University Science Teaching and Learning, 9(1-2). Retrieved from https://tidsskrift.dk/IUSTL/article/view/137838

Issue

Vol. 9 No. 1-2 (2017): Improving University Science Teaching and Learning - Pedagogical Projects 2017

Section

Volume 9 - 2017

License

Counting from volume 19 (2023), articles published in IUSTL are licensed under Creative Commons Attribution-NonCommercial 4.0 International License. The editorial board may accept other Creative Commons licenses for individual articles, if required by authors.

Articles in volume 1-18 are not licensed under Creative Commons. In these volumes, all rights are reserved to the authors. This implies that readers can download, read, and link to the articles, but they cannot republish the articles. Authors can upload their articles in an institutional repository as a part of a green open access policy.