Using Peers to Assess Oral Presentations to Foster Learning

Abstract

Oral presentations are known to be associated with a great deal of student anxiety as a result of little or no previous experience, and/or the fear of appearing foolish through lack of knowledge or understanding of the material they are presenting. Formative feedback prior to summative assessment has been shown to help students considerably with overcoming apprehension in oral communication. Such formative assessment needs to include peer assessment so that all students understand the standard required. Clear and precise rubrics detailing the educators’ expectations, which are made available to students well ahead of time, can increase and improve student success in developing oral communication skills.