logo logo European Journal of Educational Management

EUJEM is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
self directed learning oral presentation peer group assessment sign language

Classroom Based Assessment: Deciphering role of language in Oral Presentation Assessment

Ramesh Rao Ramanaidu , Shasitharan Raman Kutty

Self Directed learning, oral presentation and peer group assessment are some of the phrases gaining momentum in the domain of teaching and learning. T.

S

Self Directed learning, oral presentation and peer group assessment are some of the phrases gaining momentum in the domain of teaching and learning. The merits and challenges in using them had attracted the attention of many educational researches. This study hopes to contribute by investigating one element which plays an important role in oral presentation. Language plays an important role in conveying the message. The uniqueness of this study lies in the language used by the presented and the participants. The Sign Language was used, where the raters consist of two groups of people. Only one group knows the sign language. The participants of study are 36 pre-service teachers. A total of 20 pre-service teachers are undergoing training to become hearing impaired special education teachers. As such, sign language is included in the programme. The balance 16 pre-service teachers enrolled in TESL programme. The presenter, himself is a hearing impaired pre-service teacher. Therefore, he had to use the sign language during his oral presentation, know sign language. The pre-service teachers had assessed the presenter using three criteria. These are communication, content and delivery. The findings show that comprehension and interpreting the rubrics used during oral presentation is crucial. As such it is suggested that students are consulted when drawing the rubrics.

Keywords: Self directed learning, oral presentation, peer group assessment, sign language.

cloud_download PDF
Cite
Article Metrics
Views
357
Download
2730
Citations
Crossref
0

References

Andrade, H., & Du, Y. (2015). Student perspectives on rubric-referenced assessment. Practical Assessment, Research, and Evaluation, 10, 1–11.

Berk, R. A. (2014). Last professor standing! PowerPoint enables all faculty to use humor in teaching. Journal of Faculty Development, 28(3), 81–87.

Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds? Currents in Pharmacy Teaching and Learning, 10(6), 807–815. https://doi.org/10.1016/j.cptl.2018.03.019

Cestone, C. M., Levine, R. E., & Lane, D. R. (2008). Peer assessment and evaluation in team-based learning. New Directions for Teaching and Learning, 2008(116), 69–78. https://doi.org/10.1002/tl.334

Falchikov, N. (1988). Self and peer assessment of a group project designed to promote the skills of capability. PLET: Programmed Learning & Educational Technology, 25(4), 327–339. https://doi.org/10.1080/1355800880250409

Falchikov, N. (1995). Peer feedback marking: Developing peer assessment. Innovations in Education and Training International, 32(2), 175–187. https://doi.org/10.1080/1355800950320212

Ghalib, T. K., & A. Al-Hattami, A. (2015). Holistic versus Analytic Evaluation of EFL Writing: A Case Study. English Language Teaching, 8(7), 225–236. https://doi.org/10.5539/elt.v8n7p225

Hand, H. (2006). Promoting effective teaching and learning in the clinical setting. Nursing Standard, 20(39), 55–64. https://doi.org/10.7748/ns.20.39.55.s55

Hanrahan, S. J., & Isaacs, G. (2001). Assessing Self- and Peer-assessment: The students’ views. Higher Education Research & Development, 20(1), 53–70. https://doi.org/10.1080/07294360123776

Hinchliff, S., & Dolan, B. (2017). The practitioner as teacher (Updated ed.). Elsevier Gezondheidszorg.

Magin, D., & Helmore, P. (2001). Peer and Teacher Assessments of Oral Presentation Skills: How reliable are they? Studies in Higher Education, 26(3), 287–298. https://doi.org/10.1080/03075070120076264

Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research, and Evaluation, 7(25), 1–8. https://doi.org/10.7275/gcy8-0w24

Norcini, J. J. (2003). Peer assessment of competence. Medical Education, 37(6), 539–543. https://doi.org/10.1046/j.1365-2923.2003.01536.x

Pozsonyi, K., & Soulstein, S. (2019). Classroom clowning: Teaching (with) humor in the media classroom. JCMS: Journal of Cinema and Media Studies, 58(3), 148–154. https://doi.org/10.1353/cj.2019.0029

Reddy, Y. M. (2007). Effect of rubrics on enhancement of student learning. Educate, 7(1), 3–17.

Shen, W., Chen, H., & Hu, Y. (2014). The validity and reliability of the self-directed learning instrument (SDLI) in mainland Chinese nursing students. BMC Medical Education, 14(1), 1–7. https://doi.org/10.1186/1472-6920-14-108

Smedley, A. (2007). The self-directed learning readiness of first year bachelor of nursing students. Journal of Research in Nursing, 12(4), 373–385. https://doi.org/10.1177/1744987107077532

Sunol, J. J., Arbat, G., Pujol, J., Feliu, L., Fraguell, R. M., & Planas-Llado, A. (2016). Peer and self-assessment applied to oral presentations from a multidisciplinary perspective. Assessment & Evaluation in Higher Education, 41(4), 622–637. https://doi.org/10.1080/02602938.2015.1037720

Swanson, D., & Case, S. (1991). Strategies for student assessment. In C. Van Der Vleuten, D. Boud, & G. Feletti (Eds.), The Challenge of Problem Based Learning (2nd ed., pp. 260–273). Kogan Page.

...