Student response system and how to make engineering students learn oral presentation skills

• Autores: Luc De Grez, Martin Valcke
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 29, no. Extra 4, 2013, págs. 940-947
• Idioma: inglés
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• Resumen

  • Feedback and assessment play an important role in teaching and learning. This study describes the implementation and evaluationof an innovative instruction format that builds on the integrated use of a Student Response System (SRS) for peer assessment oforal presentations of third-year engineering students. A large number of oral presentations were assessed and participants playedboth the role of assessor and assessee. First, the analysis results demonstrate that the psychometric qualities of the peer assessmentapproach supported by SRS are acceptable. Secondly, students’ learning process and their perceptions about the learning process inthis particular instructional setting were investigated. Results mirror a very positive student attitude towards SRS. The SRS wasreported as an effective way of producing feedback for presenters, assessors and educators. The learning effect concerningassessment remained rather limited. Lastly, the relationship between personal characteristics, performance and assessment wasstudied. Results point to a significant positive correlation between self-efficacy and oral presentation performance.