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Volumn 2, Issue 2, 2010, Pages 1776-1780

Peer assessment of oral presentation skills

Author keywords

higher education; learning from assessment; oral presentation skills; Peer assessment; self efficacy

Indexed keywords


EID: 77957694345     PISSN: 18770428     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.1016/j.sbspro.2010.03.983     Document Type: Conference Paper
Times cited : (31)

References (10)
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    • Carlson, R., & Smith-Howell, D. (1995). Classroom public speaking assessment: reliability and validity of selected evaluation instruments. Communication Education, 44, 87-97.
    • (1995) Communication Education , vol.44 , pp. 87-97
    • Carlson, R.1    Smith-Howell, D.2
  • 3
    • 13744257915 scopus 로고    scopus 로고
    • Peer assessment of language proficiency
    • Cheng, W., & Warren, M. (2005). Peer assessment of language proficiency. Language Testing, 22(1), 93-121.
    • (2005) Language Testing , vol.22 , Issue.1 , pp. 93-121
    • Cheng, W.1    Warren, M.2
  • 4
    • 70349627499 scopus 로고    scopus 로고
    • The Impact of Goal Orientation, Self-Reflection and Personal Characteristics on the Acquisition of Oral Presentation Skills
    • De Grez, L. Valcke, M., & Roozen, I. (2009). The Impact of Goal Orientation, Self-Reflection and Personal Characteristics on the Acquisition of Oral Presentation Skills. European Journal of Psychology of Education, 24(3), 293-306.
    • (2009) European Journal of Psychology of Education , vol.24 , Issue.3 , pp. 293-306
    • De Grez, L.1    Valcke, M.2    Roozen, I.3
  • 5
    • 0033254078 scopus 로고    scopus 로고
    • Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated selfassessments
    • Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated selfassessments. Journal of Personality and Social Psychology, 77(6), 1121-1134.
    • (1999) Journal of Personality and Social Psychology , vol.77 , Issue.6 , pp. 1121-1134
    • Kruger, J.1    Dunning, D.2
  • 6
    • 0036402995 scopus 로고    scopus 로고
    • Motivation as an enabler for academic success
    • Linnenbrink, E. & Pintrich, P. (2002). Motivation as an enabler for academic success. School Psychology Review, 31 (3), 313-327.
    • (2002) School Psychology Review , vol.31 , Issue.3 , pp. 313-327
    • Linnenbrink, E.1    Pintrich, P.2
  • 7
    • 84917199276 scopus 로고    scopus 로고
    • Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice
    • C. Bryan & K. Clegg (Eds.), London: Taylor and Francis Group
    • Nicol, D., & Milligan, C. (2006). Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice. In C. Bryan & K. Clegg (Eds.), Innovative assessment in higher education. London: Taylor and Francis Group.
    • (2006) Innovative Assessment in Higher Education
    • Nicol, D.1    Milligan, C.2
  • 8
    • 77952485020 scopus 로고    scopus 로고
    • Training in presentation skills: An innovative method for college instruction
    • Shaw, V. (2001). Training in presentation skills: an innovative method for college instruction. Education, 122(1), 140-144.
    • (2001) Education , vol.122 , Issue.1 , pp. 140-144
    • Shaw, V.1
  • 9
    • 18244387327 scopus 로고    scopus 로고
    • Students' perceptions about new modes of assessment in higher education: A review
    • M. Segers, F. Dochy, & E. Cascallar (Eds), Dordrecht, the Netherlands: Kluwer Academic Publishers
    • Struyven, K., Dochy, F., & Janssens, S. (2003). Students' perceptions about new modes of assessment in higher education: A review. In M. Segers, F. Dochy, & E. Cascallar (Eds), Optimising new modes of assessment: in search of qualities and standards (pp.171-223). Dordrecht, the Netherlands: Kluwer Academic Publishers.
    • (2003) Optimising New Modes of Assessment: in Search of Qualities and Standards , pp. 171-223
    • Struyven, K.1    Dochy, F.2    Janssens, S.3
  • 10
    • 0002449865 scopus 로고    scopus 로고
    • Self-efficacy: An essential motive to learn
    • Zimmerman, B. (2000). Self-efficacy: an essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
    • (2000) Contemporary Educational Psychology , vol.25 , pp. 82-91
    • Zimmerman, B.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.