Peer assessment of oral presentations: effects of student gender, university affiliation and participation in the development of assessment criteria

By A. Mark Langan *, C. Wheater, Emma M. Shaw, B. Haines, W. Rod Cullen, Jennefer C. Boyle, D. Penney, Johan A. Oldekop, C. Ashcroft, Les Lockey and 1 more. 2005

147 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/9f4e2ba7c6d56b5792d1800f4b8bf6f8ac134116

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In Education

Citations in the corpus

Relationships between student characteristics and self‐, peer and tutor evaluations of oral presentations (2008, methodology): “Our findings are consistent with those in Langan et al. (2005), showing that both gender and university affiliation influenced how students assessed.”
How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? (2012, background): “Langan et al. (2005) point at obvious problems with anonymity when building on peer assessment of oral presentations.”
An inventory of peer assessment diversity (2011, background): “2005 ) or reports of individual or group work projects (e.”
Assessing Assessment Quality: Criteria for Quality Assurance in Design of (Peer) Assessment for Learning--A Review of Research Studies. (2011, background): “For instance, the study by Langan et al. (2005) stated that ‘‘peer assessment provides a useful mechanism to develop many positive qualities in students studying in higher education’’, thereby indicating the purpose of peer assessment to enhance learning.”