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dc.contributor.authorMurphy, Karen
dc.contributor.authorBarry, Shane
dc.date.accessioned2019-03-15T01:30:56Z
dc.date.available2019-03-15T01:30:56Z
dc.date.issued2016
dc.identifier.issn0260-2938
dc.identifier.doi10.1080/02602938.2014.996206
dc.identifier.urihttp://hdl.handle.net/10072/89191
dc.description.abstractPresentation feedback can be limited in its feed-forward value, as students do not have their actual presentation available for review whilst reflecting upon the feedback. This study reports on students’ perceptions of the learning and feed-forward value of an oral presentation assessment. Students self-marked their performance immediately after their presentation, after reviewing a video recording of their presentation and wrote a reflection relating to their experience. Survey data revealed that most students viewed all aspects of the assessment task positively and they rated the process as providing substantial learning value. They also indicated that the video review and overall assessment exercise provided valuable feed-forward information that would assist them to improve future presentations. These data were further supported by content analysis of the qualitative data. Students noted that they perceived the video review task as self-enabling. They also noted that the self-reflection and self-marking exercise provided time for thought although it was personally challenging. Therefore, via carefully designed assessment, it is possible to provide a deep learning opportunity from oral presentations that can feed-forward to enhance students’ future presentations.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis
dc.publisher.placeUnited Kingdom
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto15
dc.relation.ispartofjournalAssessment & Evaluation in Higher Education
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchHigher education
dc.subject.fieldofresearchOther psychology
dc.subject.fieldofresearchCognition
dc.subject.fieldofresearchcode52
dc.subject.fieldofresearchcode390303
dc.subject.fieldofresearchcode5299
dc.subject.fieldofresearchcode520401
dc.titleFeed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Health, School of Applied Psychology
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.hasfulltextNo Full Text
gro.griffith.authorMurphy, Karen A.
gro.griffith.authorBarry, Shane C.


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