Open AccessSelf‐Assessment of Oral Communication Presentations in Food Science and Nutrition
Author(s) -
Reitmeier C.A.,
Vrchota D.A.
Publication year - 2009
Publication title -
journal of food science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.271
H-Index - 13
ISSN - 1541-4329
DOI - 10.1111/j.1541-4329.2009.00080.x
Subject(s) - rubric , peer assessment , strengths and weaknesses , self assessment , psychology , medical education , documentation , feeling , self reflection , lifelong learning , class (philosophy) , mathematics education , pedagogy , computer science , medicine , social psychology , artificial intelligence , psychoanalysis , programming language
Self‐assessment allows learners to observe, analyze, and evaluate their own performances. Self‐reflection allows the student to assess his or her communication skill level and progress against a standard. Additionally, the implementation of self‐assessment through carefully prepared classroom experiences enables learners to manage their own learning and encourages the habit of lifelong learning. The objective of this study was to compare self‐evaluation formats for assessment of an oral communication activity. Senior students in 2 sections of a 1‐credit seminar course were videotaped while presenting 30‐min oral presentations to the class. Students viewed their presentations and assessed their work using either a scoring rubric or a reflection assignment. Peer and instructor evaluations were also completed. Average scores by students and instructor were similar for rubric and reflection assessment methods. Oral evaluation scores by peer assessment were higher than by self‐ and instructor‐assessment. Students were able to accurately describe the strengths and weaknesses of their presentations; however, comments from the reflection format were more thoughtful and provided more personal information in comparison to the scoring rubric. This study demonstrated the importance of reflective material such as student thoughts and feelings. Skills in reflective self‐evaluation and documentation of their progress in oral communication will help students position themselves to develop their own academic and professional goals, provide feedback to instructors, and compile a record for future employers.