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Formative assessment to develop oral communication competency using YouTube: self- and peer assessment in engineering

Journal Article


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Abstract


  • Obtaining oral communication competency is an important skill for engineering students to prepare them for interacting and working in any professional setting. For engineers, it is also important to be able to present technical information to non-technical audiences. To ensure oral competency, a non-graded formative assessment approach using video with self- and peer assessment was introduced into a final-year engineering thesis course. A low workload approach was used due to growing student numbers and higher pressures on academic staff. A quasi-experimental design was used to investigate the differences between traditional delivery, self-assessment and combined self-assessment with peer feedback. The study found that the formative models were seen by students to help develop their presentation skills. However, the results showed no significant improvement compared to the traditional method. This could be due to previous presentation practice within the degree or more probable, the lack of incentive for weaker students to engage and improve due to the ungraded nature of the activity.

Publication Date


  • 2018

Citation


  • S. Nikolic, D. Stirling & M. Ros, "Formative assessment to develop oral communication competency using YouTube: self- and peer assessment in engineering," European Journal of Engineering Education, vol. 43, (4) pp. 538-551, 2018.

Scopus Eid


  • 2-s2.0-85014780943

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=7639&context=eispapers

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers/6609

Number Of Pages


  • 13

Start Page


  • 538

End Page


  • 551

Volume


  • 43

Issue


  • 4

Place Of Publication


  • United Kingdom

Abstract


  • Obtaining oral communication competency is an important skill for engineering students to prepare them for interacting and working in any professional setting. For engineers, it is also important to be able to present technical information to non-technical audiences. To ensure oral competency, a non-graded formative assessment approach using video with self- and peer assessment was introduced into a final-year engineering thesis course. A low workload approach was used due to growing student numbers and higher pressures on academic staff. A quasi-experimental design was used to investigate the differences between traditional delivery, self-assessment and combined self-assessment with peer feedback. The study found that the formative models were seen by students to help develop their presentation skills. However, the results showed no significant improvement compared to the traditional method. This could be due to previous presentation practice within the degree or more probable, the lack of incentive for weaker students to engage and improve due to the ungraded nature of the activity.

Publication Date


  • 2018

Citation


  • S. Nikolic, D. Stirling & M. Ros, "Formative assessment to develop oral communication competency using YouTube: self- and peer assessment in engineering," European Journal of Engineering Education, vol. 43, (4) pp. 538-551, 2018.

Scopus Eid


  • 2-s2.0-85014780943

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=7639&context=eispapers

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers/6609

Number Of Pages


  • 13

Start Page


  • 538

End Page


  • 551

Volume


  • 43

Issue


  • 4

Place Of Publication


  • United Kingdom