Improving Peer and Self-assessment for Group Presentations from Chinese Students' Perspective

Almost everyone agrees that student presentations benefit the students in significant ways. That is why presentation is often required as part of coursework. However, the teachers who implement presentations should experience much problem of how to get the rest of the class "listen" to others' presentations. Without listening actively to the presenters, the audience loses a valuable chance to learn from their peers' work. Although engaging students to assess their peers' work is suggested as a possible method to get students listening and learning from presentations of others, our understanding of the students' perceptions in the context of peer assessment for group presentations of limited. Through a questionnaire survey with 158 engineering sub-degree students in Hong Kong, this study aims to collect primary data on peer assessment for group presentations. The findings are useful to design and develop a user-friendly system to actively engage students as co-assessors for group presentations in the peer assessment process. The findings should provide useful insights to the teachers and researchers, helping them to design an effective assessment tool for group presentations.