Abstract—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 is 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.
Index Terms—Peer assessment, self-assessment, student presentations.
Caroline T. W. Chan is with the City University of Hong Kong, Kowloon Tong, Hong Kong (e-mail: firstname.lastname@example.org).
Cite: Caroline T. W. Chan, "Improving Peer and Self-assessment for Group Presentations from Chinese Students’ Perspective," International Journal of Information and Education Technology vol. 8, no. 3, pp. 205-212, 2018.