Peer assessment of oral presentation skills

Abstract Feedback and assessment play an important role in teaching and learning. Peer assessment is presented as an additional alternative to strengthen this central role of assessment. The present study investigates the reliability and validity of peer assessments of oral presentation skills. A large number of oral presentations were assessed and most participants played the role of assessor and assessee. The relation between some personal characteristics and performance but also between personal characteristics and assessment was investigated. Results indicate that psychometric qualities are acceptable and that self-efficacy is an important variable.