Triadic assessment of oral presentations in higher education Convergence between self-, peer- and teacher assessment according to academic performance
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Formative assessment in higher education requires strategies that support the development of students’ evaluative judgement. Triadic assessment, which integrates self-, peer- and teacher assessment, is considered a valuable practice to promote reflection on learning quality. Aiming to analyse differences between assessment modalities in university oral presentations and to examine whether students’ academic performance is associated with greater convergence between student and teacher assessments, a cross-sectional observational study was conducted. 6,191 oral presentations assessments were carried out using an 8-item rubric (1–4 scale), and overall mean scores were calculated. Non-parametric procedures were used to analyse reliability, differences between assessment modalities and convergence with teacher criterion. The rubric showed adequate internal consistency (α = .85). Significant differences were found between modalities (p < .001), with higher scores in self-assessment (M = 3.75), followed by peer assessment (M = 3.58) and teacher assessment (M = 3.45). Overall score was positively associated with the final course grade (ρ = .16; p < .001), with a stronger association in self-assessment (ρ = .32) than in peer assessment (ρ = .12). Students with higher performance tended to produce assessments closer to the teacher criterion, particularly in peer assessment (p < .001), although the pattern was not strictly linear. The largest discrepancies were observed in content, presentation, and time management. Findings support the value of triadic assessment as a strategy for developing students’ evaluative judgement and provide empirical evidence of the role of academic performance in the progressive alignment with the teacher criterion in complex tasks.
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Universidad de Sevilla
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