oral presentation peer review form

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Presentation Peer Feedback Form

A presentation peer feedback form is used by students to give feedback on presentations that their peers have created in the classroom. Customize and share online.

• Education Forms
• Feedback Forms

Peer Feedback Forms

A presentation peer feedback form is used by students to give feedback on presentations that their peers have created in the classroom. Whether you teach high school, college, or university, give your students the opportunity to give each other constructive criticism. Collect effective feedback for presentations with a free Presentation Peer Feedback Form. Just customize the form template, embed it on your website, and watch as submissions are automatically sent straight to your Jotform account.

Every presentation is different, so customize your Presentation Peer Feedback Form by changing fonts, colors, and backgrounds with our easy-to-use Form Builder. If you’d like to send responses to your other accounts — such as Google Drive, Dropbox, Box, or Airtable — do it automatically with Jotform’s 100+ free integrations. You can even analyze feedback results with Jotform Tables or Jotform Report Builder! Make the most of your classroom with a free Presentation Peer Feedback Form.

Peer Evaluation

A Peer Evaluation form is a form template designed to streamline the process of collecting feedback and evaluations from peers in the workplace. With this peer feedback form, Human Resources departments can eliminate paperwork and gather all evaluations online. The form includes questions about feedback for success in the job, the person's strengths and weaknesses, and their ability to collaborate with other team members. This form is essential for HR professionals looking to gather comprehensive feedback on employees' performance and foster a culture of continuous improvement within the organization.Jotform, a user-friendly and drag-and-drop online form builder, provides a seamless experience for creating and customizing the Peer Evaluation form. With Jotform's extensive field options and widgets, HR professionals can easily tailor the form to their specific requirements. Additionally, Jotform offers integration capabilities with popular apps and services like Google Drive, Salesforce, and Dropbox, allowing for seamless data transfer and automation. The platform also provides the Jotform Sign feature, which enables users to collect electronic signatures on forms and documents, ensuring enhanced security and compliance. With Jotform's ease of use, ease of -customization, and ease of -collecting e-signatures, HR professionals can streamline their evaluation processes and make more informed decisions based on comprehensive feedback.

Presentation Feedback Template

Whether you just gave a presentation or were a viewer at a seminar, a presentation feedback form is a great way to collect constructive feedback. Customize the presentation feedback form template to include the presenters name, commentary fields and grading rubrics. Additionally, presentation feedback templates have access to Jotform's collection of themes, apps, and widgets to help user engagement. Use our presentation feedback form sample as a guide for creating your own, customizing it to fit your needs.

Student Peer Evaluation Form

A student peer evaluation form is a tool used by teachers to collect feedback about students from their peers. Whether you teach at a middle school, high school, or college, collect peer evaluations from your students with a free Student Peer Evaluation Form! Embed this form in your online class website, or share it with students to complete with a link to keep communication between you and your students fast and easy. You can easily customize this form to match your classroom and grading scheme.You can even add questions, edit the layout, or choose a new background image, making your Student Peer Evaluation Form match your needs exactly. Integrate with online storage services like Google Drive or Dropbox to make the most of your data. You can even send students’ evaluations and others’ submissions to CRM platforms like Salesforce (also available on Salesforce AppExchange). Save yourself time and effort by using a free Student Peer Evaluation Form to get peer evaluations from your students.

Feedback For SSDP Graduate

SOS Peer Feedback

Feedback form

Feedback Session GLSS

Testing prototype

A Peer Evaluation form is a form template designed to streamline the process of collecting feedback and evaluations from peers in the workplace

A student peer evaluation form is a tool used by teachers to collect feedback about students from their peers. No coding!

About Peer Feedback Forms

Whether you need feedback on employee performance reviews or a group project, gather the data you need with Jotform’s free online Peer Feedback Forms. Start by choosing a free template below and customizing it with no coding required — then embed the form in your website or share it with a link to start collecting feedback from your peers on any device. All responses are stored in your secure Jotform account.

Feel free to add more questions, choose new fonts and colors, or upload photos with our drag-and-drop builder. If you’d like to analyze feedback to reveal important insights, create reports instantly with Jotform Report Builder — or send feedback to other accounts automatically with 100+ readymade integrations! Switch from time-consuming paper forms or emails and collect feedback more efficiently with free Peer Feedback Forms from JotForm.

Peer Presentation Feedback Form

A Peer Presentation Feedback Form is a tool that allows you to collect feedback from your peers or colleagues after you have completed a presentation. It is a mechanism for receiving constructive criticism and suggestions for improvement. This feedback can be instrumental in helping you enhance your presentation skills and further refine your message .

How to Use the Peer Presentation Feedback Form

When you use this Feedback Form , you should encourage your peers to provide specific feedback, such as areas where they found the presentation engaging , parts that could be improved, and suggestions for future presentations. This Peer Presentation Feedback Form empowers you to gain valuable insights into your strengths and areas for development.

It can be used to enhance your public speaking skills, refine your presentation style, and ensure that each presentation you give is engaging and informative. Our Peer Presentation Feedback Form is a valuable resource for anyone seeking to improve their presentation skills.

How to Customize Our Peer Presentation Feedback Form(Add Your Own Logo, Style, and Fields)

Are you ready to customize our Peer Presentation Feedback Form to match your brand and gather all the necessary feedback from your peers? Let's dive in and see how you can make this form your own unique tool.

Making It Your Own

When you click the "Use this Form" button, you will first go through the Foyer onboarding process , which is quick and easy, taking just 1 minute. Once you're in, you can start customizing the form to align with your organization's branding by adding your own logo and selecting an appropriate style. You can even add any images or descriptions you want to give it a personalized touch.

Adding Fields for Specific Feedback

Our form allows you to add various types of fields to gather specific feedback from your peers. You can include text fields for open-ended comments, multiple choice fields to gauge preferences, and even file upload fields for additional support materials. This flexibility ensures that you collect the precise information you need to improve your presentations.

Tailoring the Experience

By taking advantage of the customization options, you can ensure that the feedback form reflects your brand and offers a seamless experience for your peers. The ability to add your own logo and customize the style not only maintains a consistent brand image but also creates a professional and inviting atmosphere for providing feedback.

Encouraging Participation

By making the form visually appealing and easy to navigate, you can encourage more participation from your peers. The ability to customize the form's appearance and content, along with the streamlined onboarding process, enables you to create an engaging environment for gathering valuable feedback.

Understanding the Importance of a Feedback Form

In any professional setting, it's crucial to gather feedback to improve and grow. A Feedback Form provides a structured way for your audience to share their thoughts, insights, and opinions about a presentation, service, or product.

Enhancing Communication and Engagement

When you use this Peer Presentation Feedback Form, you are actively encouraging your audience to share their thoughts, making them feel valued and heard. Utilizing Feedback Forms helps you, the presenter, gain valuable insight into the audience's perspective. This can improve future presentations and strengthen the overall communication experience .

Tailoring Future Presentations

By reviewing the feedback received through this Peer Presentation Feedback Form, you can identify recurring themes and areas that may need improvement. This enables you to tailor your future presentations to better meet the needs and expectations of your audience. In turn, this can result in more engaging and impactful sessions .

Fostering a Growth Mindset

When you actively seek feedback using this Peer Presentation Feedback Form, you demonstrate to your audience and colleagues that you are open to learning and embracing continuous improvement . This not only cultivates a stronger sense of collaboration but also contributes to an environment where growth and development are valued .

Using the Peer Presentation Feedback Form isn't just about gathering input; it’s about leveraging that input to continuously refine and enhance your presentation skills. By actively seeking and implementing feedback, you can position yourself as a proactive and adaptable professional.

Understanding Our Peer Presentation Feedback Form

When filling out our Peer Presentation Feedback Form , there are two main steps to take. In the first step, labeled "Your Feedback", several important fields are included. The first field is "Your Name," where you will enter your name. The next field asks you to "Rate this presentation (1-10)" to assess the quality on a scale of 1 to 10. Then, there is a choice field labeled "How effective was this presentation?" where you can select "Very Effective," "Effective," "Somewhat Effective," or "Not Effective." Following that, there is another choice field, "Did the presenter communicate clearly?" where you can choose between "Yes" and "No." Lastly, there's a multi-line text field, "What was the most engaging part of the presentation?" for you to type out your answer.

The second step, "Presenter's Performance," involves evaluating the presenter. The first field in this step asks, "How would you rate the presenter's knowledge on the topic?" and offers options such as "Very Knowledgeable," "Knowledgeable," "Somewhat Knowledgeable," or "Not Knowledgeable." The next field is "Did the presenter engage with the audience effectively?" where you can choose "Yes" or "No." The final field on this step is "What could the presenter improve on for future presentations?" giving you a space to provide your feedback.

It's important to fill out each field with honest and constructive feedback to ensure the presenter receives valuable insights on their performance.

Each field has a specific purpose and aims to gather detailed and helpful feedback to improve future presentations. Understanding the significance of each field is crucial for providing meaningful feedback and helping presenters enhance their skills.

Ensuring that you provide thoughtful feedback in each field will contribute to the continuous improvement of presentation delivery and overall communication skills. Completing each step in the Peer Presentation Feedback Form accurately contributes to the holistic evaluation of the presenter's performance and presentation effectiveness.

How to Effectively Use a Peer Presentation Feedback Form

When it comes to improving your presentation skills , seeking constructive feedback from your peers can be extremely valuable. This Peer Presentation Feedback Form can be an essential tool in gathering insights and recommendations to enhance your presentation delivery. Let's dive into how you can maximize the potential of this form to benefit from meaningful feedback .

Requesting Feedback from Peers

To make the most out of this Peer Presentation Feedback Form, start by sharing it with your peers after delivering a presentation. Be sure to request specific feedback on areas such as clarity , engagement , and overall effectiveness of your presentation. Additionally, ask your peers to provide actionable suggestions for improvement, which can help you hone your skills and deliver more impactful presentations in the future.

Tips for Maximizing the Feedback

It's important to encourage your peers to be specific and detailed in their feedback. Remind them to highlight what worked well and what could be improved, along with suggestions on how to make those improvements. Moreover, ensure that you are open-minded and receptive to the feedback you receive. Understanding that feedback is meant to aid your growth and development is essential in making the most of this process.

Embracing Constructive Criticism

Embracing constructive criticism is a crucial aspect of utilizing this Peer Presentation Feedback Form effectively. Feedback from your peers can provide fresh perspectives and insights that you may not have considered, thus offering a valuable learning opportunity. Remember, the purpose of seeking feedback is not to seek praise, but to identify areas for improvement and further enhance your presentation skills .

Leveraging the Feedback for Improvement

After collecting the feedback, take the time to review and analyze the responses. Identify recurring themes or areas of consensus among the feedback provided. Utilize this information to formulate a plan for improvement and incorporate the suggested changes into your future presentations. This iterative approach will not only help refine your presentation skills but also showcase your commitment to growth and development.

Integrating the Peer Presentation Feedback Form with Foyer

With the advanced features of Foyer, you can effectively manage and organize the feedback collection process by using the secure forms feature to create and distribute the Peer Presentation Feedback Form. By integrating Foyer's client portal into your workflow, you can streamline the feedback gathering process, ensuring confidentiality and security of the feedback provided.

Realizing the Business Benefits

Utilizing this form is not only beneficial for individual skill development but also has a positive impact on collaborative efforts within your business. Encouraging open dialogue and feedback among peers fosters a culture of continuous improvement and promotes knowledge sharing across teams. This can lead to overall improvement in presentation delivery across the organization, ultimately benefiting the business as a whole.

By effectively utilizing this Peer Presentation Feedback Form, you have the opportunity to receive valuable insights and recommendations from your peers, ultimately leading to continuous personal and professional growth . Incorporating the feedback received can result in more engaging and impactful presentations, benefiting both your individual development and the overall success of your business.

Leveraging Foyer for Peer Presentation Feedback Form

If you're looking for a way to streamline your Feedback Form process, Foyer's client portal could be the answer. With this portal, you can set up a custom form to collect specific feedback from your peers, ensuring that you receive the information you need in an organized manner. What sets Foyer apart is its emphasis on security and privacy , which means that all the feedback you receive is guarded with end-to-end encryption .

Foyer also offers email and desktop notifications , ensuring that you are promptly informed whenever there is a new submission for your Feedback Form. This is particularly useful for ensuring that no feedback slips through the cracks, and that you can act on the received information in a timely manner. Furthermore, the portal provides you with audit trails for every action, giving you a detailed overview of the activity surrounding your Feedback Form.

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How to Give Effective Presentation Feedback

A conversation with sam j. lubner, md, facp.

Giving an effective scientific presentation, like all public speaking, is an acquired skill that takes practice to perfect. When delivered successfully, an oral presentation can be an invaluable opportunity to showcase your latest research results among your colleagues and peers. It can also promote attendee engagement and help audience members retain the information being presented, enhancing the educational benefit of your talk, according to Sam J. ­Lubner, MD, FACP , Associate Professor of Medicine and Program Director, Hematology-Oncology Fellowship, at the University of Wisconsin Carbone Cancer Center, and a member of ASCO’s Education Council.

Sam J. ­Lubner, MD, FACP

In 2019, the Education Council launched a pilot program to provide a group of selected speakers at the ASCO Annual Meeting with feedback on their presentations. Although some of the reviewers, which included members of the Education Council and Education Scholars Program, as well as ASCO’s program directors, conveyed information to the presenters that was goal-referenced, tangible, transparent, actionable, specific, and personalized—the hallmarks of effective feedback—others provided comments that were too vague to improve the speaker’s performance, said Dr. Lubner. For example, they offered comments such as “Great session” or “Your slides were too complicated,” without being specific about what made the session “great” or the slides “too complicated.”

“Giving a presentation at a scientific meeting is different from what we were trained to do. We’re trained to take care of patients, and while we do have some training in presentation, it usually centers around how to deliver clinical information,” said Dr. Lubner. “What we are trying to do with the Education Council’s presentation feedback project is to apply evidence-based methods for giving effective feedback to make presentations at ASCO’s Annual Meeting, international meetings, symposia, and conferences more clinically relevant and educationally beneficial.”

GUEST EDITOR

The ASCO Post talked with Dr. Lubner about how to give effective feedback and how to become a more effective presenter.

Defining Effective Feedback

Feedback is often confused with giving advice, praise, and evaluation, but none of these descriptions are exactly accurate. What constitutes effective feedback?

When I was looking over the literature on feedback to prepare myself on how to give effective feedback to the medical students and residents I oversee, I was amazed to find the information is largely outdated. For example, recommendations in the 1980s and 1990s called for employing the “sandwich” feedback method, which involves saying something positive, then saying what needs to be improved, and then making another positive remark. But that method is time-intensive, and it feels disingenuous to me.

What constitutes helpful feedback to me is information that is goal-referenced, actionable, specific, and has immediate impact. It should be constructive, descriptive, and nonjudgmental. After I give feedback to a student or resident, my next comments often start with a self-reflective question, “How did that go?” and that opens the door to further discussion. The mnemonic I use to provide better feedback and achieve learning goals is SMART: specific, measurable, achievable, realistic, and timely, as described here:

• Specific: Avoid using ambiguous language, for example, “Your presentation was great.” Be specific about what made the presentation “great,” such as, “Starting your presentation off with a provocative question grabbed my attention.”
• Measurable: Suggest quantifiable objectives to meet so there is no uncertainty about what the goals are. For example, “Next time, try a summary slide with one or two take-home points for the audience.”
• Achievable: The goal of the presentation should be attainable. For example, “Trim your slides to no more than six lines per slide and no more than six words per line; otherwise, you are just reading your slides.”
• Realistic: The feedback you give should relate to the goal the presenter is trying to achieve. For example, “Relating the research results back to an initial case presentation will solidify the take-home point that for cancer x, treatment y is the best choice.”
• Timely: Feedback given directly after completion of the presentation is more effective than feedback provided at a later date.

The ultimate goal of effective feedback is to help the presenter become more adept at relaying his or her research in an engaging and concise way, to maintain the audience’s attention and ensure that they retain the information presented.

“Giving a presentation at a scientific meeting is different from what we were trained to do.” — Sam J. Lubner, MD, FACP Tweet this quote

Honing Your Communication Skills

What are some specific tips on how to give effective feedback?

There are five tips that immediately come to mind: (1) focus on description rather than judgment; (2) focus on observation rather than inference; (3) focus on observable behaviors; (4) share both positive and constructive specific points of feedback with the presenter; and (5) focus on the most important points to improve future ­presentations.

Becoming a Proficient Presenter

How can ASCO faculty become more proficient at delivering their research at the Annual Meeting and at ASCO’s thematic meetings?

ASCO has published faculty guidelines and best practices to help speakers immediately involve an audience in their presentation and hold their attention throughout the talk. They include the following recommendations:

• Be engaging. Include content that will grab the audience’s attention early. For example, interesting facts, images, or a short video to hold the audience’s focus.
• Be cohesive and concise. When preparing slides, make sure the presentation has a clear and logical flow to it, from the introduction to its conclusion. Establish key points and clearly define their importance and impact in a concise, digestible manner.
• Include take-home points. Speakers should briefly summarize key findings from their research and ensure that their conclusion is fully supported by the data in their presentation. If possible, they should provide recommendations or actions to help solidify their message. Thinking about and answering this question—if the audience remembers one thing from my presentation, what do I want it to be?—will help speakers focus their presentation.
• When it comes to slide design, remember, less is more. It’s imperative to keep slides simple to make an impact on the audience.

Another method to keep the audience engaged and enhance the educational benefit of the talk is to use the Think-Pair ( ± Share) strategy, by which the speaker asks attendees to think through questions using two to three steps. They include:

• Think independently about the question that has been posed, forming ideas.
• Pair to discuss thoughts, allowing learners to articulate their ideas and to consider those of others.
• Share (as a pair) the ideas with the larger group.

The value of this exercise is that it helps participants retain the information presented, encourages individual participation, and refines ideas and knowledge through collaboration.

RECOMMENDATIONS FOR SLIDE DESIGN

• Have a single point per line.
• Use < 6 words per line.
• Use < 6 lines per slide.
• Use < 30 characters per slide.
• Use simple words.
• When using tables, maintain a maximum of 6 rows and 6 columns.
• Avoid busy graphics or tables. If you find yourself apologizing to the audience because your slide is too busy, it’s a bad slide and should not be included in the presentation.
• Use cues, not full thoughts, to make your point.
• Keep to one slide per minute as a guide to the length of the presentation.
• Include summary/take-home points per concept. We are all physicians who care about our patients and believe in adhering to good science. Highlight the information you want the audience to take away from your presentation and how that information applies to excellent patient care.

Speakers should also avoid using shorthand communication or dehumanizing language when describing research results. For example, do not refer to patients as a disease: “The study included 250 EGFR mutants.” Say instead, “The study included 250 patients with EGFR -mutant tumors.” And do not use language that appears to blame patients when their cancer progresses after treatment, such as, “Six patients failed to respond to [study drug].” Instead say, “Six patients had tumors that did not respond to [study drug].”

We all have respect for our patients, families, and colleagues, but sometimes our language doesn’t reflect that level of respect, and we need to be more careful and precise in the language we use when talking with our patients and our colleagues.

ASCO has developed a document titled “The Language of Respect” to provide guidance on appropriate respectful language to use when talking with patients, family members, or other health-care providers and when giving presentations at the Annual Meeting and other ASCO symposia. Presenters should keep these critical points in mind and put them into practice when delivering research data at these meetings. ■

DISCLOSURE: Dr. Lubner has been employed by Farcast Biosciences and has held a leadership role at Farcast Biosciences.

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Peer review templates, writing-intensive assignment.

Rationale: for each section, please explain fully and provide specific references that appear in the assignment for the reviewee to find it with ease.

Class Presentation

Rationale: for each criterion please provide a thorough explanation, but make sure you are not critiquing the individual, but the assignment.

Peer Assessment: Oral presentations

• November 27, 2018
• By Jennie Ferris

A number of instructors at McGill have been implementing peer assessment (PA) in their courses and have generously shared some of their reflections on the experience.

Professor Grant Clark is one of the coordinators of the Bioresource Engineering graduate seminar in the Faculty of Agricultural and Environmental Sciences. In a recent conversation, he shared how he implemented PA in this course of 135 students (approx. 90 graduate students and 45 undergraduate students), reflected on trying new software, and offered advice to other instructors considering implementing PA in their courses.

For what assignment did you implement PA?

Each week of the semester, eight or nine graduate students do individual five-minute oral presentations with PowerPoint or the equivalent. Students have to choose an academic topic to present that is of potential interest to somebody at a university. Since that’s pretty broad, sometimes the topic or the format is more specific, such as saying the presentation cannot be about the student’s thesis topic, or that students should present in a sales pitch format, for example.

At the start of term, I share with students some ideas about how to give a good presentation. In the syllabus or on myCourses, I include links to what I consider to be excellent presentations, as well as links to a document or two about how to give a good scientific presentation.

PA of students’ presentations happens in three stages over the course of the semester:

Stage 1: Outside class time, each graduate student pre-sets the rehearsal timings so the slides advance at a certain pace, practices their presentation in front of a panel of three or four other graduate students, and then the panelists fill out a PA form using Office Forms . The form itself gives suggestions in point form of what to look for when providing feedback. The students video record the presentations and then submit a link to the recordings using this form so that I can look at the presentations and give feedback, too. This way, if one of the panelists isn’t able to be present, they can look at the video and send their feedback, as well. As it is a private link, only the review panelists, the instructor and the presenter can see the practice video. Each student gets feedback from about five people at this stage. The presenting student then has at least a week to make adjustments further to the feedback they’ve received, before presenting to the entire class during Stage 2.

Stage 2: Each graduate student presents in front of the whole class. The undergraduate students are divided into moderating committees of three or four students. Each week, a different moderating committee chairs the presentations during class. Each graduate student presents, and then has three to five minutes to respond to questions. The undergraduate students on that day’s moderating committee evaluate the presentation using a PA form . As well, the same panelists as in Stage 1 fill out a second PA form and describe how well the student presenter improved (or not). Each student gets feedback from nearly 10 people at this stage. The in-class presentations are recorded and links to the recordings are posted on the myCourses website.

Editor’s note: Stay tuned for an upcoming blog post that expla i n s how these presentations are recorded.

Stage 3: The student presenters fill out a PA form after they receive the feedback from their panelists and moderators. On this form, the presenter provides feedback on how useful they found the feedback from their peers. Providing feedback on the feedback that they received (editor’s note: also known as “back-evaluation”) is motivation for peers to provide constructive feedback because there are a few points of their grade attached to that assessment.

Why did you start using Office Forms? What do students think about this software?

Our decision to use Office Forms was in response to past student feedback. Before, we had students in the audience fill out and submit a paper form with their name on it. For the students, it was a bother filling out the paper forms. As an instructor, the paper forms approach was time-consuming as it required collation, scanning and anonymizing.

Students are happy with the switch from paper forms to Office Forms, and creating and using Office Forms is really easy for me! Students access the form via a link I post on myCourses. They sign in with their McGill email and password. Students can fill out the form on their phone or their computer. The nifty thing is that all of that data is then available to download in Excel format. It’s just a matter of copying a column of feedback from Excel – but not copying the column with the submitting students’ names – and pasting it into an email and sending it to the student presenter. So while I know which students submitted which feedback, the student receiving the feedback does not know. The form is also time-stamped so we can make sure that the feedback is submitted on time.

Providing and sharing feedback is so painless and easy now, for the students and for me. In fact, I’ve seen that students tend to write more thorough comments on the electronic forms than they did on the paper forms in previous semesters. The online form works well and saves us loads of time compared to the hard-copy alternative.

To what extent does the students’ assessment of one another impact their grade?

That has changed over the years. The students are asked to give a numerical score and then justify it with text. I used to have a really complicated formula which included the average score assigned by the audience, and then it was weighted by my score, and so forth. Recently, it’s become simpler: now approximately 15% of their final assignment grade is based on the score assigned by the panelists and the audience. So it has a small impact on their grade.

What has a larger impact on their grade is whether they submit the forms on time. To motivate students to submit on time, a grade is attached to each form submission. So if it’s 5% for every form, and the student fills out all four forms, that adds up quickly.

What advice do you have for an instructor interested in trying PA for the first time?

Overall, be very organized. For instance:

• Think the PA assignment through carefully and figure out how you’re going to manage the administrative overhead.
• Make the instructions clear from the outset so you don’t have to change things mid-semester.
• Get feedback from the class when you’re done to see what they liked and didn’t like about the assignment.

Reflection questions for readers :  

• How has technology facilitated the implementation of PA in your courses?
• Could you imagine using Office Forms to facilitate PA among your students?
• assessment , feedback , peer assessment , peer assessment cases

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Home > Resources > Peer feedback form for group presentations

Peer feedback form for group presentations

A sample form for use by students when they are observing other students’ class presentations, focusing on constructive suggestions for improvement.

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Evaluation Form Templates

12 Free Presentation Evaluation Forms (What to Include)

A presentation evaluation form is a document used by an evaluator to analyze and review a particular presentation.

The form allows you to give structured feedback to the presenter about their presentation. Additionally, it can be used whenever you want to rate an individual’s presentation skills. Assessments are an important means for individuals to improve themselves, and you must therefore provide the presenter with accurate feedback regarding their presentation. This will enable them to make the necessary adjustments and enhance their presentation skills.

Furthermore, the feedback form allows you to judge whether the presenter comprehensively covered all the important topics and answered questions appropriately. An elaborate presentation should be able to give clear insights into the chosen topics. For example, if the presentation is about the advantages and values of using the company’s products and services, everyone present during the presentation should be able to clearly understand the products and their market valuation.

The form used to evaluate presentations, its purpose, the evaluation criteria, and some helpful assessment advice will all be covered in this article.

Download Free Form Templates

A presentation evaluation form should be comprehensive as it is meant to provide the presenter with honest reviews of their performance. To ensure you have a form that is thorough, you should use a template to prepare it. That will make it easier for you to create a proper form.

Also, it will ensure that you have all the required sections and details. You can access and download these templates for free from below:

Purpose of Presentation Evaluation Form

An evaluation form allows you to give a critical review and evaluation of a presentation. Different aspects of the presentation are judged as part of the evaluation; this includes the presenter’s effectiveness and efficiency in imparting information, body language, enthusiasm, volume, modulation, ease of flow, clarity of speaking, and the presenter’s overall preparedness.

Therefore, after you have reviewed the presentation, you should share your comments with the presenter. They can use it to understand what they need to do to improve their overall performance. Furthermore, your feedback form should be easy to understand and should convince the presenter to take action towards improving their confidence and appearance.

Also, you may give suggestions to help the presenter improve their emotional control during presentations; this is an effective way of convincing and persuading the audience.

A well-drafted review will allow you to give your opinion without sabotaging the presenter’s confidence. Therefore, feedback has to be constructed positively but must also provide clear instructions about those areas that need improvement.

3 Different Kinds of Presentation Evaluations

An effective way of helping individuals give powerful and informative presentations is by informing them on how their presentations will be evaluated.

Here are three techniques you can use to evaluate a presentation:

Self-evaluation

One of the most effective ways of improving someone’s presentation skills is by allowing them to judge their own performance. This can be achieved by making them rate their presentations. Occasionally, there are those who will be able to give accurate and insightful reviews on what they did well and where they need to improve. Also, there are some who will find it difficult to evaluate themselves.

Asking a presenter questions about their performance will enable you as an evaluator to assist them in self-evaluation. You can ask them how they think they performed, what they think they have accomplished, what they gained before, during, and after the performance, and what they think they could have done differently during the process of presenting.

Peer evaluation

Assessment by peers encourages the presenters to provide feedback on each other’s performances. For instance, if you are a teacher, you can ask your students to give their opinions about their classmates’ performances. Peer evaluation is an effective way of helping the students to differentiate between a perfect and an average presentation.

Also, this will allow them to be more attentive as they observe and learn how to present their projects effectively. You can distribute forms to each student to give their feedback. Then, you can request that they give the forms to the presenter at the end of the presentation.

Professional evaluation

Professional evaluations of presentations are usually conducted by someone like a teacher. Therefore, as an evaluator, you are required to verbally give your comments  instead of recording them on some evaluation forms. In most cases, you are required to discuss the presentation immediately when it ends; this allows the presenter to get immediate feedback.

To professionally evaluate a presentation, you can ask for its copy prior to the presentation. This will allow you enough time to review the contents and be prepared to give provide a comprehensive assessment. As a result, you will be able to help the presenter get better at their future presentations.

Evaluation Criteria for Presentation

A presentation is judged on six criteria. The individual or group presenting their work must have the required skills to present their content effectively.

Below are the six abilities that you must assess as part of the evaluation:

Ability to analyze the audience

You need to assess if the presenter understands their audience based on the following:

• Whether their content was tailored and relevant or just generic
• If the pitching was done correctly
• If they used proper language
• If they used terminology that the audience understood
• If they engaged their audience
• If their audience seemed focused or distracted.

If the presenter understands the audience, they will most likely have a great presentation. As an evaluator, you must determine if the presenter researched their audience and was able to handle any challenges they encountered during their presentation.

Ability to develop a structured presentation

You need to determine if the presenter has a structured presentation that makes the content persuasive. The message alone cannot be impactful if it lacks a logical flow and structure of ideas. You should judge if the presentation was clear, easy to follow, and had a narrative or story-like flow with a clear beginning and conclusion. 

Also, you need to check if the transitions used between sections were smooth, if the presenter used relevant visual aids such as PowerPoint slides or handouts, and finally, if it had a clear call to action section at the end. 

A proper and clear structure is important if the presenter wants their message to impact the audience. It should have a clear start, flow smoothly, build momentum, and have a powerful ending without losing the audience’s attention at any point.

Ability to engage the audience

The presenter must also have the ability to engage the audience. If the presenter properly analyzes the audience, they will most likely be able to connect with them. This is a significant factor that distinguishes a great presentation from a poor one. Ascertain if the presenter had content that the audience would find interesting. 

Also, you need to check if the presenter’s method of delivery was effective. The presenter should be able to build a rapport with the members of the audience, use proper gestures and body language, and speak clearly and confidently with proper intonation in a conversational tone.

Ability to prepare effective slides

The ability to prepare slides that effectively convey the intended message is an important aspect of a successful presentation. Slides are visual aids meant for the speaker to elaborate on their information and enable their audience to understand the message thoroughly. You need to determine if these slides are easy to read, have detailed information, and have a proper layout and format for easier understanding.

The slides should have a good balance between text, graphics, and images. The slides can be considered effective if they contain text in bullet points as well as impactful graphics that reinforce the presenter’s message.

Ability to be confident and other strengths

It is also important to evaluate if the speaker does not lack confidence when presenting. The presenter should exude confidence, be natural, and be in control while presenting. You need to assess if they were at ease while speaking to their audience, whether they appeared confrontational, whether they seemed anxious or distracted, and whether they were awkward or shy. 

Ability to summarize and achieve intended outcomes

The conclusion should also have a clear and achievable call to action and be inspirational. Therefore, you need to ascertain the presenter’s ability to summarize and conclude their presentation in a manner that ensures they have achieved their intended outcomes. You must assess whether their closing statement was well-rounded and  included all the main points.  A proper closing should leave the audience with a sense of having achieved something.

Best Tips for You

There are tips that you should keep in mind when evaluating a presentation if you wish to have impactful feedback that will benefit the presenter.

Below are the three main tips that you should consider:

Emphasize the process

You need to focus on the process of preparation rather than the product itself. That means that you should evaluate and comment on the process taken, such as gathering information, analyzing the audience, etc. This is more impactful, and it will help the person identify the areas that need improvement so they can make it better next time.

Be specific

Your feedback should include specific directions to help the presenter  improve themselves, rather than just giving opinions.

For example:

Instead of writing, “You were not audible or confident enough during your presentation,” you should write,  “At some point during the presentation, you were not audible and did not seem confident. This made it hard to hear or understand you. Pay close attention to your pace and audibility the next time. If you are feeling underconfident, use gestures and take your time to pause instead of using filler words such as “um,” “ah,” and “like.” 

End on a positive note

Always conclude your assessment on a positive note. The assessment is meant to motivate a person to develop their presentation abilities. Therefore, it is important that besides  highlighting the flaws, also include positive feedback to encourage the presenter 

Your job as an evaluator is to assist the presenter in improving their skills. An effective way of doing this is by giving them constructive feedback. Your assessment should not only highlight the shortcomings but also be thoughtful and positive. When you use an evaluation form, you can make precise notes about the areas where a presenter needs to improve and the ones where they did well. The oral presentation can be challenging and time-consuming. However, with a form, you can comprehensively explain what is expected of a presenter during and after their presentation. Notably, it is important to focus on its different aspects, which include the style of presenting and the contents. As an evaluator, you are responsible for objectively assessing the skills and content of the presenter. Therefore, your feedback should be detailed and effective. Ensure that you have an evaluation criteria that will make it easy for you to provide your comments regarding all relevant aspects. You can use templates to create forms that meet all your evaluation requirements effortlessly.

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Peer Evaluation Form: Templates and Examples

Evaluations and feedback provide insight into how a system works. In situations that involve peers, this kind of assessment can tell you how people working or learning together view and rate each other, allowing for cooperation and improvement. In schools and other educational organizations, peer evaluations are used to rate the performance and competencies of students, workers, and teachers, based on how people at the same level perceive them. This is made possible by asking the “peers” to fill out a peer evaluation form evaluating each other. Let’s review how this document works.

What Is Peer Evaluation?

A peer evaluation is also called a peer assessment. It is a common learning strategy that requires students to assess their peers and provide constructive feedback on their work. During the process, the participating students pick up communication and critical thinking skills . The goal is to study the assignment or course material and determine whether the work of their peers meets the set objectives.

What Is a Peer Evaluation Form?

A peer evaluation form is a fillable document used to facilitate the peer evaluation process by providing fields in which students can enter information about their peers. The form allows the reviewing students to record their findings and comments, which the evaluated students and teacher can analyze later to promote improvement .

Peer Evaluation Forms

Peer Evaluation: Questions

Typically, a teacher or professor will customize the questions on a peer evaluation form to meet their curriculum needs. However, common questions that can be found in this document include:

• What, in your opinion, are this student’s strengths?
• Did this student’s essay answer the underlying question?
• In what ways could this presentation be improved?
• Use four or five words to describe this student’s performance
• How well did this student understand the thesis statement?
• What are two things this student should avoid in their next assignment?
• Identify three positive things about this work.

These are just some example peer evaluation questions a teacher might use. If the review is happening in a different setting, say one involving employees, the questions can be tailored to that environment.

Why Use Peer Evaluation?

Peer evaluations are usually incorporated into the learning process because they promote positive self-assessment. They allow students to objectively review the work of others, offer constructive feedback, and apply this same feedback to their work, promoting improvement all-round. Overall, this review process offers the following key benefits:

• Preparing for peer assessment involves reviewing course material or assignment guidelines, which can help the assessing student refresh on the curriculum content.
• Peer evaluation teaches students to take responsibility for their class performance and their duty to help their peers do well. This fosters self-improvement and cooperation.
• Because it involves discussion, the process can nurture communication and social skills in participating students.
• Assessing students often apply the feedback they offer their peers to their own work.
• The assessment process also allows students to familiarize themselves with the marking process teachers use to assess their work.

Peer assessments can also eliminate “free riding,” which is when some students piggyback on the efforts of other students in a group setting, allowing them to do all the work but sharing in the credit. This is because the process requires the active participation of every student.

Challenges with Peer Evaluation (And How to Overcome Them)

Successful peer evaluations are built on honest and constructive communication, feedback, and criticism. However, this can be difficult to achieve sometimes due to the following obstacles:

1. Friend-Enemy Dynamics

Fried-enemy relationships within a class can affect the authenticity of peer review results. You can avoid this by establishing clear assessment objectives and guidelines presented in a rubric that the students can refer to during the process. Additionally, you can make the results less skewed by making the assessment anonymous and creating an avenue for complaints about unfair evaluations.

2. Unestablished Value

Because it is not a part of the curriculum, students are very likely to discount peer evaluations as busy work. The best way to avoid this is to implement the process with the same guidelines you use for other evaluations and reiterate its impotence to class performance.

3. Reluctance

Students may be reluctant to assess their peers, especially in the beginning. You can alleviate their fears by discussing the process and its benefits and checking in with them throughout the evaluation.

Tips to Facilitate an Effective Peer Evaluation

In addition to overcoming these common challenges, you can take the following extra steps to secure the success of your peer assessment program:

• Use a Rubric: Introduce a rubric to help the students focus on key areas during their evaluation rather than proffer general praise. A clear set of guidelines will also make the results uniform.
• Provide Feedback on the Evaluation: Allow assessed students to evaluate their feedback. Did they find it helpful? Motivational? Ambiguous? This feedback will help your students become better assessors in the long run.
• Diversify the Process: Pair students with reviewers with a wide range of interests, strengths, and abilities. This diversification will make the results more potent.
• Anonymize The Process: Make the evaluation process anonymous to allow students to feel freer offering and receiving feedback. This move will also eliminate bias.
• Check In: Constantly check in with your students to ensure they follow the rubric and utilize all the evaluation process benefits.

The three most common types of peer evaluation are:   ᐅ Single Anonymized: This is where the reviewee does not know the reviewer. ᐅ Double Anonymized: This is where both parties are anonymous. ᐅ Open Peer Review: This is where all parties are known to each other.

Reviewers should avoid dismissive, demeaning, mean-spirited, and harsh language in peer reviews. It is also advisable to avoid writing in an emotional style or using exclamation points.

In peer evaluation, reviewers can only advise and recommend: the final decisions lie with the editor or teacher. Also, reviewers are only allowed to evaluate the performance, not the reviewee. This is why anonymity is another golden rule of peer reviews, except in open peer reviews.

Double anonymized peer reviews are very common in the humanities and social science fields. This is because researchers believe they produce fairer evaluations than single-blind reviews.

Using a peer evaluation form in schools allows students to participate in the review process and their overall learning actively. Students filling out these forms have to study the assignment and determine whether their peers are meeting its objectives. Overall, this leads to greater accountability, cooperation, and personal improvement within the classroom.

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Oral Presentation Peer Rubric

Practice conducting a peer review! Use this rubric to help your students peer review each other's oral presentations. It is an effective tool to ensure students are actively listening when their peers present.

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How to prepare and deliver an effective oral presentation

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• Peer review
• Lucia Hartigan , registrar 1 ,
• Fionnuala Mone , fellow in maternal fetal medicine 1 ,
• Mary Higgins , consultant obstetrician 2
• 1 National Maternity Hospital, Dublin, Ireland
• 2 National Maternity Hospital, Dublin; Obstetrics and Gynaecology, Medicine and Medical Sciences, University College Dublin
• luciahartigan{at}hotmail.com

The success of an oral presentation lies in the speaker’s ability to transmit information to the audience. Lucia Hartigan and colleagues describe what they have learnt about delivering an effective scientific oral presentation from their own experiences, and their mistakes

The objective of an oral presentation is to portray large amounts of often complex information in a clear, bite sized fashion. Although some of the success lies in the content, the rest lies in the speaker’s skills in transmitting the information to the audience. 1

Preparation

It is important to be as well prepared as possible. Look at the venue in person, and find out the time allowed for your presentation and for questions, and the size of the audience and their backgrounds, which will allow the presentation to be pitched at the appropriate level.

See what the ambience and temperature are like and check that the format of your presentation is compatible with the available computer. This is particularly important when embedding videos. Before you begin, look at the video on stand-by and make sure the lights are dimmed and the speakers are functioning.

For visual aids, Microsoft PowerPoint or Apple Mac Keynote programmes are usual, although Prezi is increasing in popularity. Save the presentation on a USB stick, with email or cloud storage backup to avoid last minute disasters.

When preparing the presentation, start with an opening slide containing the title of the study, your name, and the date. Begin by addressing and thanking the audience and the organisation that has invited you to speak. Typically, the format includes background, study aims, methodology, results, strengths and weaknesses of the study, and conclusions.

If the study takes a lecturing format, consider including “any questions?” on a slide before you conclude, which will allow the audience to remember the take home messages. Ideally, the audience should remember three of the main points from the presentation. 2

Have a maximum of four short points per slide. If you can display something as a diagram, video, or a graph, use this instead of text and talk around it.

Animation is available in both Microsoft PowerPoint and the Apple Mac Keynote programme, and its use in presentations has been demonstrated to assist in the retention and recall of facts. 3 Do not overuse it, though, as it could make you appear unprofessional. If you show a video or diagram don’t just sit back—use a laser pointer to explain what is happening.

Rehearse your presentation in front of at least one person. Request feedback and amend accordingly. If possible, practise in the venue itself so things will not be unfamiliar on the day. If you appear comfortable, the audience will feel comfortable. Ask colleagues and seniors what questions they would ask and prepare responses to these questions.

It is important to dress appropriately, stand up straight, and project your voice towards the back of the room. Practise using a microphone, or any other presentation aids, in advance. If you don’t have your own presenting style, think of the style of inspirational scientific speakers you have seen and imitate it.

Try to present slides at the rate of around one slide a minute. If you talk too much, you will lose your audience’s attention. The slides or videos should be an adjunct to your presentation, so do not hide behind them, and be proud of the work you are presenting. You should avoid reading the wording on the slides, but instead talk around the content on them.

Maintain eye contact with the audience and remember to smile and pause after each comment, giving your nerves time to settle. Speak slowly and concisely, highlighting key points.

Do not assume that the audience is completely familiar with the topic you are passionate about, but don’t patronise them either. Use every presentation as an opportunity to teach, even your seniors. The information you are presenting may be new to them, but it is always important to know your audience’s background. You can then ensure you do not patronise world experts.

To maintain the audience’s attention, vary the tone and inflection of your voice. If appropriate, use humour, though you should run any comments or jokes past others beforehand and make sure they are culturally appropriate. Check every now and again that the audience is following and offer them the opportunity to ask questions.

Finishing up is the most important part, as this is when you send your take home message with the audience. Slow down, even though time is important at this stage. Conclude with the three key points from the study and leave the slide up for a further few seconds. Do not ramble on. Give the audience a chance to digest the presentation. Conclude by acknowledging those who assisted you in the study, and thank the audience and organisation. If you are presenting in North America, it is usual practice to conclude with an image of the team. If you wish to show references, insert a text box on the appropriate slide with the primary author, year, and paper, although this is not always required.

Answering questions can often feel like the most daunting part, but don’t look upon this as negative. Assume that the audience has listened and is interested in your research. Listen carefully, and if you are unsure about what someone is saying, ask for the question to be rephrased. Thank the audience member for asking the question and keep responses brief and concise. If you are unsure of the answer you can say that the questioner has raised an interesting point that you will have to investigate further. Have someone in the audience who will write down the questions for you, and remember that this is effectively free peer review.

Be proud of your achievements and try to do justice to the work that you and the rest of your group have done. You deserve to be up on that stage, so show off what you have achieved.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and declare the following interests: None.

• ↵ Rovira A, Auger C, Naidich TP. How to prepare an oral presentation and a conference. Radiologica 2013 ; 55 (suppl 1): 2 -7S. OpenUrl
• ↵ Bourne PE. Ten simple rules for making good oral presentations. PLos Comput Biol 2007 ; 3 : e77 . OpenUrl PubMed
• ↵ Naqvi SH, Mobasher F, Afzal MA, Umair M, Kohli AN, Bukhari MH. Effectiveness of teaching methods in a medical institute: perceptions of medical students to teaching aids. J Pak Med Assoc 2013 ; 63 : 859 -64. OpenUrl