Guide for Peer Assessment in Oral Presentations - EMI Version
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| Formato: | Recurso digital |
| Lenguaje: | catalán |
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2025
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| _version_ | 1866901860915347456 |
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| author | Muñoz-Espí, Rafael Culebras, Mario Jiménez-Hernández, Luis Fernando |
| author_facet | Muñoz-Espí, Rafael Culebras, Mario Jiménez-Hernández, Luis Fernando |
| contents | <p>Beyond the academic knowledge specific to the field, the final years of undergraduate studies—and especially master’s programs prepare students for their imminent entry into the job market and promote the development of critical thinking skills. In the case of Chemistry studies, this preparation should include not only technical and industry-specific content (such as legislation, marketing, or safety), but also the so-called transversal competences or soft skills, which are essential for professional practice.</p> <p>The JOAQUIM project’s main objective is to integrate these types of practical professional competences into the training of students in the final years of Chemistry programs.</p> <p>Peer assessment—based on expert judgement, as commonly applied in the review of scientific publications or project evaluations—is also a widespread practice in professional environments, especially in contexts such as recruitment, promotion, or teamwork. Therefore, developing the ability to assess critically and responsibly is an essential skill for future educators and any professional.</p> <p>In this context, we have incorporated peer or cross-assessment as part of the final assessment in several senior-year courses, with a reduced weight and always under faculty supervision. This peer evaluation takes place within the framework of an activity that simulates an academic conference at the end of the semester, in which students—working in pairs or small groups—deliver oral presentations to their classmates. In addition to conventional assessment by the teaching staff, a peer assessment phase is included to foster critical reflection, engagement with learning, and the development of communication competencies.</p> <p>This document presents a short guide for implementing this activity, intending to make it available to fellow instructors who may wish to adapt or incorporate it into their teaching contexts.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_16227099 |
| institution | Zenodo |
| language | cat |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Guide for Peer Assessment in Oral Presentations - EMI Version Muñoz-Espí, Rafael Culebras, Mario Jiménez-Hernández, Luis Fernando Teaching Peer Review Scholarly Communication Chemistry <p>Beyond the academic knowledge specific to the field, the final years of undergraduate studies—and especially master’s programs prepare students for their imminent entry into the job market and promote the development of critical thinking skills. In the case of Chemistry studies, this preparation should include not only technical and industry-specific content (such as legislation, marketing, or safety), but also the so-called transversal competences or soft skills, which are essential for professional practice.</p> <p>The JOAQUIM project’s main objective is to integrate these types of practical professional competences into the training of students in the final years of Chemistry programs.</p> <p>Peer assessment—based on expert judgement, as commonly applied in the review of scientific publications or project evaluations—is also a widespread practice in professional environments, especially in contexts such as recruitment, promotion, or teamwork. Therefore, developing the ability to assess critically and responsibly is an essential skill for future educators and any professional.</p> <p>In this context, we have incorporated peer or cross-assessment as part of the final assessment in several senior-year courses, with a reduced weight and always under faculty supervision. This peer evaluation takes place within the framework of an activity that simulates an academic conference at the end of the semester, in which students—working in pairs or small groups—deliver oral presentations to their classmates. In addition to conventional assessment by the teaching staff, a peer assessment phase is included to foster critical reflection, engagement with learning, and the development of communication competencies.</p> <p>This document presents a short guide for implementing this activity, intending to make it available to fellow instructors who may wish to adapt or incorporate it into their teaching contexts.</p> |
| title | Guide for Peer Assessment in Oral Presentations - EMI Version |
| topic | Teaching Peer Review Scholarly Communication Chemistry |
| url | https://doi.org/10.5281/zenodo.16227099 |