ArticleJournal of dental education2025
Rubric for peer evaluation of oral presentations: Use and perceptions among experienced and non-experienced students.
Article in Journal of dental education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
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Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Rubric use in dental education: a systematic review of design, implementation, and educational impact.BMC medical education · 2026Pooled it
- Addressing the Engagement Blind Spot: 12-Tip Tutorial to Make Reasoning Audible in Health Professions Education.JMIR medical education · 2026Article
- Validity and Reliability of Rubrics for Assessment of Preclinical Orthodontic Practices in Dental Students.Dentistry journal · 2026Article
- Rubric for peer evaluation of oral presentations: Use and perceptions among experienced and non-experienced students.Journal of dental education · 2025Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeA properly designed rubric for oral presentations should be useful both to assess students' performance and to help them prepare for the task. However, its use and perceptions might be influenced by scholars' previous familiarization with rubrics during pre-university courses. The aim of this study was to evaluate how the previous experience of students in the use of rubrics can influence their assessment of oral presentations and to compare their ratings with those assigned by educators.
methodsEighty-six first-year undergraduate dentistry students were randomly distributed in teams to prepare oral presentations. A newly designed assessment rubric was presented to the students prior to the assignment. Six weeks later the students performed the presentations and were anonymously assessed with the rubric by their peers and seven educators (EDU). Students' perceptions towards the rubric as a learning and assessment tool were registered with an anonymous survey, which also recorded if they were familiar with the use of rubrics (experienced students, ES) or not (not-experienced students, NES). Assigned scores by NES, ES, and EDU were compared.
resultsSixty-seven students completed the survey. No differences were found in the scores assigned among experienced (41) and non-experienced students (26). Educators assigned significantly lower scores than students. ES and NES considered the rubric a complete easy to use and useful tool that helped them feel confident during assessment and performance.
conclusionsPrevious experience does not influence students' use and perceptions of the newly developed rubric, however, ratings assigned by students are not comparable to those of EDU.
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