oral presentation peer assessment rubric

Oral Presentation Rubric

About this printout

This rubric is designed to be used for any oral presentation. Students are scored in three categories—delivery, content, and audience awareness.

Teaching with this printout

More ideas to try, related resources.

Oral presentation and speaking are important skills for students to master, especially in the intermediate grades. This oral presentation rubric is designed to fit any topic or subject area. The rubric allows teachers to assess students in several key areas of oral presentation. Students are scored on a scale of 1–4 in three major areas. The first area is Delivery, which includes eye contact, and voice inflection. The second area, Content/Organization, scores students based on their knowledge and understanding of the topic being presented and the overall organization of their presentation. The third area, Enthusiasm/Audience Awareness, assesses students based on their enthusiasm toward the topic and how well they came across to their intended audience. Give students the oral presentation rubric ahead of time so that they know and understand what they will be scored on. Discuss each of the major areas and how they relate to oral presentation.

• After students have completed their oral presentations, ask them to do a self-assessment with the same rubric and hold a conference with them to compare their self-assessment with your own assessment.
• Provide students with several examples of oral presentations before they plan and execute their own presentation. Ask students to evaluate and assess the exemplar presentations using the same rubric.
• Students can do a peer evaluation of oral presentations using this rubric. Students meet in partners or small groups to give each other feedback and explain their scoring.
• Lesson Plans
• Student Interactives

Students research engineering careers and create poetry to understand the vocabulary of STEM (science, technology, engineering, and mathematics).

Useful for a wide variety of reading and writing activities, this outlining tool allows students to organize up to five levels of information.

• Print this resource

Explore Resources by Grade

• Kindergarten K

Center for Teaching Innovation

Resource library.

• AACU VALUE Rubrics

Using rubrics

A rubric is a type of scoring guide that assesses and articulates specific components and expectations for an assignment. Rubrics can be used for a variety of assignments: research papers, group projects, portfolios, and presentations.  

Why use rubrics? 

Rubrics help instructors: 

• Assess assignments consistently from student-to-student. 
• Save time in grading, both short-term and long-term. 
• Give timely, effective feedback and promote student learning in a sustainable way. 
• Clarify expectations and components of an assignment for both students and course teaching assistants (TAs). 
• Refine teaching methods by evaluating rubric results. 

Rubrics help students: 

• Understand expectations and components of an assignment. 
• Become more aware of their learning process and progress. 
• Improve work through timely and detailed feedback. 

Considerations for using rubrics 

When developing rubrics consider the following:

• Although it takes time to build a rubric, time will be saved in the long run as grading and providing feedback on student work will become more streamlined.  
• A rubric can be a fillable pdf that can easily be emailed to students. 
• They can be used for oral presentations. 
• They are a great tool to evaluate teamwork and individual contribution to group tasks. 
• Rubrics facilitate peer-review by setting evaluation standards. Have students use the rubric to provide peer assessment on various drafts. 
• Students can use them for self-assessment to improve personal performance and learning. Encourage students to use the rubrics to assess their own work. 
• Motivate students to improve their work by using rubric feedback to resubmit their work incorporating the feedback. 

Getting Started with Rubrics 

• Start small by creating one rubric for one assignment in a semester.  
• Ask colleagues if they have developed rubrics for similar assignments or adapt rubrics that are available online. For example, the  AACU has rubrics  for topics such as written and oral communication, critical thinking, and creative thinking. RubiStar helps you to develop your rubric based on templates.  
• Examine an assignment for your course. Outline the elements or critical attributes to be evaluated (these attributes must be objectively measurable). 
• Create an evaluative range for performance quality under each element; for instance, “excellent,” “good,” “unsatisfactory.” 
• Avoid using subjective or vague criteria such as “interesting” or “creative.” Instead, outline objective indicators that would fall under these categories. 
• The criteria must clearly differentiate one performance level from another. 
• Assign a numerical scale to each level. 
• Give a draft of the rubric to your colleagues and/or TAs for feedback. 
• Train students to use your rubric and solicit feedback. This will help you judge whether the rubric is clear to them and will identify any weaknesses. 
• Rework the rubric based on the feedback. 

Teach the Earth the portal for Earth Education

From NAGT's On the Cutting Edge Collection

• Course Topics
• Atmospheric Science
• Biogeoscience
• Environmental Geology
• Environmental Science
• Geochemistry
• Geomorphology
• GIS/Remote Sensing
• Hydrology/Hydrogeology
• Oceanography
• Paleontology
• Planetary Science
• Sedimentary Geology
• Structural Geology
• Incorporating Societal Issues
• Climate Change
• Complex Systems
• Ethics and Environmental Justice
• Geology and Health
• Public Policy
• Sustainability
• Strengthening Your Department
• Career Development
• Strengthening Departments
• Student Recruitment
• Teacher Preparation
• Teaching Topics
• Biocomplexity
• Early Earth
• Earthquakes
• Hydraulic Fracturing
• Plate Tectonics
• Teaching Environments
• Intro Geoscience
• Online Teaching
• Teaching in the Field
• Two-Year Colleges
• Urban Students
• Enhancing your Teaching
• Affective Domain
• Course Design
• Data, Simulations, Models
• Geophotography
• Google Earth
• Metacognition
• Online Games
• Problem Solving
• Quantitative Skills
• Rates and Time
• Service Learning
• Spatial Thinking
• Teaching Methods
• Teaching with Video
• Undergrad Research
• Visualization
• Teaching Materials
• Two Year Colleges
• Departments
• Workshops and Webinars

Understanding What Our Geoscience Students Are Learning: Observing and Assessing Topical Resources

• ⋮⋮⋮ ×

Related Links

A guide to Professional Communications Projects , with examples and grading rubrics Resources about Speaking Effectively from the State Your Case project.

Assessment By Oral Presentation

What is assessment by oral presentation.

Oral presentations are often used to assess student learning from student individual and group research projects.

Oral Presentation Assessment Tips for Instructors:

• Oral Presentation Tips and Peer Evaluation Questions Laura Goering, Carleton College, developed these tips and student evaluation template for the Carleton College Perlman Center for Learning and Teaching .
• Oral Report Evaluation Rubric (Microsoft Word 56kB Jul6 07) from Mark France, Gallery Walk page.
• Information on developing scoring rubric .
• Information on developing instructional rubrics .
• If students are giving group presentations, the following Student Peer Assessment Rubric for Group Work (Microsoft Word 37kB May20 05) can be useful for having student assess the individuals in their groups.
• The Assessing Project Based Learning Starting Point website page uses rubrics to assess oral presentations.
• For an example of how to incorporate rubric in to a class, see Environmental Assessment course.
• Oral Presentation Assessment Examples - See how other courses have incorporated oral presentations. This link will take you to a browse listing example courses that have incorporated oral presentations.
• Effective Speaking Resources from the State Your Case project - A handful of useful resources about speaking effectively and giving successful oral presentations.  
• Professional Communications Projects - Learn more about this teaching method, which asks students to effectively communicate scientific information in a genre that professional scientists are expected to master, such as with scientific posters, conference proposals or oral presentations.

« Previous Page       Next Page »

Peer Assessment Rubric: Oral Presentation

What educators are saying

Description.

This is a peer assessment tool for students to use when critiquing others' oral presentations.

It is a simple rubric designed for both younger and middle years of primary/elementary school (approx. grades 2-4) to give feedback to their peers.

It includes criteria on:

• Time Management and

This resource is an excellent way to ensure students are paying attention to others when they are presenting to the class!

Questions & Answers

The daily org.

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

Applying Peer Rubric Feedback in Foreign Language Teacher Education: Fostering Pre-service Teachers’ Oral Feedback Skills Through Facilitating Reflective Moments

• First Online: 11 May 2024

Cite this chapter

• Olivia Rütti-Joy 4  

Effective feedback practice has received ample attention and has been deemed one of the most influential factors that shape student achievement. Socio-constructivist conceptualizations of feedback highlight that the meaning of feedback needs to be co-constructed in dialogue and understood and acted upon by the learner. In the foreign language classroom, engaging in effective feedback conversations thus requires language teachers to acquire language skills and competencies such as teacher feedback literacy, which are considered highly specific to the teaching profession. Such competencies are not simply acquired through mere exposure. Instead, they need to deliberately be developed, for instance through the application of reflective tools, practice, and specific tasks. This paper presents a quasi-experimental intervention study that empirically investigates the implementation of a profession-related assessment rubric and its potential effects on the development of 48 pre-service language teachers’ oral feedback skills in the target language English while focusing on language- and content related aspects of their feedback performances. The paper presents the rationale, design, and implementation of the intervention study with a focus on the application of the assessment rubric as a reflective tool. Results suggest that, while rubric peer feedback may contribute to raising awareness of teacher language competence requirements and teacher feedback literacy, stronger interventions are necessary to foster actual competence development in this area.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Ajjawi, R., & Boud, D. (2017). Researching feedback dialogue: An interactional analysis approach. Assessment & Evaluation in Higher Education, 42 (2), 252–265. https://doi.org/10.1080/02602938.2015.1102863

Article   Google Scholar  

Ajjawi, R., & Regehr, G. (2019). When I say… feedback. Medical Education, 53 , 652–654. https://doi.org/10.1111/medu.13746

ALTE. (2018). Guidelines for the development of Language for Specific Purposes tests. A supplement to the manual for language test development and examining . Association of Language Testers in Europe.

Google Scholar  

ALTE. (2020). ALTE principles of good practice . Cambridge: Association of Language Testers in Europe.

Bachman, L. F., & Dambök, B. (2018). Language assessment for classroom teachers . Oxford University Press.

Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice . Oxford University Press.

Bearman, M., Boud, D., & Ajjawi, R. (2020). New directions for assessment in a digital world. In M. Bearman, P. Dawson, R. Ajjawi, J. Tai, & D. Boud (Eds.), Re-imagining university assessment in a digital world. The enabling power of assessment (Vol. 7, pp. 7–18). Springer. https://doi.org/10.1007/978-3-030-41956-1_2

Chapter   Google Scholar  

Black, P. J., & William, D. (1998). Assessment in classroom learning. Assessment in Education: Principles, Policy, & Practice, 81 (1), 7–74.

Bleichenbacher, L., Kuster, W., Egli Cuenat, M., Klee, P., Roderer, T., Benvegnen, R., Schweitzer, P., Stocks, G., Kappler, D., & Tramèr-Rudolphe, M.-H. (2014a). Berufsspezifische Sprachkompetenzprofile für Lehrpersonen für Fremdsprachen: Schlussbericht zu den Projektetappen 3 und 4: 2012–2014. http://extranet.phsg.ch/Portaldata/1/Resources/forschung_und_entwicklung/fachdidaktik_sprachen/kp/Sprachkompetenzprofile__Schlussbericht_2014_Website.pdf

Bleichenbacher, L., Kuster, W., Egli Cuenat, M., Klee, P., Roderer, T., Benvegnen, R., Schweitzer, P., Stoks, G., Kappler, D., & Tramèr-Rudolphe, M.-H. (2014b). Berufsspezifische Sprachkompetenzprofile für Lehrpersonen für Fremdsprachen: Schlussbericht zu den Projektetappen 3 und 4: 2012–2014 . https://www.phsg.ch/forschung/projekte/berufsspezifische-sprachkompetenzprofile-fuer-lehrpersonen-fuer-fremdsprachen

Bleichenbacher, L., Kuster, W., Heinzmann, S., Hilbe, R., & Annen, M. (2019). Entwicklung sprachenübergreifender curricularer Elemente für die Ausbildung von Sprachenlehrpersonen Sek I. Zweite, überarbeitete Auflage. https://www.phsg.ch/sites/default/files/cms/Forschung/Institute/Institut-Fachdidaktik-Sprachen/CV/ESCEAS_Bleichenbacher_et_al_2019.pdf

Bower, M., Cavanagh, M., Moloney, R., & Dao, M. (2011). Developing communication competence using an online video reflection system: Pre-service teachers’ experiences. Asia-Pacific Journal of Teacher Education, 39 (4), 311–326. https://doi.org/10.1080/1359866X.2011.614685

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading . Association for Supervision & Curriculum Development (ASCD).

Brookhart, S. M., & Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67 (3), 1–26. https://doi.org/10.1080/00131911.2014.929565

Burch, C. B. (1997). Creating a two-tiered portfolio rubric. The English Journal, 86 (1), 55–58.

Burke, B. M. (2015). Language proficiency testing for teachers. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics . Wiley-Blackwell.

Cabrera-Solano, P. (2020). The use of digital portfolios to enhance English as a foreign language speaking skills in higher education. International Journal of Emerging Technologies in Learning, 15 (24), 159–176. https://doi.org/10.3991/ijet.v15i24.15103

Campbell, P. B. (1996). How would I handle that? Using vignettes to promote good math and science education. [Brochure]. In American Association for the Advancement of Science. Washington, DC.

Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31 (2), 219–233. https://doi.org/10.1080/03075070600572132

Carless, D. (2015). Excellence in university assessment . Routledge.

Book   Google Scholar  

Carless, D. (2020a). Double duty, shared responsibilities and feedback literacy. Perspectives on Medical Education, 9 , 199–200. https://doi.org/10.1007/s40037-020-00599-9

Carless, D. (2020b). From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education . https://doi.org/10.1177/1469787420945845 .

Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43 (8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354

Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36 (4), 395–407. https://doi.org/10.1080/03075071003642449

Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education . https://doi.org/10.1080/13562517.2020.1782372 .

Caspari, D., Klippel, F., Legutke, M., & Schramm, K. (2016). Forschungsmethoden in der Fremdsprachendidaktik. Ein Handbuch . Narr Francke Attempto.

Castañeda, M., & Rodríguez-González, E. (2011). L2 speaking self-ability perceptions through multiple video speech drafts. Hispania, 94 (3), 483–501. https://doi.org/10.1353/hpn.2011.0066

Chong, S. W. (2021). Reconsidering student feedback literacy from an ecological perspective. Assessment & Evaluation in Higher Education, 46 (1), 92–104. https://doi.org/10.1080/02602938.2020.1730765

Connor, U., & Asenavage, K. (1994). Peer response groups in ESL writing classes: How much impact on revision? Journal of Second Language Writing, 3 , 257–276.

Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment – Companion volume . Council of Europe Publishing. www.coe.int/lang-cefr .

Cullen, R. (1998). Teacher talk and the classroom context. ELT Journal, 52 (3), 179–187. https://doi.org/10.1093/elt/52.3.179

Dawson, P. (2017). Assessment rubrics: Towards clearer and more replicable design, research and practice. Assessment & Evaluation in Higher Education, 42 (3), 347–360. https://doi.org/10.1080/02602938.2015.1111294

Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2019). What makes for effective feedback: Staff and student perspectives. Assessment & Evaluation in Higher Education, 44 (1), 25–36. https://doi.org/10.1080/02602938.2018.1467877

De Grez, L., Valcke, M., & Roozen, I. (2009). The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education. Computers & Education, 53 , 112–120. https://doi.org/10.1016/j.compedu.2009.01.005

Doff, S., & Klippel, F. (2007). Englisch Didaktik. Praxishandbuch für die Sekundarstufe I und II . Cornelsen Verlag Scriptor.

Douglas, D. (2000). Assessing language for specific pruposes . Cambridge University Press.

Douglas, D. (2010). Understanding language testing . Hodder Education.

Eckes, T. (2005). Examining rater effects in TestDaF writing and speaking performance assessments: A many-facet Rasch analysis. Language Assessment Quarterly: An International Journal, 2 (3), 197–221. https://doi.org/10.1207/s15434311laq0203_2

Eckes, T. (2011). Facetten der Genauigkeit: Zur Reliabilität der Beurteilung fremdsprachlicher Leistungen [Facets of accuracy: On the reliability of foreign-language performance assessments]. Deutsch als Fremdsprache, 48 , 195–204.

ECML. (2017). Towards a Common European framework of reference for language teachers: Frameworks, standards and instruments . European Centre for Modern Languages.

EDK. (2017). Empfehlungen zum Fremdsprachenunterricht (Landessprachen und Englisch) in der obligatorischen Schule. Retrieved from https://edudoc.ch/record/128697/files/empfehlungen_sprachenunterricht_d.pdf

Elder, C. (2001). Assessing the language proficiency of teachers: Are there any border controls? Language Testing, 18 (2), 149–170.

Elder, C., & Kim, S. H. O. (2014). Assessing teachers’ language proficiency. In A. J. Kunnan (Ed.), The companion to language assessment (1st ed.). Wiley. https://doi.org/10.1002/9781118411360.wbcla138

Esterhazy, R., de Lange, T., & Damşa, C. (2021). Performing teacher feedback literacy in peer mentoring meetings. Assessment & Evaluation in Higher Education . https://doi.org/10.1080/02602938.2021.1980768 .

Freeman, D. (2017). The case for teachers’ classroom English proficiency. RELC Journal, 48 (1), 31–52. https://doi.org/10.1177/0033688217691073

Freeman, D., Katz, A., Gomez, P. G., & Burns, A. (2015). English-for-teaching. Rethinking teacher proficiency in the classroom. ELT Journal, 69 (2), 129–139.

Gläser-Zikuda, M., Feder, L., & Hofmann, F. (2020). Portfolioarbeit in der Lehrerinnen- und Lehrerbildung. In C. Cramer, J. König, M. Rothland, & S. Blömeke (Eds.), Handbuch Lehrerinnen- und Lehrerbildung (pp. 706–712). Klinkhardt. https://doi.org/10.35468/hblb2020-085

Goldman, R., Pea, R., Barron, B., & Derry, S. J. (2007). In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences . Lawrence Erlbaum.

Gómez Sará, M. M. (2016). The influence of peer assessment and the use of corpus for the development of speaking skills in in-service teachers. HOW Journal, 32 (1), 103–128. https://doi.org/10.19183/how.23.1.142

Harsch, C. (2016). Testen. In D. Caspari, F. Klippel, M. Legutke, & K. Schramm (Eds.), Forschungsmethoden in der Fremdsprachendidaktik. Ein Handbuch (pp. 204–217). Narr.

Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement . Routledge.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1), 81–112.

Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27 (1), 53–64. https://doi.org/10.1080/03075070120099368

Hoo, H.-T., Deneen, C., & Boud, D. (2021). Developing student feedback literacy through self and peer assessment interventions. Assessment & Evaluation in Higher Education . https://doi.org/10.1080/02602938.2021.1925871 .

Hughes, R., & Huby, M. (2002). The application of vignettes in social and nursing research. Journal of Advanced Nursing, 37 , 382–386.

Hung, S. T. A., & Huang, H. T. D. (2015). Video blogging and English presentation performance: A pilot study. Psychological Reports, 117 (2), 614–630.

Kelly, M., Grenfell, M., Allan, R., Kriza, C., & McEvoy, W. (2004). European profile for language teacher education: A frame of reference . European Commission Brussels.

Kennedy, A. S., & Lees, A. T. (2016). Preparing undergraduate pre-service teachers through direct and video-based performance feedback and tiered supports in early head start. Early Childhood Education Journal, 44 , 369–379. https://doi.org/10.1007/s10643-015-0725-2

Kissau, S., & Algozzine, B. (2017). Effective foreign language teaching: Broadening the concept of content knowledge. Foreign Language Annals, 50 (1), 114–134. https://doi.org/10.1111/flan.12250

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119 , 254–284.

Kuster, W., Klee, P., Egli Cuenat, M., Roderer, T., Forster-Vosicki, B., Zappatore, D., Kappler, D., Stoks, G., & Lenz, P. (2014). Berufsspezifisches Sprachkompetenzprofil für Fremdsprachenlehrpersonen der Primarstufe und der Sekundarstufe I. . https://www.phsg.ch/forschung/projekte/berufsspezifische-sprachkompetenzprofile-fuer-lehrpersonen-fuer-fremdsprachen .

Landis, J., & Koch, G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33 (1), 159–174. https://doi.org/10.2307/2529310

Lao-Un, J., & Khampusaen, D. (2018). Using electronic portfolio to promote English speaking ability of EFL undergraduate students ICETE 2018: 20th International Conference on Education, Teaching and E-learning, Tokyo, Japan.

Legutke, M. K. (2012). Fort- und Weiterbildung von Lehrkräften für Deutsch als Fremdsprache. In H.-J. Krumm, C. Fandrych, B. Hufeisen, & C. Riemer (Eds.), Handbuch Deutsch als Fremd- und Zweitsprache (pp. 1351–1357). Walter de Gruyter.

Leki, I. (1990). Coaching from the margins: Issues in written response. In B. Kroll (Ed.), Second language writing (pp. 57–68). Cambridge University Press.

Liu, J., & Sadler, R. W. (2003). The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2 , 193–227.

Lockhart, C., & Ng, P. (1993). How useful is peer response? Perspectives, 5 (1), 17–29.

Loder-Büchel, L. (2014). Association between young learners’ English language performance and teacher proficiency and experience with English. [Université de Fribourg]. Fribourg.

Long, M. (2005). Needs analysis in second language learning . Cambridge University Press.

McNamara, T. (1996). Measuring second language performance . Longman.

Mendonca, C. O., & Johnson, K. E. (1994). Peer review negotiations: revision activities in ESL writing instruction. TESOL Quarterly, 28 (4), 745–769.

Min, H.-T. (2016). Effect of teacher modeling and feedback on EFL students’ peer review skills in peer review training. Journal of Second Language Writing, 31 (31), 43–57. https://doi.org/10.1016/j.jslw.2016.01.004

Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45 (4), 527–540. https://doi.org/10.1080/02602938.2019.1667955

Murillo-Zamoranoa, L. R., & Montanero, M. (2018). Oral presentations in higher education: A comparison of the impact of peer and teacher feedback. Assessment and Evaluation in Higher Education, 43 (1), 138–150. https://doi.org/10.1080/02602938.2017.1303032

Nelson, G., & Carson, J. G. (1998). ESL students’ perceptions of effectiveness in peer response groups. Journal of Second Language Writing, 7 , 113–131.

Newby, D., Allan, R., Fenner, A.-B., Jones, B., Komorowska, H., & Soghikyan, K. (2007). Europäisches Portfolio für Lehrpersonen in Ausbildung (PEPELF/EPOSA/EPOSTL) . European Centre for Modern Languages (ECML). https://epostl2.ecml.at/Resources/tabid/505/language/de-DE/Default.aspx

North, B., Mateva, G., & Rossner, R. (2013). European Profiling Grid (EPG) . European Commission. https://egrid.epg-project.eu/

Ntuli, E., Keengwe, J., & Kyei-Blankson, L. (2009). Electronic portfolios in teacher education: A case study of early childhood teacher candidates. Early Childhood Education Journal, 37 (2), 121–126.

Panadero, E., Gavin, B., & Strijbos, J.-W. (2016). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychology Review, 28 (4), 803–830.

Panadero, E., & Jönsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9 , 129–144. https://doi.org/10.1016/j.edurev.2013.01.002

Richards, H., Conway, C., Roskvist, A., & Harvey, S. (2013). Foreign language teachers’ language proficiency and their language teaching practice. Language Learning Journal, 41 (2), 231–246. https://doi.org/10.1080/09571736.2012.707676

Rütti-Joy, O. (2022). Fostering and assessing pre-service English teachers’ oral teacher language competence through an assessment rubric and peer feedback: An LSP approach Université de Fribourg]. Fribourg.

Ryan, T., Henderson, M., Ryan, K., & Kennedy, G. (2021). Identifying the components of effective learner-centred feedback information. Teaching in Higher Education . https://doi.org/10.1080/13562517.2021.1913723 .

Saddler, B., & Andrade, H. (2004). The writing rubric. Educational Leadership, 62 (2), 48–52.

Shintani, N., & Ellis, R. (2015). Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing? System, 49 , 110–119.

Smit, R., & Birri, T. (2014). Assuring the quality of standards-oriented classroom assessment with rubrics for complex competencies. Studies in Educational Evaluation, 43 (5–13).

Sokolova, N. (2012). Teacher language competence description: Towards a new framework of evaluation. Quality of Higher Education, 9 , 75–97. https://doi.org/10.7220/2345-0258.9.3

Stanley, J. (1992). Coaching student writers to be effective peer evaluators. Journal of Second Language Writing, 1 (3), 217–233.

Sutton, P. (2012). Conceptualizing feedback literacy: Knowing, being, and acting. Innovations in Education and Teaching International, 49 (1), 31–40. https://doi.org/10.1080/14703297.2012.647781

swissuniversities. (2015). Empfehlungen zur Nutzung der berufsspezifischen Sprachkompetenzprofile für Lehrpersonen der Primarstufe und Sekundarstufe I im Rahmen der Aus- und Weiterbildung. Retrieved from https://www.swissuniversities.ch/fileadmin/swissuniversities/Dokumente/Kammern/Kammer_PH/Empf/EmpfehlungenAGFS_de.pdf

Thonhauser, I. (2019). Welche fachdidaktische Kompetenz brauchen Lehrende? Einige Antworten im Blick auf die Textarbeit im Fremdsprachenunterricht. In E. Peyer, T. Studer, & I. Thonhauser (Eds.), IDT 2017, Band 1: Hauptvorträge (pp. 163–174). Erich Schmidt Verlag.

Tsui, A. B. M., & Ng, M. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Learning, 9 (2), 147–170. https://mite.edu.hku.hk/f/acadstaff/399/Do_Secondary_L2_Writers_Benefit_from_Peer_Comments.pdf

Warm, T. A. (1989). Weighted likelihood estimation of ability in item response theory. Psychometrika, 54 (3), 427–450. https://doi.org/10.1007/BF02294627

Winke, P., Gass, S., & Myford, C. (2013). Raters’ L2 background as a potential source of bias in rating oral performance. Language Testing, 30 (2), 231–252.

Winstone, N. E., & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach (1st ed.). Routledge. https://doi.org/10.4324/9781351115940

Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52 (1), 17–37.

Wipperfürth, M. (2009). Welche Kompetenzstandards brauchen professionelle Fremdsprachenlehrer und-lehrerinnen? ForumSprache, Ausgabe 2/2009 .

Wulf, H. (2001). Communicative teacher talk – Vorschläge zu einer effektiven Lehrersprache . Max Hueber.

Yeh, H.-C., Tseng, S.-S., & Chen, Y.-S. (2019). Using online peer feedback through blogs to promote speaking performance. Educational Technology & Society, 22 (1), 1–14.

Download references

Author information

Authors and affiliations.

Department of Multilingualism and Foreign Language Education, Université de Fribourg, Fribourg, Switzerland

Olivia Rütti-Joy

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Olivia Rütti-Joy .

Editor information

Editors and affiliations.

Schmalkalden University of Applied Sciences, Schmalkalden, Germany

Paul Voerkel

Faculdade de Letras, Setor de Alemão, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil

Mergenfel A. Vaz Ferreira

Department of English, Minnesota State University, Mankato, MN, USA

Nancy Drescher

Rights and permissions

Reprints and permissions

Copyright information

© 2024 The Author(s), under exclusive license to Springer-Verlag GmbH, DE, part of Springer Nature

About this chapter

Rütti-Joy, O. (2024). Applying Peer Rubric Feedback in Foreign Language Teacher Education: Fostering Pre-service Teachers’ Oral Feedback Skills Through Facilitating Reflective Moments. In: Voerkel, P., Vaz Ferreira, M.A., Drescher, N. (eds) Tools, Techniques and Strategies for Reflective Second & Foreign Language Teacher Education. J.B. Metzler, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-68741-3_3

Download citation

DOI : https://doi.org/10.1007/978-3-662-68741-3_3

Published : 11 May 2024

Publisher Name : J.B. Metzler, Berlin, Heidelberg

Print ISBN : 978-3-662-68740-6

Online ISBN : 978-3-662-68741-3

eBook Packages : J.B. Metzler Humanities (German Language)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research