Peer-Evaluation

for Online Oral Presentations

A ‘Tips & Tops’ model for ongoing development of feedback skills

Instructions for Teachers

This student-friendly peer-evaluation model sets up a motivational routine where students
feel challenged and invested to do well in their own oral presentations while evaluating and
supporting their peers. By making expectations clear, students have clear guidelines to help
them with their own oral presentation skills and good listening skills during the presentations
of their peers.

Step 1 Remind students of their responsibility to be a good listener.
§ This includes being an active listener.
• You can do the mini-unit ‘What Kind of Listener Are You?’ in separate
lessons to encourage active listening.

Step 2 Task sheet 1: Instructions for Student

As a class, read the example Tips & Tops past students’ constructive feedback
comments, drawn from the real-life comments of former students.

Step 3 Task sheet 2: ‘Tips & Tops Analysis table’

Organise students into pairs or small groups for discussion of example comments.
Administer Google docs or another platform for students to discuss and share their
answers in the table: with each other and with the teacher.

Step 4 Share the Checklist for Google Slides/ Powerpoint Presentations if it

is appropriate to your lessons. The students read the checklist so they know what is
expected of them and write their name on the top of the checklist to acknowledge that
they have read the checklist. Students then make their own copy of the checklist to
save in their own files. Teachers use this checklist during the presentation for
assessment purposes.

Step 5 Audience members watch the first oral presentation, paying full attention.
They do not write any feedback until after the presentation is completely finished. This
encourages them to be active listeners.

Step 6 Share the Tips & Tops feedback template on Google Docs or Google Forms
with students. Students write at least one tip and one top on the feedback slip. It is
important to write one tip, even if they feel the presentation was perfect, in order to
build up resilience to constructive criticism. It may be hard to write something
negative if you are sensitive to negative criticism yourself, and this activity develops a
healthy attitude to feedback and self-reflection.

Step 7 Collate all feedback. It is recommended that feedback is delayed until the
next lesson or the next day, when nerves have subsided. It also gives the teacher time
to read and assess the quality of the peer-evaluation. Also, individuals can be queried if
their feedback is unclear or unkind and their comments can be improved upon.


 Task sheet 1: ‘Tips & Tops’: Peer-Evaluation for Online Oral Presentations
Instructions for Students

A ‘tip’ is a piece of advice to help someone improve.
A ‘top’ is the best part of the presentation, in your opinion.

Why do we need to improve our speaking skills? To some of us, the answer is obvious. Apart
from improving our oral exam scores, spoken communication is the way we develop our
personal relationships. It also and enables us to achieve leadership roles. Think about leaders
in our society and where they would be without their ability to influence us through their
speeches! Peer evaluation not only helps your peers to improve, it helps you reflect on your
own speaking skills.

A. Instructions for you as an audience member

While watching § Your job is to watch and listen carefully during your
peers’ presentations. This is another opportunity to
learn from your peers, remembering that the presenter
has probably chosen a topic they care about and has
put a lot of time into researching and critically
analyzing. So…, respect!

§ Don’t write anything during your first viewing of the

presentation, as your focus should be on the

presentation, not on your own critical opinion. Just sit

back and enjoy. You will find that some questions you
have will be answered as the presentation progresses.

§ If there is something you need to clarify by the end of

the presentation, you should watch the presentation a
second time, if you can. Then, if you are still unclear,
you can include your question with your ‘tip’ comment.

After the presentation:

§ Make sure you write one ‘tip’ and one ‘top’ on the
feedback slip on the Google form or Google doc
shared with you by your teacher.
o Even if you think the presentation was perfect,
you must write one tip: in order improve your
own skills at giving constructive criticism, and
to make it a fair process; so that all presenters
get an equal number of tips.
Language: Word Choice o Don’t write more than one tip. You don’t want
Keep in mind that the words to destroy the presenter’s confidence!
you choose always have an
impact on the person who you § It is important to be specific so your peers can use
are communicating with. Be your feedback to improve. Remember you will
honest and respectful.

receive feedback slips after you give your own
The sentence starters and presentation so think about the kind of advice
comments from past students (tips) and praise (tops) you would like to receive.
on the next page should help o Include tips and tops about content as well
you phrase your suggestions in as about presentation skills. It is good for
a kind and constructive way. the presenter to hear about what you
learned from them.

B. Language models
Sentence Starters

“
Tips
I wasn’t sure whether you meant … or …
Are you sure that saying … is the best way to explain … ?
Next time you could try …
Have you tried … ?
Even though you … , you needed to …
Think about …ing ….
Did you mean to say … ?
Did you leave out … deliberately?
You could have used a prop to explain …
Try not to … (lean on the board, repeat yourself too much, say ‘like’ too much,…)
Do you think you could explain … in a better way?
You could explain more about …

Tops
You explained … really well.
I was very interested in what you said about …
You showed us the shades of meaning in …
You told us about …
You gave us details about …
You were brave to talk about …
It was really creative of you to …
You responded to … ‘s question about … really well.
I like the way you compared… with …

Useful comments from students for students…
Comments on Presentation skills from past students

• Volume, pacing, speed, tone of voice

You went through the Powerpoint too fast.
Speaking too softly.
Speaking too fast.
You can speak up, your points are really good!
Your tone of voice was monotonous.
You spoke loud enough.
Good tone of voice.

• Body Language: eye contact, stance, gestures
Stand with your whole body facing the audience/camera.

• Engagement
Make sure you know your introduction – don’t read it.
Look at us! Make eye contact. You are looking at your paper too much.
You really talked to us about stuff we care about.
Your presentation was too long.
You need to explain your ideas more clearly.
Your interaction with your partner was really good.
You interacted with your audience really well.



 • Use of rhetorical devices for effect
You need to pause between your points.
I like the way you used humour to make a point about the characterization.

• Present with confidence and skill
You kept repeating ‘ah’, ‘ah’.
You were leaning on the wall.
I like the way you corrected your own grammar mistakes!
You and your partner coordinated really well with each other.
You really love your topic!
You answered every single person’s question really well!
Did you rehearse your presentation at home?


Content-related comments from past students

You showed your knowledge when you answered our questions.

Don’t forget to reference your points with the sources you found.
Where did you get your evidence for the point you made about racism?
You know what you are talking about.
You know your topic really well.
Memorized well.
You proposed solutions.
Great personal examples!
Good data to support your points.
More facts and less opinion.
Relevant answers to questions.
I like the way you contrasted different opinions on your topic.
Maybe you could have used a prop to help you explain the new terms.
You used the terminology in your analysis really effectively.
You used details to justify your own opinions.
You really showed us you understood the plot of the story.
Why do you say Scout was a victim?
You presented your points in a logical order.

”
You used words which we could understand.
You pronounced difficult words really well.


C. Tips’ and ‘Tops’ from past students (Task sheet 2: ‘Tips & Tops Analysis Table’)
Discussion

In pairs or small groups (on Google docs or networking apps) discuss whether the above
comments from past students should go in the ‘Tips’ or ‘Tops’ column in the ‘Tips & Tops
Analysis Table’. Create a shared document by making a copy of the ‘Tips & Tops Analysis
Table’ on Google docs and writing your names in the document name. Choose seven (7) of the
past comments and copy them into the column your group agrees on. Give your group
answers in the ‘Analysis’ and ‘Group suggestions’ columns. Your group will get 1 bonus
point for every suggestion you come up with for an improved feedback comment in the
‘Group suggestions’ column.

D. Watching your peers’ presentations

Now it’s time to watch and give your feedback to your peers!
Use the Google form/Google doc your teacher has shared with you to write one tip and one
top for every presentation you watch.

Task sheet 2: Tips & Tops Analysis Table [Template shared on Google docs]
Discussion

In you pair/group, choose seven comments from the list and paste each into either the ‘Tip’ or
‘Top’ column. Complete the analysis column for each comment.

Tip Top Analysis Group suggestions for
Is it effective? Explain why a better way to say it.
or why not by thinking
about whether or not you 1 bonus point for every
would like to receive the suggestion.
comment as feedback.







































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Template for Tips & Tops feedback [Template Shared on Google Docs or Google Forms]

Presentation Date: _______________

Your name: _________________________________

Speaker’s name: ______________________________

Speaker’s name: ______________________________

Title of presentation: ________________________________________________________________________

_________________________________________________________________________________________________

Tips and Tops

Tips
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Tops
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

























Checklist for Presenters using Powerpoint/Prezis/Google Slides Your Name _____________

Your Topic: ______________________________________________ Your Presentation Date ____________________

Possible mark
mark
Organization Powerpoint/Prezis/Google Slides link emailed to 2
and the teacher at least 48 hours before the presentation
date.
Time Starting on time and finishing on time 2
Management Remembering to bring all materials 1
Presentation Eye contact with audience/ lens 30% 1 50% 2 80% 7
skills (not reading from the slide)
Create and deliver Voice - volume, pace 1
an engaging Body – open stance, inclusive gestures 1
presentation
Cohesive You use signposting to tell your audience what 2
devices content you are going to present next
You use linkers to connect one point/slide logically 2
to the next.
Your content is connected and logical. 2
Analysis & Your headings reflect your topic and your message. 2
Relevance
Your content fully explores your topic. 4
You justify your points with evidence and sound 4
argument
Fluency The words within your sentences are fluent. 2
You pause because you can’t find the vocabulary. -1
You pause for emphasis/dramatic effect 2
Audiovisuals Each slide has 3 bullet points only (15-20 words) 3
Pictures on slides represent your points and your 2
message.
Quantity (For 5-10 mins), too much / not enough information 3
Engaging You use some humorous examples to illustrate your 5
content points.
Tone Your tone of voice is not monotonous. 4
Pronunciation The audience can understand you 4
Response to (Question time is not included in total minutes)
questions You listen carefully to the person who asks, and 3

answer their question as fully as possible. 6

You as audience Quality of question(s) 2
and Tips & Tops show good listening, and
member feedback is clear, relevant and constructive. 3
Total points /70