Enhancing student engagement in oral presentations through student-constructed rubrics

Abstract

Oral presentations are essential for university students, as they enhance communication skills and foster critical thinking. However, students often struggle to understand assessment rubrics, which can hinder their engagement and performance. This study investigates the impact of student-constructed rubrics on student engagement in oral presentation tasks. A mixed-methods approach was employed, involving a questionnaire and semi-structured interviews with 33 university students from the Faculty of Foreign Languages. The results indicated a high overall mean score
(M = 3.87) for student engagement, with powerful outcomes in collaborative engagement (M = 4.06) and cognitive engagement
(M = 3.98). Qualitative data highlighted that the rubric construction process fostered stronger peer relationships, improved understanding of presentation expectations, and increased motivation among participants. Students reported feeling empowered and more responsible for their learning. The findings suggest that involving students in the design of rubrics enhances their engagement across social, cognitive, behavioral, collaborative, and emotional dimensions. This study highlights the significance of university students' participation in formative assessment processes in creating a more student-centred and inclusive learning environment. It provides practical recommendations for educators to facilitate the construction of rubrics, thereby fostering a more supportive and engaging learning environment.