Journal Articles

Improving assessment methods in university science education with negotiated self- and peer-assessment

Title:
Improving assessment methods in university science education with negotiated self- and peer-assessment
Authors:
Source:
Assessment in Education: Principles, Policy & Practice, 16(3), 331-346, 2009
Publisher:
Routledge
Year Published:
2009
Education Categories:
- G Curriculum, Teaching & Learning: Specific Disciplines
  - GD Science & Technology
- L Educational Measurement & Evaluation
  - LD School Examinations
Keywords:
Educational Innovations Self-Evaluation Learning Students -- Rating of Universities & Colleges Educational Planning Education Hong Kong China Chinese University of Hong Kong
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Post-Secondary Education
Abstract:
The aim of this study was to investigate whether, in the Hong Kong context, selfand peer-assessment promote students' self-reflection and enable students to understand their own strengths and weaknesses better. A three-stage assessment strategy was employed in three Science courses at The Chinese University of Hong Kong: (1) students developing assessment criteria, (2) self-assessment, and (3) peer-assessment. These assessment strategies are not common at the University. Education in Hong Kong is often portrayed as having less experience of, and being somewhat resistant to, educational innovation. So, in addition to studying the learning potential of these strategies, the study also focused on the practicality of implementing the new strategies. The results confirm that there are challenges in the present context but also indicate that these innovations to assessment are well perceived by students if they are appropriately framed and implemented.
[Copyright of Assessment in Education: Principles, Policy & Practice is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09695940903319729]
Language:
- English
Document Type:
Journal Articles
ISSN:
- 0969594X
DOI:
- 10.1080/09695940903319729
Permalink:
https://bibliography.lib.eduhk.hk/bibs/3fa3bc6a
Entry Date:
2010-11-28