Peer assessment of a group project in a primary mathematics education course

Peer assessment of a group project in a primary mathematics education course

Curriculum, learning and assessment: The Hong Kong experience

• Lopez-Real, Francis
• Chan, Yin Ping Rita

• Stimpson, Philip

Hong Kong

Open University of Hong Kong Press

2003

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics

Theory and Practice of Teaching and Learning Teacher Education

• Hong Kong

• 1997.7 onwards

• Primary Education

This paper discusses the problem of discriminating between individual contributions in the assessment of group projects. It is argued that peer assessment is a necessary element of any proposed structure but that the use of any 'weighting-factor' system is contrary to the philosophy underpinning collaborative groupwork. A structure that separates the process and product elements of the assessment is described and a set of generic criteria for the process peer assessment identified. This structure was implemented with a group of students at Hong Kong University and evaluated using questionnaires and in-depth interviews. The paper discusses the results of this evaluation and, in particular, identifies the need for 'benchmarking' when using the criteria and also the problematic nature of the 'insider-outsider' syndrome as an important cultural factor.
[Copyright © 2003 Open University of Hong Kong Press.]

• English

Book Chapters

• 9627707376

https://bibliography.lib.eduhk.hk/bibs/8cecbf00

2015-05-18