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

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

• Poon, Wai Yin Dept. of Statistics, Chinese University of Hong Kong
• McNaught, Carmel Centre for Learning Enhancement and Research, Chinese University of Hong Kong
• Lam, Paul Centre for Learning Enhancement and Research, Chinese University of Hong Kong
• Kwan, H. S. Dept. of Biology, Chinese University of Hong Kong

Assessment in Education: Principles, Policy & Practice, 16(3), 331-346, 2009

Routledge

2009

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
• L Educational Measurement & Evaluation
  • LD School Examinations

Educational Innovations Self-Evaluation Learning Students -- Rating of Universities & Colleges Educational Planning Education Hong Kong China Chinese University of Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

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]

• English

Journal Articles

• 0969594X

• 10.1080/09695940903319729

https://bibliography.lib.eduhk.hk/en/bibs/3fa3bc6a

2010-11-28