Self-assessment complements peer assessment for undergraduate students in an academic writing task

Self-assessment complements peer assessment for undergraduate students in an academic writing task

• Cheong, Choo Mui The University of Hong Kong
• Luo, Na Lanzhou University
• Zhu, Xinhua The Hong Kong Polytechnic University
• Lu, Qi Zhejiang University
• Wei, Wei Macau University of Science and Technology

Assessment & Evaluation in Higher Education, 48(1), 135-148, 2023

Routledge

2023

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBE Teaching Methods of Composition & Their Outcomes
• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests

Self-assessment Peer Assessment Academic Writing

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Self-assessment is believed to complement peer assessment in the classroom. However, whether, how and why this is done remains unclear. This study, by investigating the combined use of self and peer assessment for an academic writing task among a group of undergraduate students in Hong Kong, aims to shed light on how self-assessment complements peer assessment. Self-assessment is found to complement peer assessment in five ways: (1) it guides students to revise when peer assessment is lacking; (2) self-assessment effectively supplements peer assessment when the students had access to peer assessment; (3) even if a student has access to quality peer assessment, self-assessment complements peer assessment due to the different reflection involved in the two processes; (4) self-assessment can supplement peer assessment in terms of issues related to social-affective burdens for the latter; (5) self-assessment also complements peer assessment in that it benefits high and low-achieving students. Two problems surfaced. One is the students' antipathy against self-assessment despite their overall positive perception about peer assessment; the other is the inadequacy of combining self with peer assessment in fostering learning outcomes regardless that the combined use of self and peer assessment helped the students with revision considerably. Copyright © 2023 Routledge.

• English

Journal Articles

• 02602938

• 10.1080/02602938.2022.2069225

https://bibliography.lib.eduhk.hk/en/bibs/a7fe0249

2024-05-17