Improving assessment methods in university science education with negotiated self‐ and peer‐assessment
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AbstractThe aim of this study was to investigate whether, in the Hong Kong context, self‐ and 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.
All Author(s) ListPOON Wai Yin, MCNAUGHT Carmel Marie, LAM Lai Chuen, KWAN Hoi Shan
Journal nameAssessment in Education
Volume Number16
Issue Number3
Pages331 - 346
LanguagesEnglish-United Kingdom
KeywordsScience education; Peer-assessment; Self-assessment

Last updated on 2021-22-01 at 00:35