Improving Assessment Methods in University Science Education with Negotiated Self- and Peer-Assessment

Autor/inn/en	Poon, Wai-Yin; McNaught, Carmel; Lam, Paul; Kwan, H. S.
Titel	Improving Assessment Methods in University Science Education with Negotiated Self- and Peer-Assessment
Quelle	In: Assessment in Education: Principles, Policy & Practice, 16 (2009) 3, S.331-346 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Student Evaluation; Educational Innovation; Program Effectiveness; Foreign Countries; Evaluation Methods; College Science; Science Education; Self Evaluation (Individuals); Peer Evaluation; Test Construction; Criteria; College Students; Reflection; Hong Kong + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Instructional innovation; Bildungsinnovation; Ausland; Naturwissenschaftliche Bildung; Testaufbau; Collegestudent; Hongkong
Abstract	The 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. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10