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Article: Peer assessment in a test-dominated setting: Empowering, boring or facilitating examination preparation?

TitlePeer assessment in a test-dominated setting: Empowering, boring or facilitating examination preparation?
Authors
KeywordsCase study
English language teaching
Examinations
Formative assessment
Peer assessment
Primary school
Issue Date2010
PublisherSpringer Netherlands. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1570-2081
Citation
Educational Research For Policy And Practice, 2010, v. 9 n. 1, p. 3-15 How to Cite?
AbstractThe literature suggests that peer assessment contributes to the development of student learning and promotes ownership of assessment processes. These claims emerge from research conducted primarily in Western contexts. This exploratory paper reports on the perspectives that a class of Hong Kong primary school students and their teachers have on their engagement with peer assessment. It draws on data collected through extensive interviews and classroom observations from a 2-year case study. The findings indicate that student perceptions about the usefulness of peer assessment follow from their perspectives on quality of peer feedback, peer language proficiency, and the novelty or repetitiveness of its processes. Teachers and students also viewed peer assessment as assuming a wider role in preparing for examinations and future secondary schooling. A key implication is that assessment practices are deeply cultural and, in test-dominated settings, peer assessment may have most potential when explicit links are drawn with preparation for summative assessment. © Springer Science+Business Media B.V. 2009.
Persistent Identifierhttp://hdl.handle.net/10722/125510
ISSN
2015 SCImago Journal Rankings: 0.406
References

 

DC FieldValueLanguage
dc.contributor.authorBryant, DAen_HK
dc.contributor.authorCarless, DRen_HK
dc.date.accessioned2010-10-31T11:35:31Z-
dc.date.available2010-10-31T11:35:31Z-
dc.date.issued2010en_HK
dc.identifier.citationEducational Research For Policy And Practice, 2010, v. 9 n. 1, p. 3-15en_HK
dc.identifier.issn1570-2081en_HK
dc.identifier.urihttp://hdl.handle.net/10722/125510-
dc.description.abstractThe literature suggests that peer assessment contributes to the development of student learning and promotes ownership of assessment processes. These claims emerge from research conducted primarily in Western contexts. This exploratory paper reports on the perspectives that a class of Hong Kong primary school students and their teachers have on their engagement with peer assessment. It draws on data collected through extensive interviews and classroom observations from a 2-year case study. The findings indicate that student perceptions about the usefulness of peer assessment follow from their perspectives on quality of peer feedback, peer language proficiency, and the novelty or repetitiveness of its processes. Teachers and students also viewed peer assessment as assuming a wider role in preparing for examinations and future secondary schooling. A key implication is that assessment practices are deeply cultural and, in test-dominated settings, peer assessment may have most potential when explicit links are drawn with preparation for summative assessment. © Springer Science+Business Media B.V. 2009.en_HK
dc.languageengen_HK
dc.publisherSpringer Netherlands. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1570-2081en_HK
dc.relation.ispartofEducational Research for Policy and Practiceen_HK
dc.rightsThe original publication is available at www.springerlink.com-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectCase studyen_HK
dc.subjectEnglish language teachingen_HK
dc.subjectExaminationsen_HK
dc.subjectFormative assessmenten_HK
dc.subjectPeer assessmenten_HK
dc.subjectPrimary schoolen_HK
dc.titlePeer assessment in a test-dominated setting: Empowering, boring or facilitating examination preparation?en_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1570-2081&volume=9&issue=1&spage=3&epage=15&date=2010&atitle=Peer+assessment+in+a+test-dominated+setting:+empowering,+boring+or+facilitating+examination+preparation?en_HK
dc.identifier.emailCarless, DR: dcarless@hkucc.hku.hken_HK
dc.identifier.authorityCarless, DR=rp00889en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1007/s10671-009-9077-2en_HK
dc.identifier.scopuseid_2-s2.0-77149175649en_HK
dc.identifier.hkuros180888en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77149175649&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume9en_HK
dc.identifier.issue1en_HK
dc.identifier.spage3en_HK
dc.identifier.epage15en_HK
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridBryant, DA=35112839700en_HK
dc.identifier.scopusauthoridCarless, DR=13006149700en_HK
dc.identifier.citeulike6186514-

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