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Article: A case study of students' perceptions of peer assessment in Hong Kong

TitleA case study of students' perceptions of peer assessment in Hong Kong
Authors
Issue Date2011
PublisherOxford University Press. The Journal's web site is located at http://eltj.oxfordjournals.org/
Citation
Elt Journal, 2011, v. 65 n. 3, p. 230-239 How to Cite?
AbstractSince 2001, the Education Bureau (EDB) in Hong Kong has been promoting a shift from traditional assessment of learning to assessment for learning, where classroom-based assessment is linked to teaching and learning, with students taking an active role in the assessment process. In particular, secondary school students are encouraged to assess their own and peers' oral English through self- and peer assessment. While peer assessment has been recognized as enhancing student learning if sensitively implemented, it is a newconcept tomany local students. This paper reports on a case study that investigated students' perceptions of the implementation of peer assessment in their English speaking classes. Through interview and classroom observation, the study reveals that despite the benefits that the participants perceived, they had serious concerns over the new assessment. What these 'average/weak' students reported was sad but inspiring. Implications are identified for those who plan to conduct peer assessment. © The Author 2010. Published by Oxford University Press; all rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/137564
ISSN
2015 Impact Factor: 0.864
2015 SCImago Journal Rankings: 1.260
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorMok, Jen_HK
dc.date.accessioned2011-08-26T14:28:06Z-
dc.date.available2011-08-26T14:28:06Z-
dc.date.issued2011en_HK
dc.identifier.citationElt Journal, 2011, v. 65 n. 3, p. 230-239en_HK
dc.identifier.issn0951-0893en_HK
dc.identifier.urihttp://hdl.handle.net/10722/137564-
dc.description.abstractSince 2001, the Education Bureau (EDB) in Hong Kong has been promoting a shift from traditional assessment of learning to assessment for learning, where classroom-based assessment is linked to teaching and learning, with students taking an active role in the assessment process. In particular, secondary school students are encouraged to assess their own and peers' oral English through self- and peer assessment. While peer assessment has been recognized as enhancing student learning if sensitively implemented, it is a newconcept tomany local students. This paper reports on a case study that investigated students' perceptions of the implementation of peer assessment in their English speaking classes. Through interview and classroom observation, the study reveals that despite the benefits that the participants perceived, they had serious concerns over the new assessment. What these 'average/weak' students reported was sad but inspiring. Implications are identified for those who plan to conduct peer assessment. © The Author 2010. Published by Oxford University Press; all rights reserved.en_HK
dc.languageengen_US
dc.publisherOxford University Press. The Journal's web site is located at http://eltj.oxfordjournals.org/en_HK
dc.relation.ispartofELT Journalen_HK
dc.titleA case study of students' perceptions of peer assessment in Hong Kongen_HK
dc.typeArticleen_HK
dc.identifier.emailMok, J: janemfy@hkucc.hku.hken_HK
dc.identifier.authorityMok, J=rp00938en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1093/elt/ccq062en_HK
dc.identifier.scopuseid_2-s2.0-79959558722en_HK
dc.identifier.hkuros189151en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-79959558722&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume65en_HK
dc.identifier.issue3en_HK
dc.identifier.spage230en_HK
dc.identifier.epage239en_HK
dc.identifier.isiWOS:000291751100002-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridMok, J=35729335500en_HK
dc.identifier.citeulike9475198-

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