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Article: Peer assessment in higher education: a reflection of the experience of an English Language instructor in Hong Kong

TitlePeer assessment in higher education: a reflection of the experience of an English Language instructor in Hong Kong
Authors
Issue Date2012
PublisherInstitute of Education, University of London. The Journal's web site is located at http://www.reflectingeducation.net/index.php/reflecting/index
Citation
Reflecting Education, 2012, v. 8 n. 1, p. 24-31 How to Cite?
AbstractThe term ‘assessment for learning’ (AfL) has been used for around a decade in education in Hong Kong, and it has been widely promoted under recent education reform. In higher education, where student-centred learning is emphasised, peer assessment is always used as one of the instruments to enable students to provide feedback to one another, promoting the idea of assessment for learning. This paper discusses the possibilities and limitations of peer assessment for assessment for learning in an English Language classroom of a university in Hong Kong according to the writer’s reflection as an English Language instructor. First, literature related to peer assessment and feedback in higher education will be reviewed. An episode of assessment on English speeches of a class of Year One Social Sciences students will be briefly described and analysed. The implications of peer assessment on classroom practices will be highlighted.
Persistent Identifierhttp://hdl.handle.net/10722/187232
ISSN

 

DC FieldValueLanguage
dc.contributor.authorYung, KWHen_US
dc.date.accessioned2013-08-20T12:34:44Z-
dc.date.available2013-08-20T12:34:44Z-
dc.date.issued2012en_US
dc.identifier.citationReflecting Education, 2012, v. 8 n. 1, p. 24-31en_US
dc.identifier.issn1746-9082-
dc.identifier.urihttp://hdl.handle.net/10722/187232-
dc.description.abstractThe term ‘assessment for learning’ (AfL) has been used for around a decade in education in Hong Kong, and it has been widely promoted under recent education reform. In higher education, where student-centred learning is emphasised, peer assessment is always used as one of the instruments to enable students to provide feedback to one another, promoting the idea of assessment for learning. This paper discusses the possibilities and limitations of peer assessment for assessment for learning in an English Language classroom of a university in Hong Kong according to the writer’s reflection as an English Language instructor. First, literature related to peer assessment and feedback in higher education will be reviewed. An episode of assessment on English speeches of a class of Year One Social Sciences students will be briefly described and analysed. The implications of peer assessment on classroom practices will be highlighted.-
dc.languageengen_US
dc.publisherInstitute of Education, University of London. The Journal's web site is located at http://www.reflectingeducation.net/index.php/reflecting/index-
dc.relation.ispartofReflecting Educationen_US
dc.titlePeer assessment in higher education: a reflection of the experience of an English Language instructor in Hong Kongen_US
dc.typeArticleen_US
dc.identifier.emailYung, KWH: wyunghku@hku.hken_US
dc.description.naturelink_to_OA_fulltext-
dc.identifier.hkuros216955en_US
dc.identifier.volume8en_US
dc.identifier.issue1en_US
dc.identifier.spage24en_US
dc.identifier.epage31en_US
dc.publisher.placeUnited Kingdom-

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