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

Autor/in	Mok, Jane
Titel	A case study of students' perceptions of peer assessment in Hong Kong.
Quelle	In: ELT journal, 65 (2011) 3, S. 230-239 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 1; Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0013-8290; 0307-8337; 0951-0893; 1477-4526
DOI	10.1093/elt/ccq062
Schlagwörter	Empirische Forschung; Fallstudie; Einstellung (Psy); Selbsteinschätzung; Englischunterricht; Fremdsprachenunterricht; Hongkong; Schüler; Fallstudie; Selbsteinschätzung; Leistungsbeurteilung; Empirische Forschung; Sekundarschule; Schüler; Leistungsbeurteilung; Peer Group; Fremdsprachenunterricht; Englischunterricht; Hongkong
Abstract	Since 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 new concept to many local students. The 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. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2