Improving assessment methods in university science education with negotiated self- and peer-assessment

Wai Yin Poon, Carmel McNaught, Paul Lam, H. S. Kwan

Research output: Contribution to journalArticlepeer-review

16 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)331-346
Number of pages16
JournalAssessment in Education: Principles, Policy and Practice
Issue number3
Publication statusPublished - Nov 2009
Externally publishedYes

ASJC Scopus subject areas

  • Education


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