The Effectiveness of Peer Evaluation Using Student Self-Generated Rubrics for Learning Assessment in Tertiary Chinese Writing Programme in Hong Kong

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Enhancement of Chinese communication skills to meet the needs of Hong Kong society is a long term direction of the language teaching in university. We need to find more and better methods for teaching the subject, particularly those which can promote a more independent, interactive, and student-centred mode of learning. Research has shown that involving students in their own assessment is to help students to be able to assess themselves, to identify their strengths and weaknesses. They are able to become independent, lifelong learners.It is suggested that a successful assessment for learning is a process that is undertaken in collaboration with students. Peer assessment involving students in their own assessment processes is intended to help students be able to assess themselves, to identify their own strengths and weaknesses, so that they are able to become independent, lifelong learners. Moreover, the effectiveness of student self-generated writing criteria for enhancing the learning of Chinese writing is also examined. The point to observe is to see whether these arrangements could enable the students to improve their Chinese writing ability by self reflection, enhancing writing skills and promoting self-directed learning. The research focuses on the students’ learning process. It is help to understand how these assessment methods could be applied in the teaching of Chinese writing in tertiary level. In order to have good understanding of the process of student’s self generated writing rubrics and peer-evaluation, classroom observation is employed in the research by video recording in the class. A details observation and analysis of the process is done after the implementation.

Keywords: Assessment for Learning, Peer Evaluation, Self-Generated, Writing Rubric, Chinese Writing
Stream: Literacy, Language, Multiliteracies; Languages Education and Second Language Learning
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.

Lydia, Kam-ha Leung

Language Instructor, Department of Chinese Bilingual Studies, The Hong Kong Polytechnic University
Hong Kong

Chinese Writing Teaching

Ref: L09P1258