The 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. Copyright © 2012 Institute of Education, University of London.
|Publication status||Published - Jul 2012|