A variety of assessment tasks as good assessment principles have been adopted as common practice in universities in Hong Kong. It is essential for first-year students to receive feedback on how they perform in the tasks as the expectations and standards required in university programs are markedly different from schools. Students may receive just-in-time feedback from peers when arranged by teaching faculty. This paper reports a case study of first year students studying ‘Garment Manufacture’ working on a group project on how individuals provide feedback on peer group performance. The research questions of this paper are to examine how well the first-year students deliberate comments to peer groups in the process of formative assessment, and if they perceive similar standards as the teaching faculty. The feedback includes qualitative comments with an overall grade. To examine if student judgment over peer group performance matches the standards expected by teaching faculty, the individual grades on each team are totaled and averaged, and compared with the teacher’s grade. As students can benefit from qualitative feedback, we examine the quality of feedback from students. All comments are coded by content, presentation aids (visual and layout), presentation skills and group collaboration; samples of feedback from the top, middle, and bottom 10 percent of students are examined on how they appraise the top and bottom two group performances. Recommendations will be made on how students learn from feedback received by teaching faculty and by peer groups.
|Keywords:||Peer Assessment, Standards, Higher Education, First-Year Experience, Feedback, Group Project|
Senior Education Development Officer, Office of Education Development and Gateway Education, City University of Hong Kong, Hong Kong
Lecturer, Institute of Textiles and Clothing, The Hong Kong Polytechnic University, Hong Kong, Hong Kong