This paper probes the responses of students to opportunities to participate in peer assessment in the context of Chinese language educational activities using the wiki-supported environment provided by a self-financing Hong Kong community college. Questionnaire items presented in anonymous format examined student willingness or reluctance to read peer essays and receive peer feedback, their preference for the type of feedback and the language used and their ideas or the desirability of using an on-line peer assessment system. Of the 25 questionnaire items given, all revealed positive levels of support for this on-line peer-based process. This finding was consistent despite some variation in the intensity of support within items. Perhaps most interestingly and educationally rewarding was the observation that the interactions generated by both assessor and assessed tended to deepen the quality of and interest in the learning process. The paper discusses the details of the questionnaire findings and concludes with some avenues for further work and suggestion for refinement of research protocols.
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- Peer Assessment Using Wiki to Enhance Their Mastery of the Chinese Language
- Springer Berlin Heidelberg
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