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ERIC Number: EJ915893
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1056-7879
Designing a Culturally Appropriate Format of Formative Peer Assessment for Asian Students: The Case of Vietnamese Students
Thanh, Pham Thi Hong; Gillies, Robyn
International Journal of Educational Reform, v19 n2 p72-85 Spr 2010
Peer assessment has recently been widely recommended in Vietnamese classrooms. However, there are argumentative opinions about this assessment because it has many conflicts with the learning culture of Vietnamese students. To date, there has not been any study addressing this issue. The present study investigated how Vietnamese students participate in peer assessment and how peer assessment should be designed to interest local students. In sum, 145 second-year students participated in a one-semester study. The results show that the students refused to participate in intragroup peer assessment because they were not confident in exchanging feedback directly and face-to-face. By contrast, intergroup peer assessment interested the students more because they could avoid direct conflicts with their friends and were guaranteed to save face by their group mates. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vietnam