Choosing and Designing Assessment Methods
Group and Peer Assessment
Conway, R., Kember, D., Sivan, A. & Wu, M. (1993)
Peer assessment of an individual’s contribution to a group project. Assessment and Evaluation in Higher Education, 18 (10), pp. 45-46.
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Kuisma, R. (1998)
Assessing individual contribution to a group project. in D. Watkins, C. Tang, J. Biggs & R. Kuisma (Eds.) Assessment of University Students in Hong Kong: How and Why, Assessment Portfolio, Students' Grading - Evaluation of the Student Experience Project, Volume 2 (pp. 79-106). City University of Hong Kong, Centre for the Enhancement of Learning and Teaching.
Li, L.K.Y. (2001)
Some refinements on peer assessment of group projects. Assessment & Evaluation in Higher Education, 26(1), 5-18.
MacAlpine, J.M.K. (1999)
Improving and encouraging peer assessment of student presentations. Assessment & Evaluation in Higher Education, 24 (1), 15-25.
Sivan, A. (1997)
Implementing peer assessment to improve teaching and learning. In D. Kember, B. H. Lam, L. Yan, J. C. K. Yum & S. B. Liu (Eds.) Case Studies of Improving Teaching and Learning from the Action Learning Project (pp.17-42). Hong Kong: Action Learning Project.
Using Computers in Examinations
Cox, K. (1998)
Insights into teaching and learning :Student use of computers in examinations. Access, Apr '98 [online document]. City University of Hong Kong, Centre for the Enhancement of Learning and Teaching. Accessed: 2000, September 11.
Problem-Based Learning
Lai, P., Tang, C. & Taylor, G. (1997)
Traditional assessment approaches: Saints or devils to learning fostered by problem-based learning (PBL)? In J. Conway, R. Fisher, L. Sheridan-Burns and G. Ryan (Eds.) Research and Development in Problem Based Learning: Integrity, innovation, integration Vol.4 (pp. 305-313). Australia: Australian Problem Based Learning Network (PROBLARC). [See also Tang et al. (Context-based PBL models) and Lai et al. (Problem-solving using PBL)].
Tang, C., Lai, P., Arthur, D. & Leung, S.F. (1999)
How do students prepare for traditional and portfolio assessment in a problem-based learning curriculum? In J. Conway and A. Williams (Eds.) Themes and Variations in PBL: Refereed proceedings of the 1999 Bi-ennial PBL Conference Vol.1 (pp. 206-217). Australia: Australian Problem Based Learning Network (PROBLARC).
Open Book Examinations
Cox, K. (1992)
Using Examinations to Develop Creativity and Problem Solving Skills (Working Papers in Computer Science). City Polytechnic of Hong Kong (now City University of Hong Kong)
Learning Portfolio
Lai, P., Tang, C., Arthur, D. & Leung, S.F. (1999)
Who benefits from portfolio assessment in problem-based learning (PBL) Nursing courses? In J. Conway and A. Williams (Eds.) Themes and Variations in PBL: Refereed proceedings of the 1999 Bi-ennial PBL Conference Vol.1 (pp. 206-217). Australia: Australian Problem Based Learning Network (PROBLARC).
[pdf]
Biggs, J. & Tang, C. (1998)
Assessment by portfolio: constructing learning and designing teaching. In P. Stimpson & P. Morris (Eds.) Curriculum and Assessment for Hong Kong: Two components, one system (pp. 443-462). Hong Kong: Open University of Hong Kong Press.
Hong, J. (1999)
Media in teaching : Electronic learning portfolio: A shared responsibility for teaching and learning. Access, Sept '99 [online serial]. City University of Hong Kong, Centre for the Enhancement of Learning and Teaching. Accessed: 2000, September, 8.
Tang, C. & Biggs, J. (1999)
Assessment by portfolio. In D. Watkins, C. Tang, J. Biggs & R. Kuisma (Eds.) Evaluation of the Student Experience Project: Vol. 2. Assessment of University Students in Hong Kong: How and Why, Assessment Portfolio, Students?Grading (pp. 29-78). City University of Hong Kong, Centre for the Enhancement of Learning and Teaching.
Different Assessment Methods
Types of tests (n.d.)
Teaching Tips [online document]. City University of Hong Kong, Centre for the Enhancement of Learning and Teaching. Accessed: 2000, October 4, http://www.cityu.edu.hk/celt/rft/rft_teachingtips_typesoftests.html
Kelly, M. & Stafford, K. (n.d.)
Multiple choice items. Teaching Tips [online document]. City University of Hong Kong, Centre for the Enhancement of Learning and Teaching. Accessed: 2000, August 19.
Tang, C. & Anderson, S. (1997)
How do students analyse assessment questions? In D. Kember, B. H. Lam, L. Yan, J. C. K. Yum & S. B. Liu (Eds.) Case Studies of Improving Teaching and Learning from the Action Learning Project (pp.3-10). Hong Kong: Action Learning Project.
Reflective Practice
Kember et al. (2000)
Development of a questionnaire to measure the level of reflective thinking [on-line abstract].Assessment & Evaluation in Higher Education, 25 (4), 381-395.
A model for curriculum development and criterion-based assessment - The SOLO Taxonomy
Biggs, J. (1999)
Formulating and clarifying curriculum objectives Teaching for Quality Learning at University (pp. 46-49). Buckingham, UK: SRHE and Open University Press.
[pdf]
Objective Structured Clinical Assessment (OSCA)
Wong, T.K.S., Chow, F.L.W., Lau, A.K.L., Lau, T.P.L., Wong, M. W. L. & Wong, S.K.F. (1997)
Fostering students' clinical competence through Objective Structured Clinical Assessment (OSCA). In D. Kember, B. H. Lam, L. Yan, J. C. K. Yum & S. B. Liu (Eds.) Case Studies of Improving Teaching and Learning from the Action Learning Project (pp.11-15). Hong Kong: Action Learning Project.
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