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Major Considerations for Assessment at Course-level
Materials in this section are taken from the document “Peer Review on Teaching (Detailed Descriptions of Criteria)” that was developed in 2013 by an Ad Hoc Committee of 13 CUHK members.

(i) Alignment with objectives/ learning outcomes
  • measures expected learning outcomes
  • appropriate degree of diversity


  • (ii) Reasonable corresponding workload demand

    (iii) Role as learning aid
  • employs formative (on-going) assessment methods
  • contains mechanism for monitoring learning progress
  • provides adequate feedback
  • aptly includes group work
  • aptly includes peer- and self-assessment components


  • (iv) Fairness
  • components (e.g., assignments, mid-term, final) and corresponding percentages clearly stated
  • contains clear criteria/ grade descriptors
  • grades students' work consistently
  • has plagiarism handling mechanism


  • (v) Examination and/ or assignment questions
  • have good coverage
  • include challenging questions that promote higher-order learning
  • carry suitable mix of question types (e.g., open-ended question/ MC/ essay)
  • measure expected learning outcomes


  • (vi) Others
     
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