The applicability of peer learning and peer assessment in Hong Kong: a cultural perspective

Peer learning and peer assessment have been implemented widely in Western societies, especially in higher education.. Although they carry many challenges, their advantages to student learning are supported by numerous empirical studies. However, this learning approach is only beginning to receive attention in Hong Kong. This chapter argues that both the education system and the traditional culture are pivotal factors that must be considered in order to implement peer learning and peer assessment effectively in Hong Kong. This paper will first identify major elements that facilitate effective peer learning and peer assessment among college students, such as active participation and ownership of their own learning, as well as critical exchange and feedback among peer learners. We will then provide an overview of the education system in Hong Kong and how it affects students’ learning approach and behavior. We argued that the prevalence of elite policy in the education system and the emphasis on achieving good results in public examinations has led to the prevalence of didactic knowledge transmission and rote memory in teaching and learning. Moreover, the traditional cultural emphasis on social relationships and on the notion of “face” may discourage students from offering different perspectives and critical feedback to each other. The traditional respect for authority may lead to students’ reliance on teachers’ guidance and direction. Finally, given all these possible challenges, we will explore whether the peer learning approach is applicable in Hong Kong.