It has been reported in the literature that each language has very particular resources that show how participants mark their epistemic positions (Hayano, 2011; Iwasaki & Yap, 2015; Kärkkäinen, 2003, 2007; Thompson, 2002). Our main objective in this article is to discuss and explicate the use of these resources in a conversation carried out by young adults in Cantonese. We discuss how conversationalists mark and manage their epistemic positions through assessment devices carried out by certain utterance particles (ā ma, ge, and gám) and other combining resources (such as use of first person plural pronouns, modal adverbs, and tag questions). To do so, we focus on the competition of rights to make assessments, turn design, and the sequential positioning of each participant during the interaction. Our results show that participants always search for ratification of their assessments and that the use of the three particles analysed herein play a fundamental role in this process. This work seeks to contribute to other studies that have analysed specific resources that participants use when claiming or defeating rights during the evaluation process of a matter at hand in languages other than English.