Chinese International Graduate Students' Perceptions of Classroom Assessment at a Canadian University

Chinese International Graduate Students' Perceptions of Classroom Assessment at a Canadian University

Yue Gu (University of Windsor, Canada)
DOI: 10.4018/978-1-7998-5030-4.ch008
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Abstract

The purpose of this chapter is to investigate Chinese international students' perceptions of classroom assessment in Canadian higher education. Data collection for the study took place in a Canadian university and was comprised of two parts: an online survey for the collection of quantitative data, and semi-structured interviews for the collection of qualitative data. Sixty-two participants (n=62) voluntarily finished the online questionnaire and ten interview participants took part in semi-structured interviews. The exploration into the participants illustrated that Chinese graduate students held positive perceptions of classroom assessment at the Canadian university where the study was conducted, in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity.
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Introduction

In order to examine how Chinese international students perceive classroom assessment, it is important to establish some of the fundamental elements that characterize this issue. Firstly, it is critical to define assessment itself, as well as the different formats of assessment. It is then necessary to outline the importance of students’ perceptions of classroom assessment. Finally, an in-depth investigation requires an understanding of the factors of classroom assessment that can motivate students’ learning, and assessment and learning in China.

Key Terms in this Chapter

Transparency: The degree to which every student has an identical probability to finish assessment tasks.

Motivation to Learn: Forceful stimuli from intrinsic and/or extrinsic powers which confer on students force to study successfully.

Authenticity: The degree to which assessment tasks include real-life states that are related to the learner.

Diversity: The degree to which each student has an equivalent opportunity to finish assessment tasks.

Congruence With Planned Learning: The degree to which assessment tasks are consistent with the study programs’ purposes and intentions.

Classroom Assessment: A systematic process of gathering information relating to student achievement and interpreting assessment results and students’ responses, and then using the findings to adjust teacher instruction with the aim of enhancing students’ learning.

Student Consultation: The degree to which students are asked and notified about the practices of assessment tasks being used.

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