Welcome to the InfoSci Platform
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
Copyright: © 2021 |Pages: 18
ISBN13: 9781799850304|ISBN10: 1799850307|EISBN13: 9781799850311
DOI: 10.4018/978-1-7998-5030-4.ch008
Cite Chapter Cite Chapter

MLA

Gu, Yue. "Chinese International Graduate Students' Perceptions of Classroom Assessment at a Canadian University." Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education, edited by Vander Tavares, IGI Global, 2021, pp. 137-154. https://doi.org/10.4018/978-1-7998-5030-4.ch008

APA

Gu, Y. (2021). Chinese International Graduate Students' Perceptions of Classroom Assessment at a Canadian University. In V. Tavares (Ed.), Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education (pp. 137-154). IGI Global. https://doi.org/10.4018/978-1-7998-5030-4.ch008

Chicago

Gu, Yue. "Chinese International Graduate Students' Perceptions of Classroom Assessment at a Canadian University." In Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education, edited by Vander Tavares, 137-154. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-5030-4.ch008

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.