Investigating influence of assessment for learning practice on student learning approaches in Chinese higher education

Investigating influence of assessment for learning practice on student learning approaches in Chinese higher education

• Gan, Zhengdong University of Macau
• Hoi, Cathy University of Macau
• Schumacker, Randall University of Alabama

Measurement, 17(1), 23-37, 2019

Psychology Press

2019

• L Educational Measurement & Evaluation
• F Learning & Teaching
  • FC Critical Thinking, Learning Techniques, Time

Assessment for Learning (Teaching Model) Higher Education Student Attitudes China Assessment For Learning Hong Kong University Students Mainland Chinese University Students Students' Learning Approach

• China
• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

While assessment for learning (AfL) has been strongly promulgated by an increasing number of education systems internationally, little research is available that investigates students' responses to such AfL innovations, particularly in a Chinese learning context. There is a need to research and evaluate the AfL practices introduced and their impact on student learning approaches. This study focused on students' perceptions of AfL practices and the relationships these have with students' learning approaches. The study investigated perceptions of AfL practices experienced by students (N = 582) at three universities in mainland China and Hong Kong. Results indicated that student AfL experience positively influenced their learning approaches. Results revealed that all dimensions of students' perceived AfL experience (i.e., engagement with subject matter, teacher support, and peer support) were found to be significantly positively correlated with students' tendency to use a deep approach to learning, suggesting that in the Chinese and Hong Kong university environment, AfL practices contribute to students adopting a meaningful approach to learning.
[Copyright of Measurement is the property of Psychology Press.]

• English

Journal Articles

• 15366367

• 10.1080/15366367.2018.1479089

https://bibliography.lib.eduhk.hk/bibs/57d83a22

2020-03-03