Chinese award-winning tutors' perceptions and practices of classroom-based assessment

Chinese award-winning tutors' perceptions and practices of classroom-based assessment

• Zhou, Jiming University of Hong Kong
• Deneen, Christopher Charles National Institution of Education, Singapore

Assessment & Evaluation in Higher Education, 1-15, 2015

Routledge

2015

• L 教育測量及評鑑
  • LC 學業成績測量

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This study examines Chinese tertiary award-winning tutors' perceptions and reported practices of classroom-based assessment. Seventeen tutors in the final stage of a national university teaching contest were individually interviewed. An interview framework was developed using three process dimensions of assessment for learning (AfL). A sequential and iterative analysis of resulting data was conducted based on Miles and Huberman's protocols for qualitative analysis. Participants demonstrated a complex set of connections between perceptions and practices around issues of sharing standards, delivering feedback and response to external assessments. Results deviate from widely promoted principles of AfL and classroom-based assessment espoused in the international literature; in doing so, they challenge existing research and assumptions about the standardised and international nature of award-winning instructors' assessment practices. Findings are discussed in relationship to understanding best practices in tertiary assessment, given emerging tertiary education markets. Practical implications for the further development of learning and assessment practices and theoretical implications for the AfL theory are also discussed.
[Copyright of Assessment & Evaluation in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02602938.2015.1066306]

• 英文

期刊論文

• 02602938

• 10.1080/02602938.2015.1066306

https://bibliography.lib.eduhk.hk/tc/bibs/a86ce995

2015-10-16