Chinese Award-Winning Tutors' Perceptions and Practices of Classroom-Based Assessment

Autor/inn/en	Zhou, Jiming; Deneen, Christopher Charles
Titel	Chinese Award-Winning Tutors' Perceptions and Practices of Classroom-Based Assessment
Quelle	In: Assessment & Evaluation in Higher Education, 41 (2016) 8, S.1144-1158 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2015.1066306
Schlagwörter	Foreign Countries; Tutors; Teacher Attitudes; Awards; Recognition (Achievement); Student Evaluation; Semi Structured Interviews; Ethnography; Competition; Coding; Higher Education; Qualitative Research; Educational Assessment; Best Practices; Summative Evaluation; Feedback (Response); Second Language Instruction; English (Second Language); High Stakes Tests; Evaluation Criteria; China + Suchen Sie Ihr Suchwort? Ausland; Förderlehrer; Lehrender; Tutor; Lehrerverhalten; Award; Auszeichnung; Soziale Anerkennung; Schulnote; Studentische Bewertung; Ethnografie; Wettkampf; Codierung; Programmierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Education; assessment; Bewertungssystem; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01