How First-Year Students Perceive and Experience Assessment of Academic Literacies

Autor/inn/en	Zhou, Jiming; Zhao, Ke; Dawson, Phillip
Titel	How First-Year Students Perceive and Experience Assessment of Academic Literacies
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 2, S.266-278 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Jiming) ORCID (Zhao, Ke) ORCID (Dawson, Phillip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2019.1637513
Schlagwörter	College Freshmen; Student Attitudes; Student Experience; Student Evaluation; English (Second Language); Foreign Countries; Academic Language; Multiple Literacies; Alternative Assessment; Educational Objectives; Teacher Student Relationship; Prior Learning; College Faculty; China (Shanghai) + Suchen Sie Ihr Suchwort? Studienanfänger; Schülerverhalten; Studienerfahrung; Schulnote; Studentische Bewertung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Educational objective; Bildungsziel; Erziehungsziel; Teacher student relationships; Lehrer-Schüler-Beziehung; Vorkenntnisse; Fakultät
Abstract	First-year university students' underdeveloped academic literacies can lead to dissatisfaction and poor performance. University teachers find it difficult to take action without an understanding of students' perceptions and needs. This study investigates first-year Chinese students' perceptions and experiences related to assessment of academic literacies in an English-as-a-foreign-language university context. The datasets include student focus groups at two different time points over their first university year, self-reflective essays written by students at the end of the year, and audio records of nine units of teaching in three teachers' classes. Findings highlight that fostering students' academic literacies incorporates both linguistic development and epistemological adaptation. Students held mixed feelings towards alternative assessment other than examinations. Their personal learning goals of using English in everyday scenarios dampened their commitment to teachers' goals of developing learners' academic literacies. Findings suggest assessment can be an effective 'card' played by teachers to nurture students' appreciation of new learning goals, communicate areas for improvement in learning strategies, and demonstrate their visible progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01