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Chinese award-winning tutors’ perceptions and practices of classroom-based assessment
Citation
Zhou, J., & Deneen, C. C. (2015). Chinese award-winning tutors’ perceptions and practices of classroom-based assessment. Assessment & Evaluation in Higher Education, 41(8), 1144-1158. https://doi.org/10.1080/02602938.2015.1066306
Author
Zhou, Jiming
•
Deneen, Christopher Charles
Abstract
This study examines Chinese tertiary award-winning tutors' perceptions and reported practices of classroom-based assessment. 17 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 (1999) 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 standardized and international nature of award-winning instructors' assessment practices. Findings are discussed in relationship to understanding best practices in tertiary assessment, especially in regards to emerging tertiary education markets. Practical implications for the further development of learning and assessment practices and theoretical implications for assessment theory are also discussed.
Date Issued
2015
Publisher
Taylor & Francis
Journal
Assessment & Evaluation in Higher Education
DOI
10.1080/02602938.2015.1066306