Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18488
Title: Chinese award-winning tutors’ perceptions and practices of classroom-based assessment
Authors: Zhou, Jiming
Deneen, Christopher C.
Keywords: Classroom-based assessment
Award-winning tutors
Chinese tertiary education
Issue Date: 2015
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. http://dx.doi.org/10.1080/02602938.2015.1066306
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.
Description: This is the final draft, after peer-review, of a manuscript published in Assessment & Evaluation in Higher Education. The published version is available online at http://dx.doi.org/10.1080/02602938.2015.1066306
URI: http://hdl.handle.net/10497/18488
ISSN: 0260-2938 (print)
1469-297X (online)
Other Identifiers: 10.1080/02602938.2015.1066306
Appears in Collections:Journal Articles

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