Illustrating assessment: How Hong Kong university students conceive of the purposes of assessment

Gavin Thomas Lumsden BROWN, Zhenlin WANG

Research output: Contribution to journalArticles

27 Citations (Scopus)

Abstract

The beliefs, attitudes, experiences and responses that Hong Kong higher education students have about assessment are an important facet to developing our understanding of the ‘Chinese learner’. Using six focus groups, 26 Hong Kong university students drew pictures of assessment. The visual elements of the pictures were content analysed into eight major categories (i.e. negative emotions, being monitored, competition, lifelong, pride and pleasure, marks, inaccuracy, and burden). The most frequent categories were negative emotions and being monitored. Associations between image categories and pre-university academic performance were statistically non-significant. In addition to the portrayal of the Chinese student as an effective, persistent learner, this study shows that Chinese students are very aware of the negative, controlling impact of assessment on their lives. This study contributes to our understanding of Chinese learners in Hong Kong. Copyright © 2013 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)1037-1057
JournalStudies in Higher Education
Volume38
Issue number7
Early online dateSep 2011
DOIs
Publication statusPublished - 2013

Citation

Brown, G. T. L., & Wang, Z. (2013). Illustrating assessment: How Hong Kong university students conceive of the purposes of assessment. Studies in Higher Education, 38(7), 1037-1057.

Keywords

  • Assessment
  • Attitude
  • Academic performance
  • Cultural studies
  • Qualitative research
  • Alt. title: Illustrating assessment: How Hong Kong university students conceive of assessment's purposes

Fingerprint Dive into the research topics of 'Illustrating assessment: How Hong Kong university students conceive of the purposes of assessment'. Together they form a unique fingerprint.