Understanding Chinese university student conceptions of assessment: Plausible effects of modern policies

Gavin Thomas Lumsden BROWN, Zhenlin WANG

Research output: Contribution to conferencePaper

Abstract

Student conceptions of assessment are an aspect of self-regulation, within, culturally-shaped beliefs and practices. A new self-report questionnaire Chinese-Student Conceptions of Assessment inventory was developed to account for additional purposes of assessment detected through qualitative studies. An inter-correlated 8-factor solution was found with acceptable fit. The factors were named: Societal uses, Class benefits, School Quality, Accuracy, Negative Aspects, Teacher Use, and Competition. The mean factor scores supported the conventional view that East Asian societies give high regard to academic achievement measured by assessment, effortful improvement, and selection based on assessment. A relatively negative view of family obligation as a purpose for assessment may be a reflection of both ‘single child’ policies post-1979 and individualistic economic practices in PRC post-1984.
Original languageEnglish
Publication statusPublished - Apr 2014

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university
student
self-regulation
academic achievement
obligation
questionnaire
teacher
society
school
economics

Citation

Brown, G. T., & Wang, Z. (2014, April). Understanding Chinese university student conceptions of assessment: Plausible effects of modern policies. Paper presented at the 2014 AERA Annual Meeting, Philadelphia, Pennsylvania.