Investigating M.Ed. students’ perception of the authenticity of their curriculum assessments in Mainland China

• In Event: Reimagining Assessment and Pedagogy: Equity, Justice, and Innovation in Teacher Preparation

Abstract

Students’ perceptions of assessment authenticity are personal and can influence learning outcomes. This study aims to examine and compare M.Ed. students’ views of five assessment types in the Chinese initial teacher education program. To guide the design of the instrument and data analysis, a six-dimensional conceptual framework was developed, which extends Gulikers’ original model to accommodate Chinese contextual features. This study surveyed 389 participants from three mainland normal universities using in a matrix questionnaire based on this conceptual framework. Data were analysed with Advanced Mixed‑Model ANOVAs. The study provides the large‑scale quantitative evidence of assessment authenticity in Chinese pre‑service teacher education and validates a six-dimensional instrument that researchers and assessment designers worldwide can adopt to benchmark and refine authentic‑assessment practices.

Author

• YIYUN ZHANG, University of Bristol