Classroom Assessment for Assimilating and Evaluating First-Year University Students

• In Event: 16.060 - Roundtable Session 3
  In Roundtable Session: 16.060-10 - Classroom Assessment SIG Roundtable

Abstract

Classroom assessment has a driving power in nurturing students’ commitment to certain learning goals and changing their learning strategies. It can be used to assimilate first-year university students into the tertiary education contexts. This study investigates what difficulties Chinese students encounter when they participate in university classroom assessment activities and how to use classroom assessment to assimilate learners into the university learning culture. This paper analyses interviews, self-reflective and classroom observation data over one academic year. Divergent approaches to conducting assessment were identified, on the basis of which a didactic-experiential continuum of classroom assessment implementation was proposed. The study illuminates the interplay between classroom assessment and first-year university students’ learning, and has pedagogical implications for educators working with Chinese learners.

Authors

• ZHOU JIMING, Fudan University

• Ke Zhao, Shanghai University of Finance and Economics