Understanding Chinese university student conceptions of assessment: cultural similarities and jurisdictional differences between Hong Kong and China

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• 作者：Gavin T. L. Brown ; Zhenlin Wang
• 关键词：Assessment ; Attitudes and beliefs ; Chinese ; Higher education ; Students ; Survey research
• 刊名：Social Psychology of Education
• 出版年：2016
• 出版时间：March 2016
• 年：2016
• 卷：19
• 期：1
• 页码：151-173
• 全文大小：526 KB
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• 作者单位：Gavin T. L. Brown (1)
  Zhenlin Wang (2)
  
  1. School of Learning, Development and Professional Practice, Faculty of Education & Social Work, The University of Auckland, Private Bag 92019, Auckland, 1142, New Zealand
  2. Department of Psychological Studies, Faculty of Education and Human Development, The Hong Kong Institute of Education, Tai Po, Hong Kong
  
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Education
  Education
  Personality and Social Psychology
  Education and Society
  
• 出版者：Springer Netherlands
• ISSN：1573-1928

文摘

Hong Kong (HK) and the People’s Republic of China (PRC), while sharing historic cultural roots, have different policies for and practices of educational assessment. Student conceptions of assessment function to guide individual behaviour in response to the functions, purposes, and consequences of assessments. A new self-report questionnaire was developed to account for attitudes and beliefs detected in qualitative and pilot survey studies. In a two-group confirmatory factor analysis, an eight-factor solution, in which seven factors were dependent on a higher order factor (i.e., School Quality), was found with good fit. The seven factors were named: Societal Uses, Class Benefits, Accuracy, Negative Aspects, Teacher Use, Family Effects, and Competition. Invariance testing showed that regression weights were not equivalent between the PRC and HK students, though they were among PRC pre-degree and postgraduate students. There were statistically significant differences in factor mean scores between the HK and PRC groups. Conventional Chinese cultural norms were less explanatory of results than the effect of institutional assessment policies and practices in each jurisdiction.