This thesis explores formative assessment and feedback in China. The study examined how Chinese students at a university in China experienced different feedback types from their Chinese instructors, and what their attitudes towards those were. A mixed-methods approach, using a self-administered, electronically distributed questionnaire and a semi-structured, one-on-one, face-to-face interview, was employed to this end. A total of 232 students – mostly undergraduates – took part, each of whom completed the questionnaire and 30 of whom were interviewed. A large number of students conveyed an awareness of the formative potential of feedback as well as an expectation towards it playing this role, primarily in terms of learning improvement and being psychologically supportive. Marks and grades were shown to play a dominating and not always unsupportive role. The majority of participants reported overall positive effects of the feedback they were given on aspects of their learning and psychology. However, many felt the feedback they received to be qualitatively as well as quantitatively insufficient. The study aimed to shed light on a research area and geographical context where accounts in English from a Western perspective are limited. The overarching conclusion of the study’s findings is that there appears to be significant convergence between scholars’ and Chinese students’ expectations of effective feedback. A key recommendation for future research is to conduct further studies into students’ perceptions of feedback in non-Western contexts.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:658986 |
| Date | January 2015 |
| Creators | Cookson, Christopher James |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/70970/ |
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