理解东南亚高等教育评估:四个视角

J. Chung
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引用次数: 0

摘要

在我们的传统中国文化中,应试课程普遍占据主导地位,限制了学生的学习参与。这项研究的目的是了解评估问题和调查的观点和经验,对主题课程和论文在博士水平的评估在东南亚,因为在这一具体背景下的研究很少。通过相关文献和对少数学生和教师的深度个人访谈,我们得到了对这个问题的互补看法。本文从评估目的、语言评估政策、评估标准与框架、影响评估效果的因素等几个方面进行了分析。研究结果包括课程作业评估实践与学习的AFL评估一致。评估嵌入在教学和学习环境中。个人能力包括学习者的语言能力和教育知识,以及所处的环境是影响高等教育评估绩效的因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Understanding the Assessment in Higher Education in South-east Asia: Four Perspectives
In our traditional Chinese culture, there is the widespread dominance of the exam-oriented curriculum with limited students’ engagement in learning. This study is aimed at understanding the assessment issues and investigating the perspectives and experiences towards the assessment of the subject coursework and thesis at doctoral level in South-east Asia since there is scant study on this specific context. Relevant documents and the indepth individual interviews of a few learners and teachers were used to get complementary perceptions on this issue. This paper is analyzed based on several perspectives: the purposes for assessment, language assessment policy, assessment standards and frameworks, and factors affecting the assessment performance. Findings include the coursework assessment practice has aligned with AFL Assessment for learning. Assessment is embedded in the teaching and learning context. Individual abilities including the language proficiency and educational knowledge of learners, and the circumstances are factors related to the performance of the assessment in higher education.
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