国际学生和本国学生对澳大利亚高等教育衡量学习和标准的影响

Gigi Foster
{"title":"国际学生和本国学生对澳大利亚高等教育衡量学习和标准的影响","authors":"Gigi Foster","doi":"10.2139/ssrn.1756829","DOIUrl":null,"url":null,"abstract":"Do international students and/or students from non-English language speaking backgrounds (NESB students) perform worse than other students in Australian undergraduate classrooms? What happens to other students' marks when these students are added to classrooms? I provide new empirical evidence on these questions using very recent administrative panel data from the business faculties of two Australian Technology Network universities. Results show that both international students and NESB students perform significantly worse than other students, even controlling for selection into courses. Both effects are large and do not disappear after the first semester, but non-English speaking background predicts substantially more of a reduction in marks than international student status. Adding international NESB students to a tutorial leads to a reduction in the marks of English-speaking students in that tutorial, whereas the marks of all students benefit from the addition of domestic NESB students to tutorials.Finally, evidence of an upward buoying effect on marks is found from adding international NESB students to courses, which is likely due to the presence of grading on a curve at the course level, but this effect is only felt by international NESB students themselves. Logic suggests that this rise is unlikely to be due to a true learning effect, implying that on average, international NESB students' already low marks are inflated in courses with large fractions of such students.","PeriodicalId":23435,"journal":{"name":"UNSW Business School Research Paper Series","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2011-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"25","resultStr":"{\"title\":\"The Impact of International and NESB Students on Measured Learning and Standards in Australian Higher Education\",\"authors\":\"Gigi Foster\",\"doi\":\"10.2139/ssrn.1756829\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Do international students and/or students from non-English language speaking backgrounds (NESB students) perform worse than other students in Australian undergraduate classrooms? What happens to other students' marks when these students are added to classrooms? I provide new empirical evidence on these questions using very recent administrative panel data from the business faculties of two Australian Technology Network universities. Results show that both international students and NESB students perform significantly worse than other students, even controlling for selection into courses. Both effects are large and do not disappear after the first semester, but non-English speaking background predicts substantially more of a reduction in marks than international student status. Adding international NESB students to a tutorial leads to a reduction in the marks of English-speaking students in that tutorial, whereas the marks of all students benefit from the addition of domestic NESB students to tutorials.Finally, evidence of an upward buoying effect on marks is found from adding international NESB students to courses, which is likely due to the presence of grading on a curve at the course level, but this effect is only felt by international NESB students themselves. Logic suggests that this rise is unlikely to be due to a true learning effect, implying that on average, international NESB students' already low marks are inflated in courses with large fractions of such students.\",\"PeriodicalId\":23435,\"journal\":{\"name\":\"UNSW Business School Research Paper Series\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2011-02-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"25\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"UNSW Business School Research Paper Series\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2139/ssrn.1756829\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"UNSW Business School Research Paper Series","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2139/ssrn.1756829","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 25

摘要

国际学生和/或来自非英语语言背景的学生(NESB学生)在澳大利亚本科课堂上的表现比其他学生差吗?当这些学生加入课堂后,其他学生的分数会发生什么变化?我利用两所澳大利亚技术网络大学商学院最近的管理小组数据,为这些问题提供了新的经验证据。结果显示,即使控制选课的因素,国际生和内海学生的表现也明显低于其他学生。这两种影响都很大,并且在第一学期之后不会消失,但非英语背景的学生比国际学生的成绩下降得更多。增加国际学生参加辅导课会导致英语学生的分数下降,而增加国内学生参加辅导课则会使所有学生的分数受益。最后,有证据表明,在课程中增加国际NESB学生对分数有上升的影响,这可能是由于课程水平上存在评分曲线,但这种影响只有国际NESB学生自己才能感受到。从逻辑上讲,这种增长不太可能是由于真正的学习效应,这意味着平均而言,国际NESB学生的低分数在这些学生占很大比例的课程中被夸大了。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Impact of International and NESB Students on Measured Learning and Standards in Australian Higher Education
Do international students and/or students from non-English language speaking backgrounds (NESB students) perform worse than other students in Australian undergraduate classrooms? What happens to other students' marks when these students are added to classrooms? I provide new empirical evidence on these questions using very recent administrative panel data from the business faculties of two Australian Technology Network universities. Results show that both international students and NESB students perform significantly worse than other students, even controlling for selection into courses. Both effects are large and do not disappear after the first semester, but non-English speaking background predicts substantially more of a reduction in marks than international student status. Adding international NESB students to a tutorial leads to a reduction in the marks of English-speaking students in that tutorial, whereas the marks of all students benefit from the addition of domestic NESB students to tutorials.Finally, evidence of an upward buoying effect on marks is found from adding international NESB students to courses, which is likely due to the presence of grading on a curve at the course level, but this effect is only felt by international NESB students themselves. Logic suggests that this rise is unlikely to be due to a true learning effect, implying that on average, international NESB students' already low marks are inflated in courses with large fractions of such students.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信