Chinese students' assessment and learning experiences in a transnational higher education programme |
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| Authors: | Kun Dai Kelly E Matthews Vicente Reyes |
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| Institution: | 1. Graduate School of Education, Peking University, Beijing, China;2. School of Education, University of Queensland, Brisbane, Australia;3. kdai@gse.pku.edu.cn;5. Institute for Teaching and Learning Innovation, University of Queensland, Brisbane, Australia;6. School of Education, University of Queensland, Brisbane, Australia |
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| Abstract: | AbstractChinese universities are increasingly entering into transnational higher education partnerships with institutions in primarily English-speaking countries. With this increase in programmes, there is a growing body of research investigating both policy and practice. Our study contributes insight into how students in a China–Australia programme experienced assessment drawing on theorisations of sustainable assessment. We present findings from interviews with 10 Chinese students who shared stories and reflections of their experiences of assessment and learning that reveal the complex ways students negotiated qualitatively different assessment experiences, while displaying sophisticated levels of agency, between Chinese and Australian universities. In making sense of the interviews in relation to sustainable assessment, we evoke notions of cultural ignorance to illuminate aspects of a cross-cultural ignorance in teaching and learning practices. In doing so, we argue that conversations about cultural ignorance combined with principles of sustainable assessment can create space to support partners to better plan and coordinate for meaningful assessment and learning experiences for students in cross-cultural articulation programmes. |
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| Keywords: | sustainable assessment transnational higher education articulation programme cultural ignorance |
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