Abstract
Assessment is viewed as an internal and pivotal part of learning, where cultural factors, previous experiences, and future aspirations affect learners’ perceptions. In recent years, an increasing number of western universities have established their campuses or “dual” programmes in China. In the first Sino–Finnish programme, 293 Finnish and Chinese students participated in the same English for Specific Purposes (ESP) course. This study investigated students’ perceptions of assessment through an adapted version of the “Students’ Conceptions of Assessment” inventory, and it explored if the responses on each conception differ between the groups. The self-report inventory included statements based on four main conceptions of assessment: improvement, external factors, affect/benefit, and irrelevance, while open-ended questions were also included. The analysis of the open-ended questions raised the issues of teacher fairness, learner autonomy, and feedback. Additionally, differences appeared between the role of assessment and its relation to future aspirations, as well as the role of the parents. This study is a starting point for exploring the conceptions for distinct groups of students regarding assessment, providing a better understanding of students’ perceptions and discussing the implications for the language classroom.
Highlights
Assessment is an internal and pivotal part of learning
This study belongs to a larger research project that aims to provide an insight on the assessment culture of the students participating in the English for Specific Purposes (ESP) course as part of the first-ever Sino–Finnish double-degree programme, which was established as a collaboration between a Finnish and a Chinese university
The discussed similarities and differences between the two student groups are used as a method to document and identify potential areas of differentiation and/or scaffolding when teachers introduce classroom assessment practices and their potential impact on students
Summary
Assessment is an internal and pivotal part of learning. As Saville and Khalifa (2016) point out, the continuous effects of language assessment are visible on two levels. On the macro-level, it involves language policies in the society and in various educational systems. On the micro-level, assessment is related to the experiences of individuals participating in it. It is vital to involve students as one of the main stakeholders who encounter language assessment practices, and they could face its longlasting effects on their education and careers. High-stakes exams could determine the life decisions and plans of test-takers
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