Abstract
The growing population of international students in Australian higher education institutions presents a unique set of challenges for educators responsible for implementing the Assessment for Learning (AfL) principle. This article explores the specific obstacles faced by Chinese students as they strive to adapt to the Australian higher education curriculum evaluation system from their own perspectives. Additionally, the authors of this article offer in-depth and targeted strategies aimed at enriching the learning experiences of Chinese international students by applying AfL principles. These proposed methods are intended to provide assistance to international students who share a similar educational background in China, helping them overcome the diverse learning challenges encountered in a new and unfamiliar educational setting.
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