Abstract-This study examines how prospective EFL teachers conceive of assessment for learning (AfL) practices and how these perceptions relate to their learning approaches. The study evaluated, in three teacher training universities' in China, 692 prospective EFL teachers' responses to a self-report instrument regarding assessment for learning practices and students' learning approach. Results indicate a significant positive correlation between their perceived AfL experience and their tendency to adopt an achieving or deep approach to learning. Results also reveal that a surface approach to learning was negatively correlated to AfL experience, suggesting that in the Chinese university environment, the more AfL features incorporated into the classroom teaching and assessment processes, the less likely students adopt a surface approach to learning. This study also provides evidence of the potential differences in students' responses to AfL as a result of different institutional environments. Implications of the results for addressing potential barriers to implementation of AfL in the Chinese context are also discussed
In spite of much recent theorizing about teacher provision of feedback, relatively fewer studies look at the dynamic relationships between teacher feedback practices, student feedback experience, and their learning outcomes in higher education settings. To fill this gap, this study looked at 308 university students' perceived teacher feedback practices and their feedback experiences in an English Studies course context at a key and non-key university, and explored how teacher feedback, student feedback motivation and feedback behavior were associated with students' course satisfaction and course exam performance. Results showed that students from the key university reported a higher level of teacher feedback use as well as student feedback motivation and behavior. Structural equation modeling (SEM) suggested that in the case of the non-key university, student feedback behavior significantly predicted course satisfaction and course exam results; teacher feedback also indirectly influenced course satisfaction and course exam results. In the case of the key university, while teacher feedback and student feedback behavior each had significant influence on course satisfaction, student feedback behavior showed no direct significant effect on course exam results, and teacher feedback also showed no significant indirect influence on course exam results.
Studies show that parental educational expectations (PEEs) serve as an intermediary variable between family background and children’s educational attainment. This paper re-examines the relationship between PEEs and children’s higher educational attainment using data from the China Family Panel Studies (CFPS) 2010–2018. To address potential endogenous problems in the previous papers, we use the average College Enrolment Opportunity Index (CEOI) when the children were 10–12 years old as an instrumental variable for PEEs. The results revealed that: (1) In addition to the indirect intermediary effects, the PEEs also had a direct impact on children’s higher educational attainment independent of family background; (2) the magnitude of the effect was much larger (almost three times) than previous estimates after solving endogenous problems; (3) there was no significant gender difference in the effect of PEEs. In addition, we also found that PEEs had a greater impact on middle- and low-income families. Therefore, we argue that against the background of the “Double Reduction” policy, parents should change their conception of education and raise their expectations for their children and encourage them to strive for higher educational achievements.
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