Internationalization of the curriculum has become the subject of a significant body of research and debate, and demands new ways of teaching, learning and assessment in higher education (Ryan, 2013). Since Ecclestone and Pryor (2003) indicated the impacts of assessment on learner identity, this study investigates postgraduate international students' experiences of an innovative assessment approach, ‗peer assessment', to provide a new perspective from which to perceive the implications of assessment for internationalization of the curriculum. This empirical case study research focuses on five postgraduate taught modules (Business, Education A, Education B, Chemical Engineering and Computer Science) in a UK university in two academic years (2010-2011 and 2011-2012). The study uses a qualitative dominant mixed methods approach with four data collection techniques, including interviews, questionnaires, observation and diamond ranking. The research has identified
Abstract:Recent years have seen the school education and management environment become increasingly complex that require high demands for school leaders. Researchers in the field of educational leadership have suggested that emotional intelligence of school leaders will have positive influence over the school operation. The paper has made an effort in critically reflecting a high school headteacher's practice of school cultural change through the application of emotional intelligence. The importance of the research lies in the fact that school culture strongly correlates to school improvement, and it is inevitable to change school culture when it plays the negative effects to the school. Utilization of emotional intelligence in the management of cultural change in the high school in China will be discussed in depth, and implications as well as recommendations will be provided.
Abstract:Influenced by social constructivism emphasizing students' responsibility for their own learning, peer assessment has become popular in many UK universities, which facilitates inquiry into learning by the learner through integration of understanding from active engagement in assessment and collaboration with staff and classmates [1]. As increasingly large numbers of international students come to study in the UK, staff have had to face issues of how to provide an appropriate assessment experience for them. Hence, how to inspire students' performance of peer assessment and make it effective in the international classroom is a challenge for staff. This paper is part of a project studying on international students' perceptions and experience of peer assessment. In this paper, we particularly discuss practice of peer assessment from staff's point of view in relation to internationalization of curriculum and pedagogy in UK HE, by employing a case study methodology complemented by observation in the teaching sessions and interviews with staff in a UK university. The research would contribute to a better understanding of peer assessment in the international classroom in UK HE from staff's perspective, and in turn to an enhancement of pedagogical approaches and assessment innovation.
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