The Negative Influences of Exam-Oriented Education on Chinese High School Students: Backwash from Classroom to Child

Kirkpatrick, Robert; Zang, Yuebing

doi:10.1186/2229-0443-1-3-36

Cited by 160 publications

(113 citation statements)

References 9 publications

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“…This finding confirms what Kirkpatrick and Zang (2011) found in a related study that the main purpose of learning for Chinese students was merely to pass examinations. Such students spent most of their time and committed significant effort to pass examinations.…”

Section: Discussionsupporting

confidence: 82%

Interrogating Students’ Engagement in Academic Work in a Selected University in Zimbabwe

Madzanire¹,

Maphosa

Zikhali³

et al. 2014

MJSS

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The extent to which students' attain learning outcomes and the overall quality of a qualification is dependent on the extent to which the student is engaged in academic work inside and outside the lecture room. The study sought to establish the extent to which students were engaged in academic work in a Zimbabwean university. The study followed a mixed methods approach, in which a case study design was utilized. Data

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Section: Discussionsupporting

confidence: 82%

Interrogating Students’ Engagement in Academic Work in a Selected University in Zimbabwe

Madzanire¹,

Maphosa

Zikhali³

et al. 2014

MJSS

View full text Add to dashboard Cite

show abstract

“…Some students claimed that textbooks implanted information in their minds, so that when a topic was mentioned on an examination paper the answer was instantly triggered apparently without thinking. Kirkpatrick and Zang argue that this particular pedagogical approach "can stifle a student's imagination, creativity, and sense of self," all of which are significant qualities for a student to achieve success in critical thinking [79] (p. 43). Tran reports that students in China are viewed as "perplexed, deficient and handicapped by some Anglophone scholars" because the China's education system demotivates them from "thinking critically" [55] (p. 59).…”

Section: A Deficient Educational Systemmentioning

confidence: 99%

Debating the Capabilities of “Chinese Students” for Thinking Critically in Anglophone Universities

Singh

2017

Education Sciences

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There are media and research reports of international students from the People's Republic of China as being deficient in the capabilities for thinking critically. This paper argues for a shift in the frame for researching their critical thinking, moving the focus from the ethno-national label of "Chinese students" to "multilingual students" and their full linguistic repertoire. This opens up possibilities for exploring definitions of modes of critical thinking in Zhongwen (the official language of China) and English, and the importance of critical thinking in higher education in Australia, China and elsewhere. Attention then turns to constructions of "Chinese students" as uncritical, with explanations for their learning deficit including poor English language proficiency, lack of relevant knowledge, inappropriate assessment and deficiencies in China's educational system. This paper concludes by suggesting research into post-monolingual education may find a theoretic-pedagogical framework that sees multilingual students use their full linguistic repertoire to develop modes of critical thinking while dealing with the tensions posed by English-only monolingual education.

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“…Due to the nature of the Chinese examination-centered educational system, students in China tend to put an emphasis on scores and rankings (Guo 2012;Kirkpatrick & Zang 2011). It is possible that diversity in classroom assessment, such as the extent to which all students have an equal chance at completing assessment tasks, may have potentially intensified their performance-oriented assessment environment.…”

Section: Relationship Between Assessment Tasks and Environmentmentioning

confidence: 99%

Chinese university students’ perceptions of assessment tasks and classroom assessment environment

Cheng

Liu

2015

Language Testing in Asia

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Classroom assessment tasks and environment are central to supporting student learning, yet are under-studied at the tertiary level, especially in China's test-driven culture. This study explores the relationship between students' perceptions of assessment tasks and classroom assessment environment, within the university context of teaching English as a foreign language (EFL) in China. A questionnaire was designed and administered, based on Dorman & Knightley's (2006) Perceptions of Assessment Tasks Inventory (PATI) and Alkharusi's (2011) scale, in order to measure students' perceptions of the classroom assessment environment. PATI includes five subscales: congruence with planned learning, authenticity, student consultation, transparency, and diversity. Alkharusi's scale comprises two subscales: learning-oriented classroom assessment environment and performance-oriented classroom assessment environment. Participants were 620 university students from three universities in China. The factor analysis findings identified the original five-factor PATI, and Alkharusi's two-factor scales within this Chinese research context. Multiple regression analyses exploring the interrelationship showed that congruence with planned learning, authenticity, student consultation, and transparency significantly predicted the learning-oriented classroom assessment environment, explaining 48 % of the variance. Congruence with planned learning and student consultation negatively, and diversity positively, predicted the performance-oriented classroom assessment environment, explaining 12 % of the variance. The findings highlight the two core values in classroom assessment tasks: congruence with planned learning and student consultation in mediating the classroom environment. This study addresses the research gap in our limited understanding of the relationship between classroom assessment tasks and assessment environment, and aids teachers in structuring their day-to-day classroom assessment practices in support of their students' learning.

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The Negative Influences of Exam-Oriented Education on Chinese High School Students: Backwash from Classroom to Child

Cited by 160 publications

References 9 publications

Interrogating Students’ Engagement in Academic Work in a Selected University in Zimbabwe

Interrogating Students’ Engagement in Academic Work in a Selected University in Zimbabwe

Debating the Capabilities of “Chinese Students” for Thinking Critically in Anglophone Universities

Chinese university students’ perceptions of assessment tasks and classroom assessment environment

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