The university entrance examination system in China

Davey, Gareth; Lian, Chuan De; Higgins, Louise T.

doi:10.1080/03098770701625761

Cited by 157 publications

(117 citation statements)

References 5 publications

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“…This above-mentioned statement goes parallel with what Davey et al (2007, p. 389 The above statement of Davey et al (2007) shows that there are many people who benefit from the Gaokao examination scoring policy. This might not be acceptable as all students are from the same country and should have equal rights.…”

Section: Strengths and Weaknesses Of Gaokaosupporting

confidence: 69%

“…While the first cut-off score is associated with an entrance to prestigious universities, the second is considered the minimum score for entry into any university (Davey, Chuan, & Higgins, 2007). This policy might lead to the trueness of the assumption that the Gaokao examination policy deprives Chinese universities from becoming independent and autonomous entities (You & Hu, 2013) and might also make several Chinese universities go down in the reports of world-class university rankings.…”

Section: Study Backgroundmentioning

confidence: 99%

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Undergraduate Chinese students' perspectives on Gaokao examination: Strengths, weaknesses, and implications

Muthanna¹,

Sang²

2015

IJRSE

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Education policy makers should concern stakeholders' views on policy implementation, especially those who experienced related policies. In this study, the authors explored the undergraduate Chinese students' perspectives on Gaokao that is the national college entrance examination (NCEE) in China. The critical review of previous works, several group discussions with educators and students, and semi-structured interviews with ten undergraduate students revealed the presence of a few strengths but several weaknesses of the Gaokao examination policy. The existence of several weaknesses in such policy necessitates an immediate reform with a special focus on discovering and fostering talents, encouraging students' autonomy, and establishing students' creative, critical thinking and awareness. Further, among a few implications, the decentralization approach of education decision-making is suggested for Chinese higher education institutions.

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Section: Strengths and Weaknesses Of Gaokaosupporting

confidence: 69%

Section: Study Backgroundmentioning

confidence: 99%

Undergraduate Chinese students' perspectives on Gaokao examination: Strengths, weaknesses, and implications

Muthanna¹,

Sang²

2015

IJRSE

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“…These policies vary slightly across the provinces. Generally, these students may be accepted by a university with a score that is 10-30 points lower than the minimum score required for admission (Davey, Lian, and Higgins, 2007).…”

Section: Cee and College Admission In Chinamentioning

confidence: 99%

“…For those pursuing liberal arts (liberal-art track), the "X" component consists of history, politics, and geography, and for those pursuing science and engineering (science-engineering track) it includes physics, chemistry, and biology (Liu and Wu, 2006;Wang, 2006;Davey, Lian, and Higgins, 2007).…”

Section: Cee and College Admission In Chinamentioning

confidence: 99%

Do college entrance examination scores predict undergraduate GPAs? A tale of two universities

Bai

Chi

Qian

2014

China Economic Review

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Abstract:Each year, millions of Chinese high school students sit the National College Entrance Examination (CEE). For the majority of students, the CEE score is the single determinant in whether they gain admission into a college and to what college they enter. The purpose of this paper is to determine whether and how well the CEE score predicts college academic success. We also consider high school achievement and admission route in predicting college grades. We obtain administrative data on CEE and undergraduate GPAs from two Chinese universities with very different rankings. We find that, for both universities the CEE total score predicts undergraduate GPAs for all four years in college. Even the size of the estimates for CEE is similar for the two universities. High school achievement and admission routes are also significant predictors of college grades. However, we do not find consistent results as to which CEE subject test scores predict students' academic performance in college. JEL classification: I21; I23

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“…In the book, Chinese students themselves scrutinize the exam-oriented education system, which places too much emphasis on rote memorisation rather than on the critical application of concepts. Emerging from such accounts are vivid pictures of young Chinese as viciously overworked and under-rested, and even psychologically damaged, by the pressures placed on them by parents, family, teachers, and Chinese society as a whole (Mullins, 2005;Davey, Lian, & Higgins, 2007).…”

Section: Third Stage: Diverse Voices In the Social Transition Period:mentioning

confidence: 99%

Exploration and Rethinking: Children-Voice Studies in China

Wei¹

2016

JLAS

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This paper reviews children-voice studies in mainland China over the past 10 years in the context of the globalisation era. The traditional grand narrative in the field of contemporary education research in China has been challenged by individual recounts and by concernsregarding the situation in the classroom, which is reflected in the children-voice studies conducted by young researchers. The paper begins with background regarding society, culture, and schooling, continues on to describe related studies in this field, and ends with a rethinking of current research. The conclusion is that the studies were hampered both by an inherited culture of inertia and cynicism towards students' voices and by a dysfunction in research methodology.

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The university entrance examination system in China

Cited by 157 publications

References 5 publications

Undergraduate Chinese students' perspectives on Gaokao examination: Strengths, weaknesses, and implications

Undergraduate Chinese students' perspectives on Gaokao examination: Strengths, weaknesses, and implications

Do college entrance examination scores predict undergraduate GPAs? A tale of two universities

Exploration and Rethinking: Children-Voice Studies in China

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