Progress assessment in Chinese distance education: the voices of learners

Abstract

Progress assessment aims to assess students’ performance and progress during a course of study. Its purpose is primarily developmental—to help students improve learning. Progress assessment is of special value in distance education in that it can motivate or pace distance learners throughout their course of study. It can help the tutor monitor the learning process of distance learners, diagnose their problems and provide prompt help and support. However, few empirical studies have been reported in the literature that address the issue of progress assessment from the perspective of Chinese distance learners. This paper investigates the perceptions of Chinese distance learners with regard to the necessity of progress assessment and the way it is being implemented in practice.

Keywords:

• Progress assessment
• Learning process
• Chinese distance education
• Mega university
• End of course assessment
• China

Acknowledgments

This paper is based on Niu Jian’s doctoral research at the Hong Kong Polytechnic University during 1999–2002, when Liz Hamp‐Lyons was Chair Professor of English there. The authors would like to express their sincere gratitude for the financial support of the Hong Kong Research Grants Council.