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Abstract
Although assessment and improvement of student performance is the focus of much research around the world, investigation of this topic is rare in Chinese higher education. The present study is the first to explore the relationship between classroom assessment and student learning in Chinese higher education institutions based on the data from Chinese College Student Survey (CCSS) 2011. First, the study describes how undergraduates experience and evaluate assessment carried out at the curriculum level. Second, the study investigates whether a structural model of classroom assessment on student learning represents the national data of CCSS. Third, the study explores the relationship between classroom assessment and undergraduates' learning process and outcome. The results suggest that the assessment characterized by communication and conversation between academic staff/faculty and students has larger effect on student learning than the assessment without communication and conversation. The major messages for Chinese higher education are the importance of making examinations part of rather than the end of learning, the importance of integrating paper/report writing into learning, and the importance of providing meaningful and timely feedback to students about their assessment tasks. Perhaps most importantly overall is the need for better communication between faculty and students.
Acknowledgements
We would like to thank all students participating in Chinese College Student Survey (CCSS) and the other members of CCSS group for their help and suggestions. Thanks also to Professor Kevin McConkey whose thoughtful proofreading and comments made this work better. Finally, we express our gratitude to the two anonymous reviewers and the editor whose insightful works improved our original manuscript.