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Higher Education Research & Development Volume 39, 2020 - Issue 5
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Articles

Motivated or informed? Chinese undergraduates’ beliefs about the functions of continuous assessment in their college English course

Ying ZhanDepartment of Curriculum and Instruction, Faculty of Education and Human Development, The Education University of Hong Kong, Tai Po, Hong KongCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-2362-2887
ORCID Icon
Pages 1055-1069 | Received 28 Dec 2018, Accepted 24 Oct 2019, Published online: 06 Dec 2019

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Read on this site (5)

Juuso Henrik Nieminen, Margaret Bearman & Joanna Tai. (2023) How is theory used in assessment and feedback research? A critical review. Assessment & Evaluation in Higher Education 48:1, pages 77-94.
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Jawad Golzar, Seyed Ebrahim Momenzadeh & Mir Abdullah Miri. (2022) Afghan English teachers’ and students’ perceptions of formative assessment: A comparative analysis. Cogent Education 9:1.
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Ying Zhan. (2021) Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives. Teaching in Higher Education 0:0, pages 1-18.
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Giulia Vettori, Claudio Vezzani, Giuliana Pinto & Lucia Bigozzi. (2021) The predictive role of prior achievements and conceptions of learning in university success: evidence from a retrospective longitudinal study in the Italian context. Higher Education Research & Development 40:7, pages 1564-1577.
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Ying Zhan. (2021) What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context. Assessment & Evaluation in Higher Education 46:4, pages 615-630.
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Articles from other publishers (4)

Ying Zhan, Zhi Hong Wan, Junjun Chen & Mi Wang. (2023) How is Student Resilience Affected by Teacher Feedback, Teacher Support, and Achievement Goals? A Mediation Model Based on PISA 2018 Survey Data. The Asia-Pacific Education Researcher.
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Antonella Giacosa. 2023. Language Education During the Pandemic. Language Education During the Pandemic 29 59 .
Rommel AlAli & Ali Al-Barakat. (2022) Using Structural Equation Modeling to Assess a Model for Measuring Creative Teaching Perceptions and Practices in Higher Education. Education Sciences 12:10, pages 690.
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Angelo Fynn & Elias Oupa Mashile. (2022) Continuous Online Assessment at a South African Open Distance and e-Learning Institution. Frontiers in Education 7.
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