Chinese Students' Perceptions of the Effects of Western University Examination Formats on their Learning

Abstract

The recruitment of Asian students into western universities has highlighted the debate about commercialisation of education, academic standards and the role of culture and language in approaches to learning. This article investigates Chinese students' perceptions of how two typical examination formats (multiple choice and essay) affect their learning. A survey with follow-up interviews indicates that Chinese students generally approach assessment using deep approaches to learning regardless of examination format. Chinese students report using memorisation, not as a surface approach to learning but as a strategy for overcoming the challenges of assessments in English as a second language and for developing understanding. For Chinese learners, both essay and multiple-choice examination questions have the potential to engage them in deep approaches to learning provided students are given the opportunity to align perceptions of assessment tasks with the complexity of the questions through practice and feedback. Implications for institutional assessment policy and for staff working with international students are discussed.

Culture Shock and Higher Education Performance: Implications for Teaching

“…In addition international students may be associated with ‘surface’ learning techniques such as rote learning and their inability to solve problems independently, feeling threatened by new learning environments, especially where there are large volumes of research information and materials requiring analysis. Tait (2010, p. 264) defines surface learning as when; ‘students target only the essentials of a course and use rote memorisation to remember facts rather than understanding important concepts’. In addition IMS are frequently guilty of unintentional plagiarism and the lecturer cannot assume that referencing skills have been developed previously (Barrett and Cox, 2005).…”

“…This gives cause for concern on postgraduate programmes for ‘only high quality, deep learning approaches are likely to lead to high quality learning outcomes desired of higher education students’ (Cope and Staehr, 2005, p. 194), which are in turn influenced by the quality of teaching (Trigwell et al ., 1999). Such deep approaches are associated with an intrinsic interest in what is being learned coming from a need to develop subject competence (Tait, 2010). Consequently the duration of the transition period is paramount for if the higher education institution does not appreciate that a transition period exists, IMS are disadvantaged before they even begin.…”

“…Higher Education Quarterly learned coming from a need to develop subject competence (Tait, 2010). Consequently the duration of the transition period is paramount for if the higher education institution does not appreciate that a transition period exists, IMS are disadvantaged before they even begin.…”

“…Governments have been trying to increase diversity within higher education for it is viewed as more ‘healthy’ learning leading to increased student choice and participation (Teixeira and Amaral, 2001; Gurin et al ., 2002; Steir, 2003; Huismann et al ., 2007; Rose and Bylander, 2007; Ryan and Hellmundt, 2008) and with an emphasis on supporting and developing lifelong learners (Antonio, 2001; Blackstone, 2001; Briguglio, 2007; Dam‐Mieras et al ., 2008; Siegal, 2008). ‘By internationalising the curriculum, universities have the potential to prepare students more effectively for a global culture’ (Tait, 2010, p. 262).…”

The Chinese learner in the New Zealand university environment

“…It is this ability to use memorisation with understanding that may allow for success in examinations that require these skills in a western context (Tait, 2010;Wang & Byram, 2011). The demands of the assessment may influence conceptions of learning for Chinese learners (Au & Entwistle, 1999).…”