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Project Context

Are the Skills Needs of International Undergraduate Students being met by the Traditional Methods of Assessment and Feedback? By Claire M c Cann. Project Context. When we design curriculum we select assessment for a range of reasons that include the improvement of skills Soft/study skills

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Project Context

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  1. Are the Skills Needs of International Undergraduate Students being met by the Traditional Methods of Assessment and Feedback?By Claire McCann

  2. Project Context • When we design curriculum we select assessment for a range of reasons that include the improvement of skills • Soft/study skills • Parallels between the first year student and the international student

  3. Methodology • Chinese students studying finance • 2+2 model • Innovative communicative English language programme in China • Pre-sessional workshop • Questionnaires implemented to consider prior experiences in Chinese Higher Education Institution • Two focus groups

  4. Findings and recommendations • Prior experiences • Structured examinations similar to experiences of first-year students • It was felt because of this structure mark received was generally understood • Expectations • More coursework, differing assessment methods and more extended pieces of writing

  5. Findings and recommendations contd. • Expectations contd. • Worry of presenting in front of English language native speakers • Concern expressed on working with local students in group-work

  6. Findings and recommendations contd. • Actual experience • Assessment not been as difficult as first thought – class tests • Most difficulty with creative assessments • Anxiety with writing essays under test conditions • Use of particular assessments not always explained

  7. Findings and recommendations contd. • Actual experience • More feedback needed because of the less structured and more open-ended style of assessment being used

  8. Findings and recommendations contd. • Student recommendations • More information on assessment and feedback • Research and study skills • Pre-reading lists • Social life

  9. Implications • Prior experiences should be considered • More information to remove anxiety • Upper level students’ experience can inform the students’ perception as to the likely success of an assessment method • Cross-cultural skills need development

  10. Conclusion • Many of the stress factors that affect the first-level student such as transition to university exist for the international student, perhaps to a greater extent and similar strategies could be adopted bearing in mind that these students are entering at often a more advanced level • Would like to thank BMAF

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