Author Description

This dissertation, "Exploring Classroom-based Assessment Activities and Learner Roles in Two Tertiary Institutions in Guangdong, China" by Yan, Jiang,, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Classroom assessment can be a powerful means of enhancing student learning, but there has been insufficient examination of how this potential can be realized, especially in the Chinese educational context. The student role in assessment is repeatedly emphasized in articles about learning and teaching, but surprisingly few studies have systematically investigated how to activate it in classroom practice. This study explores classroom-based assessment activities and learner roles in two tertiary institutions in mainland China. A qualitative multiple-case design was adopted, involving four teachers and thirty-one students from four classes. Data were collected primarily through classroom observation and semi-structured interviews. Quantitative analysis was conducted to identify major patterns in assessment practices. Qualitative analysis was also conducted in order to reveal the participants' perceptions. The findings showed that a variety of assessment activities, from formal tests to informal teacher observation, were implemented in the four classes to varying extents. Teacher questioning and peer assessment were two prominent methods used. The learner role in teacher questioning was reported at three stages of the questioning process. At the initiation stage, convergent questions dominated and learners were placed in a passive position of knowledge reception. At the response stage, choral and individu