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Student Perceptions of Assessment in Taiwan and the United States

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Title: Student Perceptions of Assessment in Taiwan and the United States
Language: English
Authors: Chuang Wang, Dawson Hancock, Jin-Jy Shieh, Jeremy Hachen
Source: Educational Research and Development Journal. 2023 26(2):62-84.
Availability: Chinese American Educational Research and Development Association. e-mail: info@caerda.org; Web site: https://www.viethconsulting.com/members/publication/new_waves_home.php
Peer Reviewed: Y
Page Count: 23
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, Graduate Students, Student Attitudes, Student Evaluation, Cross Cultural Studies, Evaluation Methods, Student Characteristics, Measures (Individuals), Learning Activities, Cognitive Measurement, Outcomes of Education
Geographic Terms: United States, Taiwan
ISSN: 1526-8659
Abstract: The purpose of this study is to investigate the use of both formative and summative assessment in Taiwan and the United States. The focus is on the comparisons between undergraduate and graduate students and between U.S. and Taiwanese students in their attitudes toward the use of assessment in higher education. Responses from 349 undergraduate and graduate students from Taiwan and 97 undergraduate and graduate students from a large city in the United States were used for chi-square test, multivariate analysis of variance, and independent samples t-test. The two groups of students were comparable with respect to the distribution of gender and grade level. Results suggest no statistically significant difference with respect to the forms of assessment: self-assessment, peer assessment, and teacher assessment. As for the tools of assessment, attendance, class participation, homework, reading report, quizzes and exams were used more often in the classrooms in Taiwan whereas learning diary, essays, display, and projects were used more often in the United States. Students in Taiwan also agreed more to use a combination of all forms of assessments in comparison to their American counterparts. As for the contents of assessment, students in Taiwan endorsed more on the perception that assessments should include aspects of cognition, skill, and attitude. Results from this study provided information about the use of formative and summative assessment in Taiwan and the United States and student perspectives of its use. Findings from this study might be helpful for the U.S. and Taiwanese instructors to learn from each other and to meet their students' expectations in the use of assessment.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1414654
Database: ERIC
FullText Text:
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  Data: Student Perceptions of Assessment in Taiwan and the United States
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  Data: <searchLink fieldCode="AR" term="%22Chuang+Wang%22">Chuang Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Dawson+Hancock%22">Dawson Hancock</searchLink><br /><searchLink fieldCode="AR" term="%22Jin-Jy+Shieh%22">Jin-Jy Shieh</searchLink><br /><searchLink fieldCode="AR" term="%22Jeremy+Hachen%22">Jeremy Hachen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Research+and+Development+Journal%22"><i>Educational Research and Development Journal</i></searchLink>. 2023 26(2):62-84.
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  Data: Chinese American Educational Research and Development Association. e-mail: info@caerda.org; Web site: https://www.viethconsulting.com/members/publication/new_waves_home.php
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  Data: 23
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Cultural+Studies%22">Cross Cultural Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Measurement%22">Cognitive Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: 1526-8659
– Name: Abstract
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  Data: The purpose of this study is to investigate the use of both formative and summative assessment in Taiwan and the United States. The focus is on the comparisons between undergraduate and graduate students and between U.S. and Taiwanese students in their attitudes toward the use of assessment in higher education. Responses from 349 undergraduate and graduate students from Taiwan and 97 undergraduate and graduate students from a large city in the United States were used for chi-square test, multivariate analysis of variance, and independent samples t-test. The two groups of students were comparable with respect to the distribution of gender and grade level. Results suggest no statistically significant difference with respect to the forms of assessment: self-assessment, peer assessment, and teacher assessment. As for the tools of assessment, attendance, class participation, homework, reading report, quizzes and exams were used more often in the classrooms in Taiwan whereas learning diary, essays, display, and projects were used more often in the United States. Students in Taiwan also agreed more to use a combination of all forms of assessments in comparison to their American counterparts. As for the contents of assessment, students in Taiwan endorsed more on the perception that assessments should include aspects of cognition, skill, and attitude. Results from this study provided information about the use of formative and summative assessment in Taiwan and the United States and student perspectives of its use. Findings from this study might be helpful for the U.S. and Taiwanese instructors to learn from each other and to meet their students' expectations in the use of assessment.
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  Data: EJ1414654
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 62
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Cross Cultural Studies
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Cognitive Measurement
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: United States
        Type: general
      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: Student Perceptions of Assessment in Taiwan and the United States
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            NameFull: Dawson Hancock
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            NameFull: Jin-Jy Shieh
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