Full Description
The book explores how to use student learning outcomes assessment data to improve teaching and learning in Chinese higher education.
The author comprehensively examines the assessment of learning outcomes within the context of both internal and external quality assurance schemes in China. She argues that such assessment must be applied within a defined policy framework, organizational structure, and operational procedures. The author highlights the importance of student learning outcomes assessment in Chinese higher education, its current state, and ways to use assessment data for accountability and the improvement of students' learning quality. The book makes an original contribution to higher education by exploring whether and how such assessments influence the challenging, resource-intensive, and complex task of improving and sustaining education quality.
The book will appeal to scholars and postgraduate students of higher education, education assessment and evaluation, and critical thinking.
Contents
I Defining Quality of Higher Education in China II The Brief History of Accountability and Learning Outcomes Assessment in Chinese higher education III A Global Perspective on Students Learning Outcomes Assessment IV Challenge for Learning outcomes assessment in Chinese Higher Education V Empirical study of college students' epistemological belief and critical thinking VI In-Depth Interpretation of the Core Influencing Factors of Critical Thinking VII The Future of Learning Outcomes and Accountability in Chinese Higher Education
