The purpose of this chapter is to investigate Chinese international students' perceptions of classroom assessment in Canadian higher education. Data collection for the study took place in a Canadian university and was comprised of two parts: an online survey for the collection of quantitative data, and semi-structured interviews for the collection of qualitative data. Sixty-two participants (n=62) voluntarily finished the online questionnaire and ten interview participants took part in semi-structured interviews. The exploration into the participants illustrated that Chinese graduate students held positive perceptions of classroom assessment at the Canadian university where the study was conducted, in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity.
Ethnic Complementarities after the Opening of China: How Chinese Graduate Students Affected the Productivity of Their Advisors
