The Study of the Effects of Curriculum-Based Assessment in Different Types of Higher Education Institutions
Curriculum-based assessment has been the ＂currency＂ with which students trade in their undergraduate study. Based on Chinese University Student Learning and Development Survey 2011， the study， using latent variable modeling and multi-group structural equation modeling， investigated the status quo of curriculum-based assessment and how it has impacted student learning in ＂985＂， ＂211＂ and local universities. Results show that the status quo and impact varied in terms of institution types. ＂Thesis/Report＂ and ＂performance ranking＂ had greater impact on student learning in ＂985＂ universities; while ＂feedback from teaching staff＂ had greater impact in ＂211＂ universities. This finding could significantly contribute to reforming current curriculum-based assessment according to institution types in both theory and practice.
|關鍵詞||院校类型、学习过程、学业成果、institution type、curriculum-based assessment、learning process、learning outcome|