How Assessment Practices Influence the Academic Acculturation Process of International Graduate Students

Loading...
Thumbnail Image

Authors

Zyuzin, Anna

Date

2012-10-09

Type

thesis

Language

eng

Keyword

International Students , Assessment Practices , ESL , Assessment , Internalization , Second Language , Academic Acculturation , Language Skills , Graduate Students , Adjustment

Research Projects

Organizational Units

Journal Issue

Alternative Title

Abstract

Previous research studies have demonstrated that international graduate students experience various challenges adapting to academic situations within a new university community. This thesis reports on an interview study with six international graduate students who use English as a second language studying Master’s degree at one Canadian university. This study addresses the academic assessment and evaluation experience of international graduate students in the following four aspects: (1) their enjoyable and challenging assessment practices; (2) understanding of assessment expectations; (3) reflections on previous educational experience; and (4) psychological and physical factors in relation to assessment and evaluation. The findings indicate that these students’ experiences of assessment and evaluation procedures are varied and the academic acculturation process towards assessment depends on different yet interrelated factors: English language competence, cultural and educational awareness, and assessment literacy. All six research participants adapted to the host academic assessment practices and procedures fairly well despite the fact that they were not familiar with the expectations and requirements regarding assessment and evaluation at the beginning of their studies. These students learned about the host academic culture regarding assessment and evaluation through their own examination failure, instructors’ feedback, and peers’ observation. The findings also indicate that international graduate students need more coordinated support from university supportive services and easier access to information about assessment and evaluation expectations and requirements. Implications of the findings for effective learning and positive academic experience for L2 international graduate students, faculty and supportive staff, and for future research are discussed. It is suggested to organize workshops and seminars devoted to assessment literacy for international and domestic graduate students, instructors and supporting staff in order to enhance learning experience and outcomes.

Description

Thesis (Master, Education) -- Queen's University, 2012-10-09 17:43:27.833

Citation

Publisher

License

This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.

Journal

Volume

Issue

PubMed ID

External DOI

ISSN

EISSN