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- Publisher Website: 10.1016/j.stueduc.2021.100984
- Scopus: eid_2-s2.0-85100398745
- WOS: WOS:000632430900001
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Article: To assess or not to assess holistic competencies – Student perspectives in Hong Kong
Title | To assess or not to assess holistic competencies – Student perspectives in Hong Kong |
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Authors | |
Keywords | Holistic competencies Graduate attributes Higher education Assessment Student perspective |
Issue Date | 2021 |
Publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/stueduc |
Citation | Studies in Educational Evaluation, 2021, v. 68, p. article no. 100984 How to Cite? |
Abstract | Despite the importance of holistic competencies, universities have not yet been able to successfully embrace holistic competencies (HC) as part of students’ assessment in their curricula. HC are often part of a hidden curriculum – they tend to be assessed together with academic knowledge, and not assessed explicitly. Based in Hong Kong, this research developed a questionnaire to study university students' perceptions of the formal assessment of HC and how students’ perceptions could be bound to the sociocultural context. Through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), two dimensions of perceptions were derived from the responses of 300 respondents: (a) students’ acceptance of formal HC assessment, and (b) their preference for quantitative scoring in the formal assessment of holistic competencies. Findings reveal that students’ perceptions of formal HC assessment were generally considered positive. However, the majority of students appeared to favour pass/fail grading compared to quantitative assessment. As assessment drives learning, this study reinforces the need for universities to incorporate students’ perspectives in policies regarding HC assessment and highlights the role of culture in influencing student perceptions. |
Persistent Identifier | http://hdl.handle.net/10722/295844 |
ISSN | 2023 Impact Factor: 2.6 2023 SCImago Journal Rankings: 1.084 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Chan, CKY | - |
dc.contributor.author | Yeung, NCJ | - |
dc.date.accessioned | 2021-02-08T08:14:49Z | - |
dc.date.available | 2021-02-08T08:14:49Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Studies in Educational Evaluation, 2021, v. 68, p. article no. 100984 | - |
dc.identifier.issn | 0191-491X | - |
dc.identifier.uri | http://hdl.handle.net/10722/295844 | - |
dc.description.abstract | Despite the importance of holistic competencies, universities have not yet been able to successfully embrace holistic competencies (HC) as part of students’ assessment in their curricula. HC are often part of a hidden curriculum – they tend to be assessed together with academic knowledge, and not assessed explicitly. Based in Hong Kong, this research developed a questionnaire to study university students' perceptions of the formal assessment of HC and how students’ perceptions could be bound to the sociocultural context. Through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), two dimensions of perceptions were derived from the responses of 300 respondents: (a) students’ acceptance of formal HC assessment, and (b) their preference for quantitative scoring in the formal assessment of holistic competencies. Findings reveal that students’ perceptions of formal HC assessment were generally considered positive. However, the majority of students appeared to favour pass/fail grading compared to quantitative assessment. As assessment drives learning, this study reinforces the need for universities to incorporate students’ perspectives in policies regarding HC assessment and highlights the role of culture in influencing student perceptions. | - |
dc.language | eng | - |
dc.publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/stueduc | - |
dc.relation.ispartof | Studies in Educational Evaluation | - |
dc.subject | Holistic competencies | - |
dc.subject | Graduate attributes | - |
dc.subject | Higher education | - |
dc.subject | Assessment | - |
dc.subject | Student perspective | - |
dc.title | To assess or not to assess holistic competencies – Student perspectives in Hong Kong | - |
dc.type | Article | - |
dc.identifier.email | Chan, CKY: ckchan09@hku.hk | - |
dc.identifier.email | Yeung, NCJ: jncy@hku.hk | - |
dc.identifier.authority | Chan, CKY=rp00892 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.stueduc.2021.100984 | - |
dc.identifier.scopus | eid_2-s2.0-85100398745 | - |
dc.identifier.hkuros | 321186 | - |
dc.identifier.volume | 68 | - |
dc.identifier.spage | article no. 100984 | - |
dc.identifier.epage | article no. 100984 | - |
dc.identifier.isi | WOS:000632430900001 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0191-491X | - |