Assessment in Tertiary-level Online Degree-granting Program in English Language Education in China--- A Descriptive Picture

唐锦兰 北京外国语大学中国英语教育研究中心,北京外国语大学网络教育学院

The present study aims to investigate the assessment practices in tertiary-level online degree-granting programs in English language education in China, along with tutors and learners’ perceptions of the practices in operation. Thirty-four tutors, and two hundred and sixty-one learners from eight online institutions running online education programs were involved in this study. Both quantitative and qualitative research methods were employed, including questionnaires and face-to-face structured interviews. The research results indicated that the majority of online institutions under study had formal entry requirements regarding learner enrollment. The course assessment practices consisted of formative assessment and final exams. Assignments were the commonest type of formative assessment. Learners reported that the biggest problem during their learning process was that feedback on their assignments was frequently delayed, the next problem being delayed feedback about their learning difficulties. Most learners assumed a pragmatic or strategic approach toward completing the formative assessment exercises, only fulfilling those exercises that were to be included in the final score. Regarding the perceived difficulty level of the final exam compared with that in campus education, learners’ and tutors’ views diverged. The research demonstrated a limited use of technology in the assessment practices.