How Chinese Undergraduate Students’ Perceptions of Assessment for Learning Influence Their Responsibility for First-Year Mathematics Courses

Bo Wang, Yangui Peng and Zhenxi Cao ()
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Bo Wang: School of Mathematics and Statistics, Northeast Normal University, Changchun 130024, China
Yangui Peng: School of Mathematics and Information Science, Anshan Normal University, Anshan 114056, China
Zhenxi Cao: School of Humanities and Social Sciences, Beijing Institute of Technology, Beijing 100081, China

Mathematics, 2024, vol. 12, issue 2, 1-18

Abstract: Assessment for learning (AFL) has been associated with curriculum and teaching reform for the past three decades. However, studies on undergraduate students’ perceptions of their mathematics teachers’ AFL practices are still very limited in the Chinese higher education context. This quantitative study investigated three independent variables—teacher formal feedback and support, interactive dialog and peer collaboration, and learning-oriented assessment—that influence undergraduate students’ ability to take responsibility for their learning through the mediation of the factor of active engagement with subject matter in first-year mathematics courses. One hundred and sixty-eight students from a Chinese “double-first-class” university were recruited to provide valid questionnaire data using the convenience sampling method. Partial least-squares structural equation modeling (PLS-SEM) was used to analyze the data. The results showed that interactive dialog and peer collaboration, as well as learning-oriented assessment, have a direct effect on students’ active engagement with the subject matter and an indirect effect on undergraduate students taking responsibility for their learning in first-year mathematics courses. In addition, learning-oriented assessment was the biggest factor influencing undergraduate students’ ability to take responsibility for their learning in first-year mathematics courses. This study contributes by developing a conceptual model and providing new insights into Chinese higher education sectors on factors that can improve undergraduate students’ ability to take responsibility for their learning.

Keywords: Chinese higher education; first-year mathematics courses; assessment for learning; PLS-SEM (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2024
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