Internationalization in an educational context envisages an international multicultural environment, appropriate for a cohort of deep learners, preparing them educationally, professionally, and socially. This facilitates achieving desired outcomes, when placed in a work environment of their interest, after going through a rich pedagogical experience. The above concept is found widely discussed in the work published by OECD (1994). Based on the course reading for TCHE 2109, “Internationalizing the curriculum”, the work presented here is based only on one of the themes (i.e. International Students and Assessments) that discusses the impact of internationalization on course assessments. The assessment strategy considered here is continuous assessment framework with an emphasis on a balanced assessment strategy (i.e. a mix of course work and final assessment component). This is referred as an Internationally Oriented Assessment Framework in this study. Built upon these discussions, the key research questions to be addressed are:
1. How the present cohort of learners perceive course assessment strategies?
2. Examine the change in learner’s perception on assessment strategies after being in an internationally oriented assessment framework for at-least two semesters?
3. How course assessments are evaluated when a multicultural faculty team having been through traditional/continuous assessment strategies in their pedagogical experience examine assessments?
To address the first two research objectives an online survey was administered to two cohorts of learners, one in their first/second semester and another in their fourth/fifth semester at the RMIT Vietnam campus. We found differences in their responses, the most significant being the type of assessment modes (i.e. oral/written assessment) and one/two way communication channel between learners and assessors. The majority of learners in two cohorts agreed that they need one-to-one feedback before grading as far as continuous assessments were considered. It was found to be appropriate to adopt the standardized assessment criteria to achieve the third research objective and is discussed in the context of one of the courses that I am offering here at RMIT Vietnam campus in the Bachelor of Information Systems (BIS) degree programme.
|Keywords:||Learners’ Perception, Course Assessment, Culture|
Lecturer, Business Information Systems, District 7, RMIT International University, Ho Chi Minh City, Viet Nam