@article {Quainoo2021,
	title = {Assessment in Chinese Higher Education : Chinese Students {\textquoteright} Conception of A ssessment in Chinese Higher Education : Chinese Students {\textquoteright} Conception of Assessment},
	journal = {International journal for innovative research in multidisciplinary field},
	volume = {7},
	number = {March},
	year = {2021},
	pages = {232-238},
	abstract = {Information about students{\textquoteright} learning is necessary for educational decision making. Therefore, \&nbsp;classroom assessment, comprehended as the procedure in which students{\textquoteright} reactions to spontaneous activities are \&nbsp;used to draw inferences about their knowledge and skills assumes a significant role in education. In higher \&nbsp;education, students{\textquoteright} learning is more impacted by their originations of the instructive condition than by the real \&nbsp;instructive practices. In China, which has a long history of examination-oriented education, an assessment reform \&nbsp;in basic and higher education was kicked off by the Ministry of Education as part of the New Curriculum Reform \&nbsp;in 2001. This paper reviews literature on students{\textquoteright} upheld conceptions of assessment and then reports a study into \&nbsp;Chinese students{\textquoteright} conception of assessment. Literature reviewed revealed that students conceive of assessment in \&nbsp;at least four major ways (i.e., assessment makes students accountable; assessment is irrelevant because it is bad or unfair; assessment improves the quality of learning; and assessment is enjoyable). The findings of the study \&nbsp;also indicated that students conceive assessment as being for improvement of learning and assigning grades.},
	author = {Quainoo, Eric Atta and Asamoah, Daniel B and Adams, Francis and Opoku, Ernest and Rahman, Md Sahariar}
}
