A Study On Classroom Assessment Strategies Of Project-based Area Studies Courses For English Majors

As the 21 st century unfolds,there has been a significant shift in our nation’s demand for skilled professionals in foreign-related matters.This is due to the expansion of reforms and the initiation of the “Belt and Road” initiative,both of which demand a large number of individuals with a comprehensive understanding of regional and international affairs.In response to this need,a university in Northeast China has started to offer area studies courses for undergraduate English majors.Classroom assessment is crucial component of both teaching and learning,and it ensures that the course objectives are met.Consequently,it is vital to examine the classroom assessment strategies employed in project-based area studies courses.Informed by the three dimensions of studying classroom assessment strategies proposed by Black and Thompson,i.e.,defining the learning objectives,identifying students’ current level and narrowing the gap between students’ current level and learning objectives,this investigation sought to identify the assessment strategies employed by instructors in project-based area studies courses and their subsequent effects.The study also examined existing problems and their potential solutions regarding the implementation of these assessment strategies.Adopting a qualitative research approach,data were collected through semi-structured interviews,classroom observations,and material collection.Interviews were conducted with 12 students who participated in area studies courses and two instructors responsible for teaching these courses.All eight area studies courses were observed.The findings of the study revealed that outlining learning objectives clearly and showcasing exceptional student works were integral components of the assessment strategies taken by instructors.To gauge students’ learning progress,area studies course instructors asked students to verbally present their understanding of foreign countries and regions,the projects they undertook,and their research findings,and to write academic papers,respond to questions orally,and take in-class tests.To minimize discrepancies between students’ current level and learning objectives,instructors implemented assessment strategies such as peer assessments,self-assessments,and continuous feedback.Overall,the assessment strategies used by area studies course instructors were perceived to have positively influenced student learning.Nonetheless,students identified several problems with the classroom assessments,including excessive oral presentations,inconsistent assessment criteria among instructors,insufficient feedback on final papers,and challenges for instructors to assess each group member’s accomplishments.Recommendations have been put forth to enhance the quality of classroom assessments.