A GLOBAL ONLINE PERSPECTIVE OF STUDENTS’ ASSESSMENT EXPERIENCE: AN INQUIRY ON ACADEMIC SOCIAL NETWORKING SITES

Abstract

Students’ assessment experience is a two-side of a coin that portrays one side depending on another. This paradoxically depicts examining ways of improving students’ learning but consequently telling stories about teachers’ approach. When students expressly reveal that they pass exams through surface learning, this may imply that the teachers’ approach allows this. Contrarily, when students adduce their performance to teachers’ feedback, it could be an indication that the teacher dedicates much time and effort to understanding students’ strength and weaknesses. In the light of this, a case study on students’ assessment experience is reported to identify factors that account for students’ assessment across disciplines. An important factor derived is feedback; its direct relationship with improved learning outcomes which every teacher desires to achieve is emphasised. An interesting part of this chapter is the story-telling part which sourced for teachers’ assessment experience globally through academic social networks (linkedIn, HETL, LMS) to gather a diverse opinion on teaching improvement. This open platform allows global perspectives to be shared, constructive criticisms to be debated and reflective ideas to be assimilated.