Archive

The presentation drew on a focus group study with Hong Kong students which analysed their drawings (Brown & Wang, 2013) and discussions (Wang & Brown, 2014), a large multi-society comparative study of student conceptions of assessment (Brown, 2013), and a large-scale survey of HK and PRC university students (Brown & Wang, 2015). The evidence is that assessment is a powerful but generally negative influence on student subjective well-being across Chinese contexts. However, the idea that there is a universal ‘Confucian-heritage’ culture influencing student experience of assessment is not upheld since variations in attitude and opinion can be seen between PRC and HK, suggesting that the particulars of a socio-cultural context matter.