Dr Bingyin Lei
A highly motivated and creative educator, experienced in working independently, having an ability to meet deadlines while presenting accurate records and analysis. Aiming to work to a high standard in every single task and actively contribute to the success of any educational project I am involved in.
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Papers by Dr Bingyin Lei
This paper reports a comparison of assessment systems between Chinese and British undergraduate education. Research into assessment processes has established a number of principles that arguably have some widespread application (Struyven et al., 2005). It is also being increasingly established that educational contexts have some impact on assessment processes (Brown et al., 2009). In educational contexts, understanding the students’ perceptions of assessment is particularly important in higher education because assessment has a significant impact on the quality of teaching and learning (Brown et al., 2009). Assessment for learning and teaching must take account of student's construction of reality. Looking at any textbook about teaching in higher education and such statements will be found is that assessment methods and systems influence student behaviour, and ultimately student learning(Struyven et al., 2005).
Results indicated that teacher’s personal experiences and professional environment such as school-based psychological services in response to disasters have important impacts on teachers’ resilience and well-being levels.
This paper reports a comparison of assessment systems between Chinese and British undergraduate education. Research into assessment processes has established a number of principles that arguably have some widespread application (Struyven et al., 2005). It is also being increasingly established that educational contexts have some impact on assessment processes (Brown et al., 2009). In educational contexts, understanding the students’ perceptions of assessment is particularly important in higher education because assessment has a significant impact on the quality of teaching and learning (Brown et al., 2009). Assessment for learning and teaching must take account of student's construction of reality. Looking at any textbook about teaching in higher education and such statements will be found is that assessment methods and systems influence student behaviour, and ultimately student learning(Struyven et al., 2005).
Results indicated that teacher’s personal experiences and professional environment such as school-based psychological services in response to disasters have important impacts on teachers’ resilience and well-being levels.