It has been over a decade since China entered the competition for international students. However, the experiences of these students in China, especially regarding academic assessment, have not been thoroughly studied. Using the assessment for learning (AfL) framework and qualitative research methods, this article examines the assessment experiences of international students in Chinese higher education institutions. The findings show that the university studied employs various assessment methods, such as final papers, presentations, article reviews, exams, and group projects, depending on the instructors’ teaching styles and course content. Additionally, the data suggest that AfL practices, including questioning, feedback, and peer assessment, help students improve their learning and develop sustainable learning skills. Nevertheless, some teachers do not fully understand or value students’ participation and fail to provide clear assessment criteria and feedback. This article aims to enhance educators’ understanding of AfL and influence assessment practices at HEIs, ultimately improving international students’ learning experiences.
Zemuy et al. (Tue,) studied this question.