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Introduces related research projects using student engagement surveys (NSSE-C and HSSSE-C) to shift quality assessment toward students’ educational experiences, time investment, and perceptions across high school and college.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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policy documents are used to frame educational quality in the study?","Question",{"text":63,"@type":64},"The study discusses the Blueprint (Outline of China’s National Plan for Medium and Long-term Education Reform and Development 2010-2020) and the Action Plan issued in 2011.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the article emphasize student engagement in quality assessment?",{"text":68,"@type":64},"Student engagement is used to re-focus quality debates on students’ educational experiences, including time and effort in studies and perceptions, addressing a factor largely missing from existing Chinese quality frameworks.",{"name":70,"@type":61,"acceptedAnswer":71},"How are NSSE-C and HSSSE-C designed in relation to student engagement?",{"text":72,"@type":64},"They are adapted for China from robust U.S. engagement research and developed to measure engagement at different levels: NSSE-C for undergraduate students and HSSSE-C for high school students, with 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Ross  \nIndiana University  \nYuhao Cen  \nIndiana University  \nZejun Zhou  \nIndiana University  \nChina’s heated education policy climate in 2010 indicated an increasing national concern for improving educational quality and educational quality assessment. Despite glowing portraits of Chinese education painted by international observers, the Chinese public has expressed consistent dissatisfaction with educational quality. The inter-related research projects described in this article were launched with a desire to deepen comparative discussion of educational quality and to respond to China’s drive to improve and assess educational quality across all levels of schooling. This paper will introduce how educational quality is framed in key policy reform documents shaping Chinese education over the next decade. This will provide the backdrop for findings from two research projects that represent an effort to re-focus quality and quality assessment debates on high school and college students and their educational experiences. Derived and adapted from over a decade of robust research on student engagement in the U.S., the research projects include surveys on student engagement, a key factor ineffective educational practice largely missing from Chinese quality assessment frameworks and toolkits.  \nNot long before Shanghai’s PISA results caught the world’s attention in 2010, Chinese  \neducational authorities launched plans to support the country's goal to ‚build a moderately prosperous society in all respects by 2020‛ 1 (Hu, 2007) . Shortly after, China experienced a year of educational media attention and policy-making frenzy. A key document, titled Outline of China’s National Plan for Medium and Long-term Education Reform and Development 2010-2020 (hereafter the Blueprint) debuted in July 2010 after three years of planning, multiple revisions, expert and public involvement. The Blueprint outlines goals for all stages and aspects of education over the next decade. In January 2011, the State Council, the ‚cabinet‛ of the central government of the People’s Republic of China, issued a follow-up action plan for the Blueprint (hereafter the Action Plan) detailing key implementation projects.2  \nThese two documents have received unprecedented public scrutiny and provide the context for our examination of how Chinese policy makers and educators are re-conceptualizing educational quality. Serious public concern for quality assessment features prominently in new policies in response to a suffocating environment of test score-equivalent-quality and outcome-  \ncentered assessments. As a result of reforms characterized by rapid educational expansion, devolution of funding, diversification of institutional missions, and the quest for world class schools, a nationwide debate has centered on how to define, measure, and achieve educational effectiveness and innovation. Despite glowing portraits of Chinese education painted by international observers, Ministry of Education (MOE) officers, school administrators, and researchers have expressed consistent dissatisfaction with existing mechanisms. These are primarily standardized tests, research activity, and infrastructure measures for assessing the quality of student, faculty, and institutional outcomes. The inter-related research projects described in this article were launched with a desire to deepen comparative discussion of educational quality and to respond to China’s drive to improve and assess educational quality across all levels of schooling.  \nThe research projects’ use of student engagement surveys represents an effort to re-focus on the educational experiences of students in relation to education quality and new quality assessments. The phrase ‚student engagement‛ denotes the amount of time and effort students put into their studies and other educational activities in high schoo","cbCaisIfVEnQIFu0","https://ap.wps.com/l/cbCaisIfVEnQIFu0","pdf",521405,14,"English","# Policy context and discourse\n## Educational quality in reform documents (2010-2020)\n## Quality assessment debates and dissatisfaction\n# Student engagement as a quality lens\n## Defining student engagement and why it matters\n## Survey instruments: NSSE-C and HSSSE-C\n## Linking high school activities to college experiences","[{\"question\":\"What policy documents are used to frame educational quality in the study?\",\"answer\":\"The study discusses the Blueprint (Outline of China’s National Plan for Medium and Long-term Education Reform and Development 2010-2020) and the Action Plan issued in 2011.\"},{\"question\":\"Why does the article emphasize student engagement in quality assessment?\",\"answer\":\"Student engagement is used to re-focus quality debates on students’ educational experiences, including time and effort in studies and perceptions, addressing a factor largely missing from existing Chinese quality frameworks.\"},{\"question\":\"How are NSSE-C and HSSSE-C designed in relation to student engagement?\",\"answer\":\"They are adapted for China from robust U.S. engagement research and developed to measure engagement at different levels: NSSE-C for undergraduate students and HSSSE-C for high school students, with coordinated development to track patterns across secondary and post-secondary years.\"}]","Assessing Student Engagement in China - Responding to Local and Global Discourse on Raising Educational Quality | PDF",1792091015,35]