Principles for assessment as learning and literacy in English for academic purposes: Preparing Chinese international students for success in Australian universities.

This thesis present a design based research study investigating pedagogical strategies to enhance assessment literacy and equitable assessment practices for Chinese international students. Findings show Chinese international students bring a range of assessment practices into Australian higher education that may not fit into local practices. This study offers a set of principles that may be drawn upon by educators to better support international students with assessment and expand their own pedagogical practices.