Perceptions of Academic Evaluation Practices and Evaluative Anxiety: A Study of Asian Students in International Master’s Programs at Finnish Universities

Abstract

This study investigates how South and East Asian international students, coming from exam-oriented and teacher-centered educational systems, experience and adapt to the student-centered evaluation practices in Finnish universities. The study further explores the key differences in academic evaluation practices between Asian higher education systems and Finnish higher education as perceived by the Asian international students in Finnish universities. It also examines how the academic evaluation practices in Finnish higher education are related to the evaluative anxiety among Asian students, compared to their prior experiences in Asian exam-focused education systems. Finally, the study considers how Asian students in Finland adapt to unfamiliar academic evaluation practices and what coping strategies they employ. Grounded in Biggs’ 3P model (presage, process, product), this study used a convergent parallel mixed methods design to explore the phenomenon. 45 South and East Asian students participated, providing data through a Webropol survey with both structured and open-ended questions. Quantitative data were analyzed using t-tests, correlations, and regression, while qualitative responses were examined through deductive content analysis aligned with 3P model’s sub themes. Findings revealed that students generally viewed Finnish evaluation methods as more student- centered and flexible, but questioned their effectiveness, especially when compared to the exam- oriented systems common in their home countries. While many appreciated the formative and reflective nature of Finnish assessments, including peer feedback and flexible deadlines, unfamiliar methods such as group work and learning diaries often triggered evaluative anxiety. Students who perceived these methods as effective reported lower anxiety levels, whereas skepticism toward their relevance heightened academic stress and anxiety. Cultural mismatches and a prior experience on summative evaluation methods were significant contributing factors. Peer support emerged as the most common coping strategy, while university-provided resources were underutilized. Theoretically, the study demonstrated how Biggs’ 3P model can be adapted to an intercultural higher education context, showing how presage factors interact with process variables to shape evaluative outcomes. Practically, the findings suggest that universities should enhance feedback practices, diversify evaluation formats, and provide clearer evaluation criteria. Institutions are also encouraged to strengthen orientation programs spanning from pre-arrival to mid-program, peer mentoring, and culturally responsive mental health and other support services.