Why China Is So Different and Why Comparative Analyses Are Still Possible

• In Event: The Challenges of Assessing and Comparing Young Children in Different Cultures

Abstract

This paper asks if it is possible to compare the attainment of young children in China with western countries, using assessments of mathematics, language and reading at the start of school. It takes an eclectic approach drawing on the quantitative analysis of trial data, the traditional approaches to assessments within China and academic knowledge of language and mathematics development within China.
In recent years there has been an increasing interest in comparative studies across nations, particularly in terms of students’ achievement and performance. The international comparative studies of students’ achievements indicate that Chinese students outperform their western counterparts particularly in mathematics (Fleischman et al, 2009; Wang and Lin, 2009). Comparisons of China with the West are not without their difficulties.
In 2014, the iPIPS assessment was adapted in a straightforward way for Chinese students based on the original English version. The adapted Chinese version was applied to just over 200 students in kindergarten and Grade 1 in 2014. The assessment was carried out at the end of the year. Rasch analysis using Winstep software (Linacre, 2011) was used to analyse the data.
The results showed that the assessment was broadly applicable in China and the difficulty of the majority of mathematics and reading items were suitable for Chinese children. However, some mathematics items were too easy and some issues needed to be addressed in the language section. For example, due to the differences in language development between students from China and other countries such as UK and Australia, some sections, such as phonological awareness, cannot be directly translated into Chinese.
Based on the trial results and the findings of other research into the cognitive development of Chinese students (see for example Perfetti et al, 2013; Wang et al, 2006), a decision was taken retain some of the sections of the test straightforwardly for use in China and some additional parts have been added to accommodate the differences described above.
The additional parts added are as follows:
For reading:
• Meaning of Words – antonyms
For phonics:
• Phonemic Removal
• Morpheme Removal
For mathematics:
• Find the regular pattern
• Comparing digits
• Matching symbols and numbers
• Determining the digital location on a ruler.

Some of the new items are set out in the paper as will the results of the trials. Key differences in language development and script structure as well as the markedly greater focus on mathematics, in China are set out and related to the results.
The paper reports that a comparative study is possible but within China additional data are needed both for scientific study but also to respond to the expectation of teachers and other consumers which are more used to a different approach to testing and education.
The paper provides an important perspective on the education of children in Kindergarten and Year 1 in China and whilst contrasts with the West are noted, it is concluded that comparisons are possible opening the door to future work.

Authors

• Hongyun Liu, Beijing Normal University

• yang cui, national assessment center of education

• Peter B Tymms, Durham University

• Christine Merrell, Durham University