Teachers' Understanding, Implementing, and Reflecting Upon Classroom Assessment in Primary and Junior High Schools of China

• In Event: Marriott Roundtable Session 59
  In Roundtable Session: Teacher Input and Influence in Public School Classroom Assessments

Abstract

In order to explore how primary and junior high school teachers in China understand, implement and reflect upon classroom assessment, as well as to discover the strengths and weaknesses in teachers’ professional development, interviews were conducted with 18 teachers from primary and junior high schools in urban areas, counties, and rural areas of Beijing. Non-participatory observations of their classes were also conducted. The findings suggest that since the implementation of the New Curriculum in 2001, there has been a positive change in teachers’ understanding and practice of classroom assessment. Teachers have accepted and taken the initiative in putting into effect the concept of developmental assessment, emphasizing the developmental function of classroom assessment, but there are still some issues requiring urgent attention.

Author

• Decheng Zhao, Beijing Normal University