Chinese Primary School Teachers' Perceptions and Practices of Classroom Assessment (Poster 2)

• In Event: Classroom Assessment Trends in the United States and Internationally

Abstract

This research detected how primary school teachers in China perceived and adopted classroom assessment. The challenges and difficulties teachers met when they use assessment to improve students’ learning were also explored. This study is a multiple-case study and data were collected from four primary schools by semi-structure interviews, classroom observations and students’ portfolios. Three different understandings towards the concept and function of classroom assessment have been identified. Affected by these perceptions, teachers’ classroom assessment practices have some variations. The findings indicated different school assessment cultures and the overwhelming examination-oriented culture in China’s society affected teachers’ perceptions and practices, and the lack of professional training also brought great challenges to teachers’ further implementation of classroom assessment.

Author

• Zhanxin Hao, University of Oxford