Enhancing Formative Assessment Practices in Chinese Classrooms: Opportunities and Limitations

Abstract

This study examines the implementation of formative assessment in Chinese classrooms and the challenges faced by teachers in adopting this approach. The research focuses on four key aspects: teachers' understanding and conceptualization of formative assessment, their beliefs and attitudes towards it, the practices and strategies employed, and the obstacles encountered during implementation. The findings indicate that Chinese teachers generally have a good grasp of formative assessment and hold positive beliefs and attitudes towards it. However, challenges such as tight curriculum schedules, an exam-oriented education culture, limited teacher training and resources, and a lack of effective assessment tools and technology hinder the implementation of formative assessment practices. Reforms and innovations are necessary across various dimensions, including educational philosophy, policy systems, teacher training, and educational technology. Adequate training and support should be provided to enhance teachers' assessment literacy and improve their formative assessment practices. Policymakers and educational institutions should prioritize strengthening formative assessment practices and provide resources, support, and conducive environments for its effective implementation. Recent efforts, such as the release of new curriculum standards aimed at enhancing education quality and innovation in China, are promising steps in the right direction. By addressing these challenges and fostering a comprehensive understanding and application of formative assessment, teachers can effectively support student learning and development in Chinese classrooms.