Classroom assessment in the eyes of Chinese primary mathematics teachers: A review of teacher-written papers

- We performed a review of teacher-written papers on classroom assessment.
- The papers are written by Chinese primary school mathematics teachers.
- Teachers seem to consider classroom assessment to be equivalent to feedback.
- Teachers seem not to use classroom assessment results to adapt their teaching.
- Teachers' reported classroom assessment generally echoed the curriculum standards.

In this paper we report on a review of papers written by teachers aimed at knowing more about teachers' perceptions of the current situation of classroom assessment in primary mathematics education in China. The review is based on 266 papers included in the China National Knowledge Infrastructure database. We found that the teacher-authors reflected various aspects of their classroom assessment practice, including the purpose of assessment, the content of it, the person who is the assessor, the assessment methods that are used, and the feedback that is provided. Most attention was paid to feedback; it seems many teacher-authors considered classroom assessment to be equivalent to feedback. In general, the conceived classroom assessment practice as described in the papers echoed well nearly all aspects that are advocated in the Chinese mathematics curriculum standards. The only aspect that was scarcely discussed in the papers was the use of assessment results to adapt and improve instruction.