Thesis Format
Monograph
Degree
Master of Arts
Program
Education
Supervisor
Li, Jun
Abstract
The research examines the influences of the “Double Reduction” policy on teaching practices, focusing on how much the policy has challenged the assessment process and relevant solutions of elementary schoolteachers. It employed a qualitative interview with four elementary schoolteachers about their perspectives and experience of student assessments under the “Double Reduction” policy.
It has been recognized that this new policy has been a meaningful top-down attempt to transform the exam-oriented tradition in China, somewhat successfully reducing Chinese children’s academic burden. The research suggests that the “Double Reduction” policy has inspired teachers to adopt the formative model as the primary form of student performance assessment, while the summative model is complementary, promoting a student-centered assessment process, which is aligned with the constructivist perspective on student assessment. The new policy has somewhat reduced the burden of students’ learning. Teachers hold a positive attitude toward the policy’s contribution to promote students’ all-around development. However, education reform involves an intricate process. The research also identified some challenges faced by teachers when assessing students’ learning performance under the “Double Reduction” policy, among which parental misunderstanding, lack of uniform assessment standards and criteria, and inadequate managerial support are some of the most significant challenges.
To address these challenges, top-down support ensuring teacher well-being and promoting student-centered assessment are identified as alternative solutions. These findings highlight the positive role of the “Double Reduction” policy in transforming the current educational system in China into a more student-centered learning environment for all Chinese students.
Summary for Lay Audience
In this thesis, I explored the influences of the “Double Reduction” policy on teaching practices, focusing on how much the policy has challenged the assessment process and relevant solutions of elementary school teachers. I interviewed four elementary school teachers about their perspectives and experience of student assessments under the “Double Reduction” policy. My findings show that the “Double Reduction” policy has inspired teachers to adopt the formative model as the primary form of student performance assessment, while the summative model is complementary, promoting a student-centered assessment process, which is aligned with the constructivist perspective on student assessment. This policy has somewhat reduced the burden on students’ learning, and teachers also hold a positive attitude toward the policy’s contribution to promoting students’ all-around development. However, my research also identified some challenges teachers face when assessing students’ learning performance under the policy, such as parental misunderstanding, lack of uniform assessment standards and criteria, and inadequate managerial support. Ultimately, this thesis identified top-down support ensuring teacher well-being and promoting student-centered assessment as alternative solutions to address these challenges. These findings highlight the positive role of the “Double Reduction” policy in transforming the current educational system in China into a more student-centered learning environment for all Chinese students.
Recommended Citation
Chang, Hanwen, "CHALLENGES OF ELEMENTARY SCHOOLTEACHERS IN ASSESSING STUDENT LEARNING UNDER THE “DOUBLE REDUCTION” POLICY IN CHINA" (2024). Electronic Thesis and Dissertation Repository. 10565.
https://ir.lib.uwo.ca/etd/10565
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