1. Introduction

Formative assessment is widely acknowledged as an effective approach in education for promoting teaching and learning. However, implementing formative assessment in Chinese classrooms presents various challenges and barriers. This article aims to explore four key aspects concerning formative assessment in Chinese classrooms: teachers' understanding and conceptualization of formative assessment, their beliefs and attitudes towards it, the practices and strategies they employ, and the challenges and barriers they encounter during implementation. This study holds significance as it sheds light on the opportunities and obstacles that exist in improving teaching and learning practices through formative assessment.

By examining teachers' understanding, beliefs, and actual classroom practices related to formative assessment, this research can identify areas for improvement and provide insights into effective professional development strategies. Furthermore, understanding the challenges and barriers teachers face when implementing formative assessment can inform policy decisions and resource allocation to better support teachers in their efforts to enhance student learning. Ultimately, this research contributes to the ongoing dialogue on how to improve education in China, with a specific focus on enhancing teachers' assessment literacy and promoting the effective use of formative assessment to enhance student learning outcomes.

2. Teachers' Understanding and Attitudes Towards Formative Assessment in Chinese Classrooms

Research suggests that Chinese teachers generally have a sound understanding of formative assessment and recognize it as a valuable tool for monitoring and evaluating students' learning progress continuously. The primary objective of formative assessment is to provide timely and relevant feedback to enhance students' effective learning [1]. However, there is still room for improvement in teachers' understanding of the purpose, benefits, and specific components of formative assessment, such as the use of feedback. Teachers may have limited explicit articulation of the procedures and defining features of formative assessment, but they generally conceptualize it as an ongoing and continuous assessment process rather than a one-time evaluation at the end of a certain period [2].

Despite these challenges, Chinese teachers generally hold favorable attitudes towards formative assessment, recognizing it as an indispensable approach in teaching and learning. They acknowledge its potential to identify students' strengths and weaknesses, adjust teaching strategies accordingly, and ultimately improve learning outcomes. However, some teachers remain hesitant to fully adopt formative assessment due to concerns about increased workload and time constraints. Additionally, there may be variations in teachers' beliefs and practices regarding formative assessment, highlighting the importance of providing professional development opportunities to enhance teachers' assessment literacy and improve their implementation of formative assessment strategies [1].

3. Formative Assessment Practices and Strategies Used by Teachers in Chinese Classrooms

Formative assessment and feedback play a vital role in fostering self-regulated learning. However, the traditional transmission view, where teachers possess exclusive control over the assessment process, may impede students' development of self-regulation skills [3]. To cultivate self-regulated learning, it is essential to involve students actively in the assessment process and provide them with feedback that helps them understand their strengths and weaknesses. This approach empowers students to take ownership of their learning and become independent learners. Moreover, formative assessment practices have demonstrated their efficacy in enhancing students' listening achievement, formative assessment awareness, metacognitive skills, and enabling teachers to identify gaps in students' understanding, thereby enabling appropriate adjustments in teaching strategies.

The article presents an in-depth analysis of formative assessment strategies employed by teachers in the English language classrooms of two Chinese universities. These strategies include: Providing constructive feedback to students regarding their work; Encouraging students to engage in self-assessment and reflection on their learning progress; Utilizing effective questioning techniques to elicit students' thinking processes and gauge their understanding; Implementing peer assessment and group work to foster collaborative learning environments; Leveraging formative assessment data to inform instructional decisions and adapt teaching approaches [4].

These strategies highlight the importance of engaging students actively in the assessment process and employing a variety of assessment methods to promote meaningful learning experiences. By utilizing these formative assessment practices, teachers can effectively support students' growth and development in Chinese classrooms.

4. Challenges and Barriers That Teachers Face

Implementing formative assessment in classroom practices can present challenges for teachers, even with training. Some teachers may prioritize following prescribed procedures rather than embracing the principles of assessment for learning, potentially compromising real and sustained learning in favor of test performance. Thus, there are various reasons why teachers may struggle to effectively utilize formative assessment in their classrooms [4].

In Chinese classrooms, teachers encounter specific challenges and barriers in implementing formative assessment practices. These include time constraints, heavy workloads, limited training and support, and the pressure to cover the curriculum. Cultural factors, such as the emphasis on exams and grades, as well as the perception that teachers are the sole authority in the classroom, can further hinder the implementation of formative assessment practices.

For instance, in primary schools in Yuexiu District, Guangzhou, it is noteworthy that although teachers' salaries are not directly linked to students' grades, the school publicly discloses classes that do not meet the district's average score. This practice can place pressure on teachers to improve their students' learning outcomes to maintain a positive image and reputation. Additionally, grades can impact the school's ranking, which primarily relies on average scores, pass rates, and excellence rates. Notably, some Chinese teachers tend to excessively emphasize exam scores, potentially neglecting students' overall development. It is crucial to encourage teachers to adopt more comprehensive assessment methods and prioritize students' holistic growth by reforming the education evaluation system.

5. Key Factors Limiting the Use of Formative Assessment by Chinese Teachers

5.1. Exam-oriented Education Culture

China's education system places significant emphasis on exams, particularly the college entrance examination (Gaokao), which greatly influences students' future prospects. Consequently, teachers, students, and parents prioritize scores and rankings over holistic development and in-depth learning, diminishing the perceived importance of formative assessment. The prevailing belief is that summative assessment, especially Gaokao, consumes substantial time and resources, leaving little room for formative assessment. However, the article proposes a possible solution by suggesting the use of summative tests formatively, thereby creating synergy between formative and summative assessment. This contextually suitable strategy addresses the challenges of test-dominated contexts [5]. Additionally, improving the education environment and culture is necessary to foster a positive and healthy learning atmosphere that supports students' growth and development.

5.2. Teacher Training and Resources

Teachers often lack systematic training in formative assessment methods and strategies, as well as the necessary time and resources for implementation. Additional training and support from educational institutions can empower teachers to effectively utilize formative assessment in their classrooms [4]. While the teachers studied in this article demonstrated a willingness to try new approaches, they would benefit from professional development opportunities specifically focused on formative assessment practices. The article also highlights that although students responded positively to formative assessment practices, finding them helpful for their learning and understanding of course content, some students expressed concerns about the associated workload [6].

Efforts have been made to enhance teachers' formative assessment capabilities. The Classroom Strategies Coaching (CSC) Model is an evidence-based coaching approach designed to improve the use of specific instructional and behavioral management practices in the classroom. The model incorporates validated practice assessments, multiple observations, and coaching sessions to identify teachers' needs, set goals, and monitor progress. Through observational learning and modeling, coaches enhance teachers' adoption of effective strategies. The CSC Model addresses the lack of training and support for teachers in implementing formative assessment by providing data-driven coaching focused on evidence-based instructional and behavioral management practices. Visual performance feedback and measurable goals are provided to support teachers in achieving improvement targets [7].

Additionally, engaging in action research projects and sharing classroom assessment practices with peers can foster a community of practice and empower teachers as agents of change. This collaborative approach can help overcome challenges that hinder the effective use of formative assessment in promoting student learning in practice.

5.3. Curriculum Scheduling and Progress Pressure

In Chinese classrooms, curriculum schedules often prioritize exam preparation and the coverage of extensive content within limited timeframes. This places a heavy workload on teachers, leaving them with insufficient time and energy to integrate formative assessment practices into their teaching. The pressure to prioritize summative assessment, such as exams and standardized tests, is driven by the belief that they are crucial for students' academic success and future prospects. Consequently, formative assessment may be perceived as an additional task that detracts from covering essential content, resulting in its neglect or undervaluation.

Moreover, the emphasis on covering the curriculum within a restricted timeframe can hinder students' opportunities for deep learning. Teachers may prioritize content delivery and exam preparation over fostering deeper engagement and the development of higher-order thinking skills. Formative assessment, which aims to identify students' strengths and weaknesses and provide feedback to support their ongoing learning, can help address this issue by offering a more nuanced understanding of students' learning needs and enabling teachers to tailor their instruction accordingly.

To tackle the challenge of limited time and energy for formative assessment, it is crucial to integrate it seamlessly into existing classroom practices and maximize its efficiency. This can be achieved by incorporating formative assessment strategies into regular activities like class discussions and group work, as well as leveraging technology to streamline the assessment process. Furthermore, professional development opportunities and support from school administrators can enhance teachers' confidence in implementing formative assessment practices and embed them as a regular aspect of their teaching.

Additionally, in some Chinese primary schools, class sizes can be as large as 50 students, making it even more challenging for teachers to allocate sufficient time for formative assessment for each individual student. With such substantial class sizes and demanding curriculum schedules, teachers may struggle to provide the necessary attention and feedback to foster improved learning outcomes for every student. As a result, teachers may prioritize summative assessment or neglect formative assessment altogether, hampering students' overall learning and development. It is imperative to address class size and workload issues, providing teachers with the necessary resources and support to effectively implement formative assessment, thereby ensuring that every student receives the attention and feedback required to reach their full potential.

In conclusion, although strict curriculum schedules pose significant challenges to the implementation of formative assessment in Chinese classrooms, they can be overcome. By prioritizing the cultivation of deeper learning and higher-order thinking skills, and by equipping teachers with the support and resources needed to implement effective formative assessment practices, a more comprehensive and effective education system can be established in China.

5.4. Lack of Effective Assessment Tools and Technology

In Chinese classrooms, teachers often encounter challenges in implementing formative assessment due to the absence of effective assessment tools and technological support. While educational technology has opened up new possibilities for formative assessment, its adoption and utilization in China remain limited. To optimize the time resources of teaching staff, it is essential to reevaluate teaching and learning practices in light of the rapid advancements in electronic media. Although the task of providing formative assessment may seem daunting, it is crucial to perceive it as an integral component of existing practices rather than an impractical add-on. Consequently, formative assessment should be viewed as an inseparable part of the teaching and learning process, integrated from the outset or during formal program reviews to ensure the effective integration of teaching, learning, and assessment into a cohesive pedagogical approach [8].

By incorporating formative assessment seamlessly into the teaching and learning process, educators can harness the potential of available assessment tools and technology to enhance students' learning experiences. It is vital to explore innovative ways to integrate these tools into classroom practices, enabling teachers to gather real-time data on students' progress and tailor their instruction accordingly. Additionally, providing adequate training and support to teachers in effectively utilizing assessment tools and technology is crucial. This can involve professional development programs that enhance teachers' digital literacy and their understanding of how to leverage these resources to facilitate formative assessment practices.

Furthermore, policymakers and educational institutions should prioritize the development and implementation of effective assessment tools and technology, ensuring their accessibility and usability for all teachers. This may involve investment in research and development to create localized assessment tools that align with the specific needs and contexts of Chinese classrooms. Collaborations between educational stakeholders, technology developers, and researchers can contribute to the design and refinement of user-friendly and culturally appropriate assessment tools.

In summary, the lack of effective assessment tools and technology poses challenges to the implementation of formative assessment in Chinese classrooms. However, by recognizing the importance of integrating formative assessment into existing practices, investing in the development of suitable tools and technology, and providing teachers with the necessary training and support, the barriers can be overcome, and a more effective and technologically-enabled formative assessment environment can be created in Chinese education.

5.5. Knowledge, Beliefs, and Attitudes

Insufficient understanding of the concepts and values of formative assessment among teachers, students, and parents can result in a lack of emphasis on its importance. This lack of emphasis is further compounded by resistance from students and teachers, as well as deeply ingrained cultural scripts for teaching and learning that may not align with the principles of formative assessment. Furthermore, many theories and practices related to formative assessment have been imported from Western countries without sufficient consideration of their compatibility with China's cultural and learning heritage [9]. Additionally, some teachers may view formative assessment as an additional workload without recognizing its significance in enhancing teaching quality and promoting student development.

To address these challenges, it is crucial to enhance teachers' knowledge, beliefs, and attitudes towards formative assessment. Professional development programs can play a vital role in equipping teachers with a deeper understanding of formative assessment theory, methods, and its potential impact on student learning. These programs should focus on promoting a shift in teachers' perspectives and beliefs, emphasizing the value and benefits of formative assessment for students' holistic development. Additionally, it is essential to engage students and parents in discussions and educational campaigns that raise awareness about the importance of formative assessment and its role in fostering lifelong learning skills.

Cultural factors and contextual considerations must also be taken into account when implementing formative assessment practices in Chinese classrooms. It is crucial to adapt and contextualize formative assessment approaches to align with China's educational context, values, and traditions. This involves recognizing the interplay between formative assessment and the exam-oriented education culture prevalent in China, and finding ways to integrate both summative and formative assessment practices harmoniously. By promoting a balanced approach that values both summative and formative assessment, teachers can help students develop a more comprehensive understanding of their learning progress and facilitate their growth and development.

Furthermore, addressing the barriers related to teacher training and resources is essential. Schools and educational institutions should invest in professional development opportunities that enhance teachers' assessment literacy and provide them with the necessary knowledge and skills to implement formative assessment effectively. Additionally, allocating sufficient time and resources for teachers to engage in collaborative planning, reflection, and continuous professional learning is crucial in promoting the sustainable implementation of formative assessment practices.

In conclusion, the implementation of formative assessment in Chinese classrooms faces challenges and barriers related to knowledge, beliefs, and attitudes. By prioritizing teacher professional development, acknowledging the influence of cultural factors, and providing sufficient resources and support, a more conducive environment can be fostered for the effective implementation of formative assessment practices. This will ultimately contribute to improving teaching quality, enhancing student learning outcomes, and cultivating a culture of lifelong learning in Chinese education.

6. Suggestions

6.1. Enhancing Assessment Literacy and Training

Adequate training and support should be provided to teachers to enhance their assessment literacy and improve their formative assessment practices. This includes deepening their understanding of formative assessment theory and methods, establishing clear evaluation purposes and standards, and ensuring the effectiveness and value of formative assessment. Professional development training programs can play a crucial role in improving teachers' assessment literacy and enhancing their evaluation practices.

6.2. Policy and Curriculum Reforms

The Chinese Ministry of Education has taken steps towards promoting education quality by releasing new curriculum standards for primary and secondary schools. These reforms aim to foster students' innovation, practical abilities, and curriculum internationalization. Policymakers should continue to prioritize the integration of formative assessment into the curriculum and provide resources and support to enable teachers to effectively implement formative assessment practices.

6.3. Creating a Supportive School Culture

To promote the effective implementation of formative assessment, schools should create a supportive culture that values and recognizes the importance of formative assessment in improving teaching quality and promoting student development. This includes providing ongoing feedback and support to teachers, encouraging collaboration and sharing of best practices among teachers, and involving students and parents in discussions to raise awareness about the benefits of formative assessment.

Implementing appropriate classroom assessment strategies, including formative assessment, is critical for improving Chinese teachers' ability to use formative assessment and for promoting students' overall development. To achieve this goal, it is crucial for Chinese teachers to develop assessment literacy, which involves understanding the fundamental principles of assessment and being able to apply them in practice. However, research on Chinese teachers' assessment literacy in practice is limited, including their conceptions of assessment and their assessment practices. To improve Chinese teachers' assessment literacy, it is recommended to provide professional development opportunities, create a supportive school culture that values formative assessment, and provide ongoing feedback and support to teachers as they implement formative assessments in their classrooms [10]. Additionally, teacher education programs should incorporate more training on assessment literacy to better prepare future Chinese teachers to use formative assessment effectively.

6.4. Enhancing Teacher Education Programs

Teacher education programs should incorporate training on assessment literacy to better prepare future Chinese teachers to use formative assessment effectively. This includes providing comprehensive instruction on the principles and practices of formative assessment, as well as opportunities for practical application and reflection. By equipping teachers with the necessary knowledge and skills during their initial training, they will be better prepared to implement formative assessment strategies in their classrooms.

There is also research by Qin and Yi that provides recommendations for teachers to improve their classroom assessment practices [11]. Their research suggests that teachers should follow instructional procedures that include steps such as clarifying and sharing learning intentions and criteria for success, engineering effective classroom discussions, activities, and tasks that elicit evidence of learning, providing feedback that moves learners forward, activating students as instructional resources for one another, activating students as owners of their own learning, activating students as learning resources for the teacher, designing effective questions that elicit evidence of learning, and providing opportunities for self-assessment. By following these procedures, teachers can improve their classroom assessment practices and ultimately enhance students' learning outcomes [11].

6.5. Research and Evaluation

Further research is needed to explore Chinese teachers' assessment literacy in practice, including their conceptions of assessment and their assessment practices. Research studies can provide valuable insights into the effectiveness of different formative assessment strategies and identify areas for improvement. Evaluation and feedback mechanisms should be in place to monitor the implementation of formative assessment practices and make necessary adjustments based on the findings.

6.6. Student Perspectives and Engagement

To ensure the effective use of formative assessment, it is essential to understand students' perspectives and experiences. Encouraging student engagement and actively involving them in the assessment process can enhance their ownership of learning and provide valuable insights for teachers. Creating opportunities for self-assessment, peer assessment, and student reflection can empower students and promote their active involvement in the formative assessment process.

By implementing these suggestions, addressing the challenges and barriers, and continuously improving the implementation of formative assessment in Chinese classrooms, a positive learning environment can be fostered that supports student growth, development, and improved learning outcomes.

7. Conclusion

In conclusion, this article has examined the implementation of formative assessment in Chinese classrooms and highlighted the challenges and barriers faced by teachers. While Chinese teachers generally hold positive attitudes towards formative assessment and recognize its potential benefits, there are areas for improvement in their understanding and application of this approach. Challenges such as the exam-oriented education culture, limited teacher training and resources, curriculum constraints, lack of effective assessment tools and technology, and knowledge gaps present obstacles to the effective use of formative assessment.

To address these challenges, comprehensive reforms are necessary. Firstly, there is a need to provide teachers with adequate training and support to enhance their assessment literacy and improve their formative assessment practices. This includes deepening their understanding of formative assessment theory, establishing clear evaluation purposes and standards, and ensuring the effectiveness and value of formative assessment. Secondly, policy and curriculum reforms should be implemented to integrate formative assessment into the education system and provide resources and support for its effective implementation. The recently released curriculum standards by the Chinese Ministry of Education are a positive step towards this goal.

Creating a supportive school culture that values formative assessment is crucial. Ongoing feedback, collaboration among teachers, and involvement of students and parents can help raise awareness about the benefits of formative assessment and promote its effective use. Additionally, teacher education programs should incorporate comprehensive training on assessment literacy to better prepare future Chinese teachers to utilize formative assessment strategies.

Further research is needed to explore Chinese teachers' assessment literacy in practice, evaluate the effectiveness of different formative assessment strategies, and gather insights from students' perspectives. Evaluation and feedback mechanisms should be established to monitor the implementation of formative assessment practices and make necessary adjustments.

By implementing these suggestions and addressing the challenges and barriers, people can foster a positive learning environment that supports student growth, development, and improved learning outcomes. Ultimately, the effective use of formative assessment in Chinese classrooms can lead to enhanced teaching quality and promote students' holistic development, ensuring better learning outcomes for all.