Assessment Issues in Chinese High School English Classrooms: A Focus on Formative, Peer, and Self-Assessment

Abstract

This paper explores the issues of formative, peer, and self-assessment in Chinese high school English classrooms, offering critical perspectives and suggestions. The essay begins by explaining the concepts of formative assessment and related self and peer assessments, then discusses the advantages of these assessments in improving student motivation, fostering critical thinking, and enhancing classroom interaction. However, the paper also highlights the challenges in implementing these assessment methods, primarily due to educational policies, teachers' attitudes, and students' acceptance. Specifically, the uneven distribution of resources, lack of professional training for teachers, and students' negative attitudes towards assessments make it difficult for formative assessment to be widely applied in Chinese high schools. Finally, the paper provides suggestions to address these issues, emphasizing the importance of teacher training and policy support to promote the effective use of formative assessment in Chinese English education.