Standardized Testing in the Chinese School System
Standing
Graduate (Masters)
Type of Proposal
Oral Research Presentation
Challenges Theme
Open Challenge
Your Location
Windsor, Ontario
Faculty
Faculty of Education
Faculty Sponsor
Dr. Shijing Xu
Proposal
The goal of this research project is to explore in-depth about an assessment tool that gives a tangible audit to education. Assessment is a key process in education, through assessment, one can determine whether the teaching instruction or methods has had its intended effect, because even the best-designed instruction cannot be guaranteed to be an effective methodology toward teaching students. The assessment tool that will be presented in this paper is standardized testing. The earliest form of standardized testing was founded in China, where the imperial examinations covered the six strands of recognized art, which included music, archery and horsemanship, arithmetic, writing, and knowledge of the ceremonies and rituals; the testing sections expanded with military strategies, civil law, revenue and taxation, agriculture, and geography. Standardized testing was then introduced to Europe in the early 19th century, following the Chinese model, and slowly made it around the world until this modern age. This study was accomplished during observation period in China as a guest within the Chinese classrooms. The Chinese teachers were observed in order to attain and compare the methodologies and practices that were used to prepare the students for the standardized tests, and whether these pedagogies could be beneficial to bring back into Canadian classrooms. The research project has been made possible by the partnership between Southwest University and the University of Windsor through the Reciprocal Learning Program (RLP) which was developed to learn about the different learning and education systems embedded with the two countries, which paves a scholarly link between Canada and China.
Standardized Testing in the Chinese School System
The goal of this research project is to explore in-depth about an assessment tool that gives a tangible audit to education. Assessment is a key process in education, through assessment, one can determine whether the teaching instruction or methods has had its intended effect, because even the best-designed instruction cannot be guaranteed to be an effective methodology toward teaching students. The assessment tool that will be presented in this paper is standardized testing. The earliest form of standardized testing was founded in China, where the imperial examinations covered the six strands of recognized art, which included music, archery and horsemanship, arithmetic, writing, and knowledge of the ceremonies and rituals; the testing sections expanded with military strategies, civil law, revenue and taxation, agriculture, and geography. Standardized testing was then introduced to Europe in the early 19th century, following the Chinese model, and slowly made it around the world until this modern age. This study was accomplished during observation period in China as a guest within the Chinese classrooms. The Chinese teachers were observed in order to attain and compare the methodologies and practices that were used to prepare the students for the standardized tests, and whether these pedagogies could be beneficial to bring back into Canadian classrooms. The research project has been made possible by the partnership between Southwest University and the University of Windsor through the Reciprocal Learning Program (RLP) which was developed to learn about the different learning and education systems embedded with the two countries, which paves a scholarly link between Canada and China.