Using classroom assessment techniques in Chinese primary schools: Effects on student achievement

In an experimental study with a pretest/posttest/delayed posttest and control-group design, we investigated the effects on students' mathematics achievement of using classroom assessment techniques in Chines classrooms. Participants were 47 third-grade teachers and their 608 students in Nanjing, China. The teachers were assigned to either the experimental condition, participating in two two-hour workshops on classroom assessment, or the control condition, in which the teachers followed their regular teaching plans. The workshops focused on the use of classroom assessment techniques to reveal students' understanding of multiplication and to enable teachers to adapt teaching to their students' needs. Students from the teachers in the experimental condition slightly improved their mathematics achievement scores. However, no statistically significant difference was found between the two conditions.