ISSN: 2226-6348
Open access
Since the early 21st century, primary school English education in China has shifted toward competence-based reform. The Overall Plan for Deepening the Reform of Educational Assessment in the New Era (Ministry of Education of China, 2020) and the English Curriculum Standards for Compulsory Education (2022 Edition) (Ministry of Education of China, 2022) highlight teachers’ assessment competence as a key support for policy implementation. Yet existing studies show gaps: international models lack contextual adaptability, domestic research often focuses on single dimensions, and a systematic framework integrating knowledge, skills, and attitude (KSA) is absent. Strengthening assessment competence is not only essential for ensuring the success of curriculum reform but also for promoting fair, developmental, and competence-oriented learning outcomes for millions of primary school students. This paper, through policy text analysis and theoretical review, examines the evolution, foundations, and localization of assessment competence for primary school English teachers. Findings reveal three policy stages—basic tool orientation (2001–2012), preliminary competence definition (2012–2020), and competence orientation (2020–present)—reflecting a shift from single-skill emphasis to exam-oriented integration and then to developmental orientation. Grounded in Competence Theory and the Iceberg Model, a three-dimensional, fourteen-element localized framework is proposed to provide clear benchmarks for teachers, practical guidance for professional training, and policy references for education authorities.
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Brindley, G. (2001). Language assessment and professional development. In Elder, C., Brown, A., Hill, K., Iwashita, N., Lumley,T.,McNamara,T.,&O’Loughlin,K.(Eds.), Experimenting with Uncertainty: Essays in Honour of Alan Davies (pp. 126-136). Cambridge University Press.
Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement Issues and Practice, 30(1), 3–12. https://doi.org/10.1111/j.1745-3992.2010.00195.x
Butler, R., & Shibaz, L. (2008). Achievement goals for teaching as predictors of students' perceptions of instructional practices and students' help seeking and cheating. Learning and Instruction, 18(5), 435 - 447. https://doi.org/10.1016/j.learninstruc.2008.06.004
Chen Lingli (2024). Research on Strategies for Enhancing the Assessment Competency of Rural English Teachers under the Concept of Consistency in Teaching Learning Assessment. Teacher (26), 72-74. doi:CNKI:SUN:JAOS.0.2024-26-024.
Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327-347. https://doi. org/10.1177/0265532208090156.
DeLuca, C., Klinger, D., Pyper, J., & Woods, J. (2015). Instructional rounds as a professional learning model for systemic implementation of assessment for learning. Assessment in Education: Principles, Policy & Practice, 22(1), 122e139. https://doi.org/10.1080/0969594X.2014.967168
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132. https://doi.org/10.1080/15434303.2011.642041.
Giraldo, F. (2018). Language Assessment Literacy: Implications for language teachers. PROFILE Issues in Teachers Professional Development, 20(1), 179–195. https://doi.org/10.15446/profile.v20n1.62089
Gratiana, Y. (2024). Assessing secondary school EFL teachers’ language assessment literacy: The LAL test development (Doctoral dissertation, University of Leicester)P39-43.
https://figshare.le.ac.uk/articles/thesis/Assessing_Secondary_School_EFL_Teachers_Language_Assessment_Literacy_The_LAL_Test_Development/25665189?file=45788994
Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385-402. https://doi. org/10.1177/0265532208090158.
Inbar-Lourie, O. (2013). Guest Editorial to the special issue on language assessment literacy. Language Testing, 30(3) 301-307. https://doi.org/10.1177/0265532213
Kremmel, B., & Harding, L. (2019). Towards a Comprehensive, Empirical Model of Language Assessment Literacy across Stakeholder Groups: Developing the Language Assessment Literacy Survey. Language Assessment Quarterly, 17(1), 100–120. https://doi.org/10.1080/15434303.2019.1674855
Li, M., & Zhang, Y. C. (2024). Teacher Assessment Competency in the New Era: Current Situation, Causes and Improvement Strategies. Primary and Secondary School Classroom Teaching Research, (5), 25-29.
Liu, J., & Li, X. (2020). Assessing Young English learners: Language Assessment Literacy of Chinese Primary School English teachers. DOAJ (DOAJ: Directory of Open Access Journals). https://doi.org/10.46451/ijts.2020.12.05
Looney, A., Cumming, J., Van Der Kleij, F., & Harris, K. (2018). Reconceptualising the role of teachers as assessors: teacher assessment identity. Assessment in Education Principles Policy and Practice, 25(5), 442–467. https://doi.org/10.1080/0969594x.2016.1268090
Mannaee, N. S. A., & Ryan, J. C. (2018). Examining a competency model of workplace learning: an assessment of participants’ reactions. International Journal of Work Organization and Emotion, 9(1), 107. https://doi.org/10.1504/ijwoe.2018.10012448
McClelland, D. C. (1973). Testing for competence rather than for intelligence. American Psychologist, 28(1), 1–14. https://doi.org/10.1037/h0034092
Ministry of Education of China. (2001). Outline of Curriculum Reform for Basic Education (Trial). http://www.moe.gov.cn/srcsite/A26/jcj_kcjcgh/200106/t20010608_167343.html
Ministry of Education of China.(2012). Primary school teacher professional standards. https://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fwww.moe.gov.cn%2Fewebeditor%2Fuploadfile%2F2012%2F09%2F13%2F20120913155527401.doc&wdOrigin=BROWSELINK
Ministry of Education of China, (2018).Opinions on Comprehensively Deepening the Reform of the Construction of Teachers in the New Era.
http://www.moe.gov.cn/jyb_xxgk/moe_1777/moe_1778/201801/t20180131_326144.html
Ministry of Education of China. (2020). Overall plan for deepening the reform of education assessment in the new era. http://www.gov.cn/zhengce/2020-10/13/content_5551032.html
Ministry of Education of China.(2022). English Curriculum Standards for Compulsory Education. http://www.moe.gov.cn/srcsite/A26/s8001/202204/W020220420582349487953.pdf
Morgan, C. (2001). The effects of negative managerial feedback on student motivation: Implications for gender differences in teacher - student relations. Sex Roles, 44(9 - 10), 513 - 535. https://doi.org/10.1023/A:1012286907894
Popham, W. J. (2011). Assessment literacy overlooked: A teacher educator’s confession. The Teacher Educator, 46(4), 265–273. https://doi.org/10.1080/08878730.2011.605048
Scarino, A. (2013). Language assessment literacy as selfawareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309-327. https://doi.org/10.1177/0265532213480128.
Shao S, Y., & Chen S, T. (2021). Language Teacher Assessment Competency: Connotation, model, and development. Foreign Language Testing and Teaching (04), 14–21.
Spencer, L. M., & Spencer, S. M. (1993). Competence at work: Models for Superior Performance. John Wiley & Sons.
Schildkamp, K., Ehren, M. C., & Visscher, A. J. (2021). Data-based decision making in education: Challenges and opportunities. Educational Research Review, 33, 100368.
Shulman, L. (1987). Knowledge and Teaching:Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Stiggins, R. (2010). Essential formative assessment competencies for teachers and school leaders. In Handbook of formative assessment (pp. 233-250). Routledge.
Tan, H. L., Wang, Y., & Shen, Y. J. (2023). Challenges and Solutions for the Development of Teacher Assessment Literacy:Reflections from the perspective of deepening the reform of education evaluation and implementing the new curriculum standards. Educational Science Research (08), 34–41.
Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403–412. https://doi.org/10.1177/0265532213480338
Wang Ruomei (2025). Analysis of Hot Topics in Teacher Evaluation Literacy Research (2005-2024) Foreign Language Journal (04), 58-62 https://doi.org/10.16263/j.cnki.23-1071/h.2025.04.008.
Willis, J., Adie, L., & Klenowski, V. (2013). Conceptualising teachers’ assessment literacy in an era of curriculum and assessment reform. Australian Educational Researcher, 40(2), 241-256. https://doi.org/10.1007/s13384-013-0089-9
Xu, Y., & Brown, G. T. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.05.010
Zongliang, Z., & Dunlai, L. (2025). A review of the theoretical framework of language assessment competency in foreign countries. Exam Research (02), 54-67.
Chen, X., Sihes, A. J. Bin, & Chen, G. (2025). Assessment Competencies for Primary School English Teachers in China: Policy Evolution, Theoretical Foundations, and a Localized Framework. International Journal of Academic Research in Progressive Education and Development, 14(4), 428-445.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode