Policy Review ECNU Review of Education 2021, Vol. 4(2) 396–409 Education Quality Assessment ª The Author(s) 2021 Article reuse guidelines: sagepub.com/journals-permissions in China: What We Learned DOI: 10.1177/2096531120944522 From Official Reports Released journals.sagepub.com/home/roe in 2018 and 2019 Danqing Yin (殷丹青) University of Kansas Abstract Purpose: This article intended to introduce the recent Chinese compulsory education quality assessment. Design/Approach/Methods: The article summarized education policy documents relevant to the recent Chinese compulsory education quality assessment, especially from the three reports: The Chinese Compulsory Education Quality Monitoring Report, The Chinese Compulsory Education Quality Monitoring Report on Mathematical Learning, and The Chinese Compulsory Education Quality Monitoring Report on Physical Education and Health. Findings: The article examined the development of Chinese education quality assessment in the context of the nation’s pursuit of holistic education. It first reviewed a brief history of the education quality monitoring work in China that bore the fruits of a few recent reports. Second, findings and the framework of the assessment are demonstrated. Finally, I discuss the sig- nificance, limitations, and special issues of the assessment. Originality/Value: The article is among the earliest to present findings of the recent quality assessment in Chinese compulsory education in English critically. Corresponding author: Danqing Yin, Department of Educational Leadership and Policy Studies, School of Education and Human Sciences, Uni- versity of Kansas, 1122 W Campus Rd, Lawrence, KS 66045, USA. Email: [email protected] Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). Yin 397 Keywords Compulsory education, education quality assessment, large-scale assessment Date received: 27 February 2020; accepted: 2 July 2020 The Chinese Compulsory Education Quality Monitoring Report was first published in July 2018 by the National Assessment Center for Education Quality in China, under the supervision of the Ministry of Education, People’s Republic of China (hereinafter referred to as “Chinese MOE” or “MOE”). Two additional subject reports, The Chinese Compulsory Education Quality Monitoring Report on Mathematical Learning and The Chinese Compulsory Education Quality Monitoring Report on Physical Education and Health, were later released in 2019. These reports presented the assessment results from the 2015–2017 assessment cycle in a recent large-scale assessment in Chinese compulsory education. This article aims to examine the development of Chinese education quality assessment in the context of prevailing international large-scale assessments and the nation’s pursuit of holistic education. It first reviewed a brief history of the education quality monitoring work in China that bore the fruits of the above three reports. The general information of Chinese compulsory education, the guiding law, and the policy for the assessment are introduced in this section. Second, findings from the reports are presented by individual report with a comparative analysis on results of available subjects: One is mathematics, and the other is physical education and health. The framework of the assessment is also demonstrated. Finally, I discuss the signifi- cance and limitations of the compulsory education quality monitoring in China. Special attention is placed on the common issues that international large-scale assessments have shared and the unique issues of Chinese assessment. There has not been a consistent English translation for the Chinese names of reports and assessment work. Chinese MOE translated the 2018 report as the “China Compulsory Education Quality Oversight Report” and the 2019 subject reports as the “National Assessment of Education Quality—Mathematics” and the “National Assessment of Education Quality—PE and Health” (The National Assessment Center for Education Quality, 2018, 2019a, 2019b). Some researchers referred the assessment work as the “National Assessment of Education Quality” and the subject report as the “China National Assessment of Education Quality—Physical Education & Health”; some used “education monitoring” or “educational surveillance” to represent education quality assessment (Jiang et al., 2019; Tian & Sun, 2018; Wu et al., 2019). To speak with a larger and broader audience who come from different countries, and to indicate the stage of the education that was originally included in the names of Chinese reports, the author avoided ambiguous adjectives like the “national” and applied following names, which reflected the assessment work and content of the reports more accurately and consistently: 398 ECNU Review of Education 4(2) 1. The Chinese Compulsory Education Quality Monitoring Report, 2. The Chinese Compulsory Education Quality Monitoring Report on Mathematical Learn- ing, and 3. The Chinese Compulsory Education Quality Monitoring Report on Physical Education and Health. This policy review uses education assessment and education monitoring interchangeably to identify the related work since 2015 that generated the recent reports for clarification purposes. Subject and subdisciplinary are also used interchangeably in this review. Background of the Chinese Compulsory Education Quality Monitoring Work According to China’s Ministry of Education, as of 2015, China has more than 260,000 compulsory schools (covering Grade 1 through Grade 9), more than 9 million full-time teachers, and nearly 140 million students (MOE, 2015a, 2015b). Policy documents showed that the major purpose of monitoring the quality of compulsory education is to scientifically assess the overall quality of compulsory education in China, objectively unfold the basic situation of relevant factors that affect the quality of compulsory education, and systematically monitor the implementation of national curriculum standards, eventually providing reference to edu- cational improvements. (MOE, 2015a, 2015b) The overall assessment work related to these reports is guided by The Compulsory Education Law of the People’s Republic of China and The National Compulsory Education Quality Moni- toring Policy, with a view to assessing the progress of the compulsory education and improving the quality of education with effective policies. Both of these legal instruments, first initiated in 1980s and 2010s, respectively, rooted in The Constitution of the People’s Republic of China and intended to protect the rights to receive basic education for children of school age. As The Compulsory Education Law of the People’s Republic of China in 1986 articulated, a 9-year compulsory education should be implemented by Chinese governments at different levels (6- to 15-year- olds, Grades 1–9), mainly serving primary school students and middle school (also called junior high school) students. Before officially launching the recent compulsory education quality assessment, China had already possessed a few conducive conditions for it (Jiang et al., 2019; MOE, 2015a, 2015b; Wu et al., 2019). Regarding the leading organization, the National Assessment Center for Education Quality (hereinafter referred to as “the Center”) was formally established and housed in Beijing Normal University, a public and prestigious research university located in Beijing, China, with a 118-year Yin 399 history so far (BNU History). Since the establishment in November 2007, the Center has been responsible for performing daily work of assessment. Led by the Center, approximately 300 domestic experts, international scholars, special person- nel of leading departments, principals of primary and secondary schools, and schoolteachers—a capable group of representatives—participated in the assessment work and supervised the assessment. The experts developed multiple research tools for the assessment in different subject areas and disciplines. For example, paper test tools and field test tools were designed to measure the performance of six subjects including moral education, Chinese reading, mathematics, science, art, and physical education. Furthermore, a pilot study for the quality assessment had been conducted in those six subject areas for eight consecutive years, five of which were nationwide large-scale tests with the sample from 32 Chinese provinces, municipalities, autonomous regions, and other equivalent units. In total, more than 460,000 students, 110,000 teachers, and principals from 695 sample counties (cities and districts) participated in the pilot study. In a nutshell, a top-down administrative approach had been tested and moderated by trials and errors, with the Chinese MOE supervising the assessment, the Center organizing the assessment, the participated provinces coordinating the assessment, and counties further operating the assess- ment. Specific methods designed included sampling, testing, data analysis, and so forth. All of these work provided basic conditions and practical experience for the Ministry of Education to carry out a larger scale of compulsory education quality monitoring throughout China. Findings from The Chinese Compulsory Education