Information about students’ learning is necessary for educational decision making. Therefore, classroom assessment, comprehended as the procedure in which students’ reactions to spontaneous activities are used to draw inferences about their knowledge and skills assumes a significant role in education. In higher education, students’ learning is more impacted by their originations of the instructive condition than by the real instructive practices. In China, which has a long history of examination-oriented education, an assessment reform in basic and higher education was kicked off by the Ministry of Education as part of the New Curriculum Reform in 2001. This paper reviews literature on students’ upheld conceptions of assessment and then reports a study into Chinese students’ conception of assessment. Literature reviewed revealed that students conceive of assessment in at least four major ways (i.e., assessment makes students accountable; assessment is irrelevant because it is bad or unfair; assessment improves the quality of learning; and assessment is enjoyable). The findings of the study also indicated that students conceive assessment as being for improvement of learning and assigning grades.
In recent years, the scale of international students in China is growing rapidly, but the quality of education for international students in China seems to be obviously lagging behind, which is reflected in the academic level. These disadvantages and deficiencies have seriously hindered the development of the education of foreign students in China. To improve the quality of international students in China, colleges and universities must carry out curriculum reform and strengthen the construction of teachers. The government and society must also play their respective roles in formulating long-term policies. It is expected to have a clear international education development strategy, establish the quality standards of education and teaching for international students in China, and establish the trinity of government, society and universities. Thus, the educational quality assurance system must be established to realize effective monitoring.