摘要:

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.