Authentic Assessment of Compulsory Subjects in Primary Schools: A Case Study in the Western Area of China
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Keywords

Primary education
21st century learning skills
Curriculum alignment
Authentic assessment
Compulsory subjects

DOI

10.26689/jcer.v5i9.2532

Abstract

This article discusses a case study that explores the relationship between 21st century learning and curriculum alignment. It investigates three compulsory subjects: Chinese, mathematics, and English. By inquiring the survey on individual perspectives on curriculum content and authentic assessment in different schools within the scope of western Chinese primary schools, this article concluded that 21st century learning skills are well developed in primary schools. Although authentic assessment from parents’ perspective is diminutive, it is progressive for some students. Numerous factors can influence the actual practice of authentic assessment as teachers and pedagogies significantly contribute to students’ learning outcomes. The authentic assessment in China still has a long way to go in order to boost these learning skills to a higher level.

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