Chinese students’ experiences of ‘high-stakes’ assessment: the role of fitness testing

TY - JOUR

T1 - Chinese students’ experiences of ‘high-stakes’ assessment

T2 - the role of fitness testing

AU - Yang, Jing

AU - Bartle, Gillian

AU - Kirk, David

AU - Landi, Dillon

N1 - Publisher Copyright: © 2025 Association for Physical Education.

PY - 2025/2/2

Y1 - 2025/2/2

N2 - Background: ‘High-stakes’ testing is a common practice in China and is expanding worldwide. As part of these practices, physical education assessments are compulsory for all students. Given this, China provides a unique setting to explore students’ reflective experiences of mandatory ‘high-stakes’ assessment in physical education. Purpose: The purpose of this paper was to explore Chinese students’ reflective experiences and perceptions of the physical education component of the Zhongkao (‘high-stakes’ senior high school entrance examination). Methods: This paper uses semi-structured group interviews with 24 students enrolled in a Year 11 physical education class in Shanghai. The transcripts from the interviews were analysed using concept coding, conceptual mapping, and analytical memos. Findings: This paper found ‘high-stakes’ assessment in Shanghai focused on physical performances and students felt this went against the perceived holistic aims of physical education. The students also reported teachers changed their pedagogical approach to focus on achieving higher fitness scores. Lastly, students stated the test lacked diversity and was not a fair measurement of learning. Conclusion: This study suggests ‘high-stakes’ testing practices in China are disconnected from the students’ beliefs about the value of physical education. As such, we contend that assessment practices in physical education should reflect the diverse forms of learning that happens in physical education.

AB - Background: ‘High-stakes’ testing is a common practice in China and is expanding worldwide. As part of these practices, physical education assessments are compulsory for all students. Given this, China provides a unique setting to explore students’ reflective experiences of mandatory ‘high-stakes’ assessment in physical education. Purpose: The purpose of this paper was to explore Chinese students’ reflective experiences and perceptions of the physical education component of the Zhongkao (‘high-stakes’ senior high school entrance examination). Methods: This paper uses semi-structured group interviews with 24 students enrolled in a Year 11 physical education class in Shanghai. The transcripts from the interviews were analysed using concept coding, conceptual mapping, and analytical memos. Findings: This paper found ‘high-stakes’ assessment in Shanghai focused on physical performances and students felt this went against the perceived holistic aims of physical education. The students also reported teachers changed their pedagogical approach to focus on achieving higher fitness scores. Lastly, students stated the test lacked diversity and was not a fair measurement of learning. Conclusion: This study suggests ‘high-stakes’ testing practices in China are disconnected from the students’ beliefs about the value of physical education. As such, we contend that assessment practices in physical education should reflect the diverse forms of learning that happens in physical education.

KW - assessment

KW - China

KW - fitness tests

KW - Physical education

KW - Zhongkao

UR - https://www.scopus.com/pages/publications/85216632690

U2 - 10.1080/17408989.2025.2449664

DO - 10.1080/17408989.2025.2449664

M3 - Article

AN - SCOPUS:85216632690

SN - 1740-8989

JO - Physical Education and Sport Pedagogy

JF - Physical Education and Sport Pedagogy

ER -