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

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.