Assessment Competencies for Primary School English Teachers in China: Policy Evolution, Theoretical Foundations, and a Localized Framework

Abstract

Since the early 21st century, primary school English education in China has shifted toward competence-based reform. The Overall Plan for Deepening the Reform of Educational Assessment in the New Era (Ministry of Education of China, 2020) and the English Curriculum Standards for Compulsory Education (2022 Edition) (Ministry of Education of China, 2022) highlight teachers’ assessment competence as a key support for policy implementation. Yet existing studies show gaps: international models lack contextual adaptability, domestic research often focuses on single dimensions, and a systematic framework integrating knowledge, skills, and attitude (KSA) is absent. Strengthening assessment competence is not only essential for ensuring the success of curriculum reform but also for promoting fair, developmental, and competence-oriented learning outcomes for millions of primary school students. This paper, through policy text analysis and theoretical review, examines the evolution, foundations, and localization of assessment competence for primary school English teachers. Findings reveal three policy stages—basic tool orientation (2001–2012), preliminary competence definition (2012–2020), and competence orientation (2020–present)—reflecting a shift from single-skill emphasis to exam-oriented integration and then to developmental orientation. Grounded in Competence Theory and the Iceberg Model, a three-dimensional, fourteen-element localized framework is proposed to provide clear benchmarks for teachers, practical guidance for professional training, and policy references for education authorities.