Özet:

The Chinese education system has been a subject of global interest, known for its emphasis on rigorous assessment practices and the ongoing pursuit of educational reform. The study delves into the landscape of educational reform and student evaluation practices within the Chinese education system, using the Singaporean Excellent School Model as a prism for evaluation. With a focus on nine quality criteria from the Singaporean model, the research aims to understand and enhance student evaluation processes in China. Assessing the impact of these practices on the overall education standard, the study gathers perspectives from educational leaders, teachers, students, and administrators regarding the role of leadership in fostering educational reform. Through a qualitative research approach, involving semi-structured interviews with 16 individuals in China's educational sphere, the study reveals a nuanced picture of evaluation processes. Traditional assessment methods, particularly standardized testing, persist, but formative assessment is gaining ground. Policymakers primarily drive education reform, emphasizing creativity and critical thinking, aligning with aspects of the Singaporean model. Leadership in the reform process manifests as distributed and visionary. This research significantly contributes to the discourse on education in China, offering a comprehensive understanding of assessment techniques, reform dynamics, leadership roles, and stakeholder perspectives. Building on prior research, it provides fresh insights into the diverse landscape of education reform in China, with implications for policymakers, educators, and stakeholders shaping the direction of Chinese education.

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