@article{10.11648/j.edu.20231203.13,
  author = {Yacouba Goita and Abdramane Kone},
  title = {The Primary Education Evaluation Systems in Mali and China Must Be Compared in Order to Determine the Best Strategy to Employ},
  journal = {Education Journal},
  volume = {12},
  number = {3},
  pages = {99-102},
  doi = {10.11648/j.edu.20231203.13},
  url = {https://doi.org/10.11648/j.edu.20231203.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231203.13},
  abstract = {Primary education should include assessment systems because they provide information about student achievement and indicate areas for development. Different primary education assessment systems are used in Mali and China. Mali attaches great importance to teacher evaluation, while China attaches great importance to standardized tests. This study compares and contrasts primary school assessment systems in Mali and China. It identifies their advantages and disadvantages and makes suggestions for improvement for each country. According to research, both methods have their major disadvantages as well as their advantages. While China's test-based approach may discourage creativity and critical thinking, Mali's teacher-led approach can lead to subjective and biased judgments. The study suggests that China should use more accurate assessment techniques to combat its reliance on final exams. In addition, Mali should adopt a more structured approach to teacher assessment, combining standardized tests and independent assessment. Mali has largely relied on end-of-year tests to assess pupils' knowledge and skills. However, this system has been criticized for its reliance on rote memorization and lack of emphasis on critical thinking and problem-solving ability. China, on the other hand, has adopted a complete evaluation system that integrates formative and summative evaluations, such as classroom observations, continuous assessments, and national tests. This approach seeks to assess not just students' academic achievements but also their personal traits, social abilities, and moral development. Based on the comparative research, it is suggested that Mali implement a hybrid evaluation system modelled after China's. This would entail adding more formative assessment approaches, such as continuous assessment, teacher observations, and project-based evaluations, throughout the academic year. Mali can better respond to its students' different learning requirements and support the development of critical thinking and problem-solving skills by adopting a more holistic approach. Furthermore, incorporating qualitative evaluation methodologies can provide a more complete knowledge of kids' entire development, including social and emotional well-being. Finally, this study emphasizes the significance of taking context into account while developing primary school evaluation systems. By learning from China's successful method, Mali may improve its primary school evaluation system to meet the changing demands of its pupils and nurture well-rounded persons ready for the challenges of the twenty-first century.},
 year = {2023}
}

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TY  - JOUR
T1  - The Primary Education Evaluation Systems in Mali and China Must Be Compared in Order to Determine the Best Strategy to Employ
AU  - Yacouba Goita
AU  - Abdramane Kone
Y1  - 2023/06/05
PY  - 2023
N1  - https://doi.org/10.11648/j.edu.20231203.13
DO  - 10.11648/j.edu.20231203.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 99
EP  - 102
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20231203.13
AB  - Primary education should include assessment systems because they provide information about student achievement and indicate areas for development. Different primary education assessment systems are used in Mali and China. Mali attaches great importance to teacher evaluation, while China attaches great importance to standardized tests. This study compares and contrasts primary school assessment systems in Mali and China. It identifies their advantages and disadvantages and makes suggestions for improvement for each country. According to research, both methods have their major disadvantages as well as their advantages. While China's test-based approach may discourage creativity and critical thinking, Mali's teacher-led approach can lead to subjective and biased judgments. The study suggests that China should use more accurate assessment techniques to combat its reliance on final exams. In addition, Mali should adopt a more structured approach to teacher assessment, combining standardized tests and independent assessment. Mali has largely relied on end-of-year tests to assess pupils' knowledge and skills. However, this system has been criticized for its reliance on rote memorization and lack of emphasis on critical thinking and problem-solving ability. China, on the other hand, has adopted a complete evaluation system that integrates formative and summative evaluations, such as classroom observations, continuous assessments, and national tests. This approach seeks to assess not just students' academic achievements but also their personal traits, social abilities, and moral development. Based on the comparative research, it is suggested that Mali implement a hybrid evaluation system modelled after China's. This would entail adding more formative assessment approaches, such as continuous assessment, teacher observations, and project-based evaluations, throughout the academic year. Mali can better respond to its students' different learning requirements and support the development of critical thinking and problem-solving skills by adopting a more holistic approach. Furthermore, incorporating qualitative evaluation methodologies can provide a more complete knowledge of kids' entire development, including social and emotional well-being. Finally, this study emphasizes the significance of taking context into account while developing primary school evaluation systems. By learning from China's successful method, Mali may improve its primary school evaluation system to meet the changing demands of its pupils and nurture well-rounded persons ready for the challenges of the twenty-first century.
VL  - 12
IS  - 3
ER  - 

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