The effectiveness of Chinese non-paper-and-pencil tests in grade two students of primary school in Baoshan City, Yunnan Province

Abstract

This study evaluates the effectiveness of non-paper-and-pencil tests (NPTs) in Chinese language education for second-grade primary students in Baoshan City, Yunnan Province. The research aims to assess how NPTs support educational goals outlined in China's "double reduction" policy, which seeks to alleviate academic pressure and promote holistic learning. Given the limitations of traditional paper-based exams, NPTs were implemented as an alternative assessment method in 801 primary schools across Baoshan since the fall semester of 2021. A quantitative research design was employed, including questionnaires distributed to school administrators, teachers, parents, and educational researchers. The study measured perceptions of NPT advantages, such as reducing students' exam anxiety, fostering engagement, and improving teamwork, communication, and problem-solving skills. Statistical analysis revealed that over 70% of participants acknowledged NPTs' positive impact on student motivation and academic development. Key findings indicate that NPTs effectively reduce psychological stress while promoting active learning and skill development. However, challenges like limited assessment depth and integration with traditional higher-grader testing methods persist. The study concludes that NPTs offer a viable alternative to paper-based exams, encouraging comprehensive student development while addressing policy mandates. Recommendations include enhancing teacher training, refining test design, and improving regional, school, and classroom policy implementation frameworks. This research contributes to the growing field of educational assessment reform by highlighting practical and policy-driven strategies for more effective and inclusive learning environments.

Keywords: Effectiveness, Chinese non-paper-and-pencil, grade two students, primary school.

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