UDC 378

Li Nannan¹ (Rostov-on-Don, Russian Federation) – lnn1761816355@163.com; Chumicheva R.M.¹ (Rostov-on-Don, Russian Federation) – rmchumicheva@sfedu.ru

¹Southern Federal University

Abstract. Comprehensive assessment of the quality of education is part of the transformation of the education system in China, and is aimed at changing, promoting the comprehensive and individual development of students, and fostering student responsibility for the quality of education. As part of the implementation of the Concept of Comprehensive Assessment of the quality of education in China, scientists are searching for scientific and theoretical approaches to changing the quality assessment system for primary school students. The analysis of the results of educational practice on the implementation of a comprehensive assessment of the quality of students’ education revealed the teacher’s problems in assessing the quality of education: the “proportional hierarchy” assessment method; the “score” assessment method; the “weighted summation in decomposition” assessment method; the “result of one test” assessment method. The article reveals scientific approaches to the development of self-assessment of primary school students as a component in the overall assessment of the quality of education in China: the theory of comprehensive student development; the theory of subjective personality development; ideas of humanism in global education; theory of symbolic interactionism; theory of social comparison; theory of evaluation of developing education. Based on the analysis of theoretical research, the basic concept of “self-assessment of a primary school student” is defined. The self-assessment of a primary school student in the context of a comprehensive assessment of the quality of education in China, understood by us as a balanced personal resource containing components – educational (academic achievements, motives to study for the benefit of China), social (skills and experience of communication in society) and personal (independence, responsibility for the quality of education and social communication).

Keywords: comprehensive assessment of the quality of education, quality of education, comprehensive development, primary school students, self-assessment of the quality of education by primary school students.

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For citation: Li Nannan, Chumicheva R.M. Comprehensive assessment of the quality of education in the People’s Republic Of China as a research problem. CITISE, 2025, no. 2, pp. 741-750.