Rui Fan

Against the backdrop of ongoing educational modernization and deepening curriculum reform, how to achieve coherent alignment among teaching, learning, and assessment in primary mathematics classrooms has become a key issue in basic education research. The integration of teaching, learning, and assessment (hereafter referred to as TLA) refers to the coherent design of instructional objectives, learning activities, and assessment approaches within classroom practice, so that these elements operate as a mutually supportive and dynamically interconnected system. In response to the fragmentation often observed among teaching, learning, and assessment in classroom practice, this study adopts a case study approach situated in primary mathematics classrooms. Data were collected through classroom observations, analyses of students’ learning performance, and teacher interviews to systematically examine the implementation and effects of TLA integration. The findings indicate that embedding assessment within teaching and learning processes facilitates students’ conceptual understanding of mathematics, enhances classroom engagement, and strengthens the formative function of assessment in supporting instructional adjustment [1]. At the same time, limited teacher assessment literacy and constraints on instructional time were found to hinder the deeper enactment of the integrated approach. Based on these findings, this study proposes a TLA integration framework centered on goal alignment, formative feedback, and evidence-based reflection, offering practical implications for improving instructional practices in primary mathematics classrooms.

integration of teaching, learning, and assessment; primary mathematics; formative assessment; classroom practice; case study

[1] Black,P.,&Wiliam,D.(1998).Assessment and classroom learning.Assessment in Education:Principles,Policy&Practice,5(1),7–74. [2] Bennett,R.E.(2011).Formative assessment:A critical review.Assessment in Education:Principles,Policy&Practice,18(1),5–25. [3] Heritage,M.(2010).Formative assessment:Making it happen in the classroom.Corwin Press. [4] Palm,T.,&Boström,M.(2023).Teachers’assessment literacy and formative assessment practices in mathematics classrooms.Studies in Educational Evaluation,76,101217.

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