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This study investigated Chinese primary school mathematics teachers' views on assessment in an effort to determine their assessment profiles. A large-scale questionnaire survey with 1101 teachers from 12 Chinese provinces and regions was carried out. The teachers reported to use assessment on a daily or weekly basis for different purposes. They recognized the importance of assessing different types of skills and knowledge and considered assessment useful for improving teaching and learning. To determine teachers' assessment profiles, we used several latent variable modeling techniques. With exploratory factor analyses, we identified eight factors in the teachers' responses: general instructional decision-making assessment purposes [1], specific instructional decision-making assessment purposes [2], assessment methods [3], diversity of assessment problem format [4], importance of assessing skills and knowledge [5], importance of assessing extra-curricular skills [6], Perceived usefulness [7], and acceptance of assessment [8]. When these factors were used to interpret the results of a latent class analysis, three distinct assessment profiles could be distinguished. One fifth of the teachers were in the Enthusiastic assessors profile. These teachers not only reported to use assessment frequently [3, 4] and purposefully [1, 2], but also highly endorsed its importance [5, 6] and usefulness [7, 8]. Around half of the teachers were in the Mainstream assessors profile; these teachers scored close to the mean on all factors. The remaining teachers held the relatively negative views on assessment and were

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Background: This paper reports on the use of classroom assessment techniques (CATs) by primary school mathematics teachers in China. CATs are short, focused assessment activities that can reveal students' understanding of specific mathematical subjects. The study involved six female third-grade mathematics teachers from Nanjing, China. The focus was on assessing division. Data were collected by teacher interviews, feedback forms and final reports, lesson observations, and student work. Results: The study revealed that the teachers could easily include CATs in their daily practice. By conducting the CATs, the teachers got new information about their students' learning. Most teachers liked using the CATs, especially those with the red/green cards, which is a whole-classroom immediate response format, providing quick information of the students' learning. The teachers also found the CATs feasible to conduct and helpful to engage their students during the lesson. However, no evidence was found that they used the information gained from the CATs for adapting their instruction to meet the students' needs in subsequent lessons. In fact, the teachers only used the teacher guide of the CATs to adapt their instruction beforehand. The CATs, instead of being implemented as assessment activities, were often included as extra exercises in the pre-arranged lesson plans of the teachers. If necessary, the teachers provided their students with instant help in order to assist them to get the correct answers.