Comparison of mathematics assessment in Australian and Chinese schools : different or similar?

International comparative studies find that there are known differences in mathematics achievement between Australian and Chinese students. This achievement gap is generally explained by differences in teaching practice and cultural attitudes to education. This paper compares mathematics assessment between Australian and Chinese primary schools to investigate assessment factors accounting for this gap. Using qualitative case study approach, classroom assessment practices were observed. Views of assessment from teachers and parents we obtained through semi-structured interviews. Government policy documents, students' work samples and examination papers were analysed. The findings of the investigation showed that despite considerable differences in assessment, many similarities were found. A gap existed between the intended and implemented assessment both in Australian and Chinese primary schools. In order to bridge the gap between intended and implemented assessment, it is argued that explicit professional training in mathematics assessment is essential for both pre-service and in-service teachers in both countries.