From policy to practice: a longitudinal interview study of experienced music teachers on implementing formative assessment in China

Formative assessment, rooted in constructivist and student-centred theory, is increasingly promoted in Chinese curriculum policies, yet its implementation in Chinese music education remains under-researched. This study addresses that gap through a longitudinal qualitative design, following twelve motivated public school music teachers in a well-resourced region of China. Based on two rounds of interviews conducted over two years, it explores shifts in teachers’ perceptions and practices within a culturally embedded educational setting. Using Black and Wiliam’s five formative assessment strategies as the analytical lens, the study finds that while teachers increasingly adopt policy-aligned language, their understanding often remains superficial. Strategies are adapted to meet classroom realities, with feedback primarily used to adjust teaching rather than to improve learning. Peer- and self-assessment remain rare, hindered by concerns over classroom management and student readiness. Rather than resistance or failure, the policy–practice gap reflects a cultural reinterpretation of formative assessment. The study highlights tensions between Western-informed assessment models and China’s collectivist, exam-oriented system. Teachers’ growing interest in practical professional development, such as demonstration lessons, reveals the limitations of abstract, top-down reforms. The study calls for culturally responsive, context-sensitive theory building and intervention-based research to support meaningful pedagogical change in Chinese music education.