Classroom assessment serves as a pivotal driver for advancing student learning and holistic development. This study systematically reviews extant literature concerning classroom assessment within Chinese primary and secondary education contexts. Relevant articles were retrieved from the China National Knowledge Infrastructure journal database using five title-based search terms, with the sources restricted to Chinese core journals and CSSCI-indexed journals. After excluding duplicate and irrelevant publications, the selected studies were classified and analyzed in terms of author affiliation, educational stage, subject area, and research method. The results indicate that existing research is dominated by university researchers, whereas participation by primary and secondary school teachers as well as collaboration between academic researchers and practitioners remain limited. Most existing studies adopt generalized discussions across educational stages and school subjects rather than examining specific contexts. Moreover, non-empirical approaches, particularly theoretical analysis and experience-based reflection, occupy a dominant position over empirical methods. Future research should strengthen collaboration between universities and schools, focus on specific educational stages and subject areas, and increase the use of classroom observation, interviews, and case studies.