ARTICLE
Volume 10,Issue 8
14 May 2026
Challenges and Development Paths for Teachers’ Assessment Literacy in Game-Based Learning
Mohan Liu
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1
School of Education, Jilin International Studies University, Changchun 130117, Jilin, China,
JCER 2026 , 10(4), 367–373;
https://doi.org/10.26689/jcer.v10i4.14742
© 2026 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC BY-NC 4.0) ( https://creativecommons.org/licenses/by-nc/4.0/ )
Abstract
This study, based on international academic research on assessment literacy in project-based learning (PBL) and in light of Chinese preschool education practices, analyzes the challenges faced by teachers’ assessment literacy in PBL, including the contradiction between assessment and game integration, the pressure of data processing, cultural context conflicts, and the tension between standardized assessment and game-based teaching. The study suggests that teachers’ assessment literacy can be enhanced and children’s all-round development promoted by constructing a “game-assessment” integration theoretical framework, strengthening professional support systems, and promoting home-kindergarten collaboration.
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