Abstract

This paper critically reviews the commonly referenced idea of the Confucian Heritage Cultural Background (CHCB) Chinese learners from a cultural and historical perspective. It challenges the legitimacy of using this idea as a central reference point to explain Chinese learners’ learning. Instead it examines the influence and the cultural and historical significance of the examination heritage framework. It argues that despite the continuous changes and external pressures that China is subjected to in today’s globalization and rapid changing education scene, assessment still plays a vital role.

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