An Integrated Teaching-Learning-Assessment Model for Primary Chinese Language Education: A Quasi-Experimental Study

Abstract

Competency-based education has increasingly emphasized the importance of aligning curriculum, pedagogy, and assessment to develop learners’ transferable knowledge and skills. To address this trend in reform, the current research examined the impact of a competency-based large-unit instructional model based on an integrated instruction-learning-assessment method of teaching Chinese as a first language in primary schools. Based on Constructive Alignment, Assessment for learning, and Self-Determination Theory, the research question was whether this model could meaningfully enhance the Chinese language competency, learning engagement and performance of unit tasks of students in comparison to traditional lesson-by-lesson teaching. A quasi-experimental pretest–post-test control group design was employed with 100 students (Grade 5) drawn from four intact classes in Sichuan Province. Students in the experimental group received large-unit teaching characterized by aligned learning outcomes, integrated classroom activities, formative assessment, and rubric-based performance tasks, whereas students in the control group received traditional instruction. According to the outcomes, students in the experimental condition exhibited better post-test scores on all three outcome measures such as moderate improvements in Chinese language competence and moderate improvements in learning engagement and unit task performance. These results suggest that integrated instructional design can enhance the learning processes and the learning outcomes in competency based Chinese language classes. The research adds a quantitatively framed model to assess curriculum reform and provides a platform on which future empirical research using actual classroom data is based.