Opinion: China Is Making a Necessary Shift from Ranking to Educating

1. In response to concerns over excessive testing and an overemphasis on rankings, China’s Education Ministry has recently implemented new reforms aimed at reducing the number and scope of routine exams for primary and secondary schools, while increasing the autonomy of schools and encouraging a broader, more meaningful educational experience for students. Major cities including Chengdu, Qingdao, Xiamen, Fuzhou, and Guangzhou have introduced measures to abolish regional or cross-school final exams for non-graduating grades, returning assessment responsibilities to individual schools in accordance with the Ministry’s December 2025 directive[para. 1][para. 2].

2. The directive strictly prohibits regional or cross-school exams for all elementary levels and for non-graduating middle and high school grades. For graduating cohorts, only one or two mock exams are permitted during the comprehensive review period, reflecting the pressures of graduation and advancement[para. 3].

3. The rationale for this policy shift is to alleviate the heavy pressures caused by frequent large-scale comparative testing, pressures that affect not only students but also schools and parents. Such practices have been criticized for disrupting normal teaching processes and fostering unhealthy academic competitiveness, where test scores overshadow holistic learning and development[para. 4].

4. The overarching aim is to move the system away from a test-driven “points battle” towards a focus on “educating people,” thereby enhancing the quality of talent development — especially for the cultivation of innovative thinkers. Achieving this transformation, however, is acknowledged as a gradual process that requires sustained effort and collaboration across society, as the culture of testing is rooted in deeper systemic incentives that will not change overnight[para. 5].

5. The policy change has met with both praise and apprehension. Some parents have misunderstood it as a blanket cancellation of final exams, but in reality, it only eliminates regional or cross-school unified finals for non-graduating grades. Individual schools will still organize end-of-term exams, and exams as a tool for evaluating student progress and instructional effectiveness will remain in place[para. 6].

6. Specific guidelines include no paper-based exams for grades one and two in elementary school, a single end-of-term school-organized exam for other compulsory-education grades, the option for one midterm in middle schools if educationally appropriate, and strict control over the number of exams in general high schools[para. 7].

7. Importantly, the directive emphasizes a shift in exam quality rather than quantity. Exam design is to be oriented toward assessing core competencies with a greater focus on applied, open-ended, and integrated questions instead of trick questions. These changes seek to prioritize genuine thinking and understanding over rote test-taking strategies[para. 8].

8. The delegation of exam responsibility to schools introduces new challenges, especially for institutions less experienced in independent exam creation. The directive and local educational authorities offer support through shared question banks, organized test creation, internal reviews, and periodic oversight by higher authorities. There are also concerns that tutoring markets may adapt to maintain the “final exam” culture in another guise, potentially undermining the intent of the reform[para. 9].

9. The reform’s intent is to reduce harmful score-driven competition without diluting meaningful evaluation, aiming to foster students’ holistic development and respond to demands for a diverse pool of well-educated talent, which China’s evolving economy and society require[para. 10].

10. Ultimately, these changes tie into broader national objectives. The quality of education directly impacts the development of human capital, which is integral to China’s long-term economic growth and national competitiveness. With a 2024–2035 national plan advocating quality education and the identification of top talent in strategic fields, these exam reforms are one part of a multidisciplinary effort that must integrate curriculum, assessment, teacher training, and school accountability to be truly effective[para. 11][para. 12][para. 13].

11. Successfully making this transition will not depend solely on exam reform, but on creating a vibrant economy and a fair, opportunity-filled society where talent can flourish, further underscoring that reducing school exam burdens is interconnected with the nation’s broader vision for future competitiveness and innovation[para. 14][para. 15].

12. In summary, canceling regional or cross-school final exams for non-graduating grades is an important step, but the deeper and more challenging task is to shift the educational paradigm in China toward nurturing well-rounded, capable individuals. The focus should be on ensuring assessments aid and enhance learning, rather than dominating it[para. 16].