JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/jcer.v10i4.14742ArticleChallenges and Development Paths for Teachers’ Assessment Literacy in Game-Based Learninghttps://artdesignp.com/journal/JCER/10/4/10.26689/jcer.v10i4.14742LiuMohan20261042026-05-14This 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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