Abstract
Owing to the break‐out of the COVID‐19 pandemic, students have to take more online learning than offline, and large‐scale education assessment programs have to be suspended or postponed. How could education assessment adapt to large‐scale online learning? How could the effect and safety of online assessment be improved? What role should formative assessment play in student admissions? How could different assessment results be linked? Reflections on and trends of the Chinese experiences are presented in this article. Based on cross‐cultural comparison research, measures to be recommended are as follows: reviewing previous theories, improving existing methods continuously, and developing assessment techniques innovatively according to new application scenarios.