Educational Evaluation in China and the U.S.: A Literature-Based Inquiry into Its Impact on High School Students

This study conducts a literature-based comparative analysis of educational evaluation systems in China and the United States, with a focus on their impact on high school students academic and social-emotional development. Grounded in Social Emotional Learning (SEL) Theory, the research systematically reviews 32 peer-reviewed studies published between 2010 and 2025, exploring how educational assessmentsranging from Chinas high-stakes Gaokao to the U.S.s formative and summative evaluationsshape student outcomes beyond academic performance. Findings reveal a fragmented body of literature: nearly half the studies examine one national context in isolation, while few delve into the psychological, career, or equity-related implications of assessment practices. Chinese evaluations, deeply rooted in Confucian meritocratic traditions, tend to emphasize collective achievement and social mobility, whereas U.S. assessments prioritize individual expression and holistic growth. However, both systems often neglect the social and emotional dimensions critical to student well-being. This paper highlights the need for more integrative, cross-cultural research and calls for educational policies that move beyond cognitive metrics to support students holistic development.