Abstract: Four types of deep learning have been developed in school education, namely “deep learning that goes beyond surface learning”, “deep learning that covers multiple dimensions”, “deep learning that cultivates core competencies”, and “deep learning that targets to knowledge-creation”. The common assessment approaches available in China suffer from headaches in promoting deep learning, mainly told by the troubles in assessing implicit indicators and promoting learning through assessment. To improve assessment for promoting students’ deep learning, it is needed to reflect the examination doctrine to emphasize daily assessment and reflect “monologue-type assessment” to reinforce “dialogue-type assessment”. As the “test-oriented culture” is still available in China to some extent, the correlation between implicit and explicit indicators emphasized by deep learning should be particularly highlighted. At the same time, it is necessary to enhance teachers’ assessment literacy for deep learning, enrich their knowledge about assessment, continuously optimize their conceptions of assessment, so as to realize and reconstruct the identity of teachers as assessors for deep learning.

Key words: deep learning, promoting learning through assessment, assessment literacy, assessment reform, test-oriented culture