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For decades, the transmission of Cantonese opera in Hong Kong and China has faced considerable challenges, including a lack of valid assessment. This study aims to propose a holistic theoretical framework for the assessment of Cantonese operatic singing after 1) analysing two graded examinations of Peking opera and Cantonese opera and 2) interviewing ten Cantonese opera experts and their students from Guangdong and Hong Kong. Findings reveal that the designs of the existing graded examinations in  xiqu  are still developing; multiple problems exist in the daily assessment practices including: 1) dependence on subjective perception, 2) a focus on the assessment of performance skills and a lack of multidimensionality, and 3) an inclination to momentary judgment and a lack of sustainability in assessing and documenting students’ progress. Suggestions include introducing criterion- and standard-based assessments and increasing cooperation between artists and education experts, which may further promote the inheritance, popularity, and development of this traditional art form.

Proposing an assessment framework for Cantonese operatic singing after reviewing the current practices in Hong Kong and Guangdong, China