English Language Assessment and the Chinese Learner

1. Auflage 2011
ISBN: 978-0-415-50478-2
Verlag: Routledge

Buch, Englisch, 288 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 446 g

'This volume addresses a very timely and important topic, and provides both broad and in-depth coverage of a number of large-scale English tests in China, including Hong Kong and Taiwan, and about the Chinese learner.' – Lyle F. Bachman, From the Foreword

Building on current theoretical and practical frameworks for English language assessment and testing, this book presents a comprehensive, up-to-date, relevant picture of English language assessment for students in China (Mainland China, Hong Kong and Taiwan) and for Chinese learners of English around the world. Written by well-recognized international scholars in language testing, it covers:

the history of tests and testing systems, issues and challenges, and current research in China

both test-designers’ and test-users’ points of view on test development and test validation within a range of political, economical, social, and financial contexts in China

theoretical/conceptual perspectives on the use of the English language assessment at different levels, including societal, university, and schools

empirical research related specifically to test development, curricular innovation, and test validation

Given the long history of objective testing and ist extensive use in Chinese society, and considering the sheer number of students taking various tests in English in China and elsewhere, an understanding of the impact of English language testing is essential for anyone involved in testing and assessment issues in China and elsewhere in the world. This is a must-read volume for testing and assessment policy makers, curriculum designers, researchers, ESL/EFL materials writers, graduate students, and English language teachers/researchers at all levels.

Autoren/Hrsg.

Cheng, Liying

Curtis, Andy

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Foreword. Lyle F. Bachman

Preface

Part 1 Setting the Scene

Chapter 1 The Realities of English Language Assessment and the Chinese Learner in China and Beyond

Liying Cheng, Queen’s University

Andy Curtis, The Chinese University of Hong Kong

Chapter 2 The History of Examinations: Why, How, What, and Whom to Select?

Liying Cheng, Queen’s University

Part 2 Validity and Test Validation: Views from Test Designers

Chapter 3 The National Education Examinations Authority and its English Language Tests

Qingsi Liu, The National Education Examinations Authority

Chapter 4 The National College English Testing Committee

Yan Jin, Shanghai Xiaotong University

Chapter 5 Developments of English Language Assessment in Public Examinations in Hong Kong

Chee-cheong Choi and Christina Lee, The Hong Kong Examinations and Assessment Authority

Chapter 6 The Language Training and Testing Center, Taiwan: Past, Present and Future

Antony John Kunnan, California State University, Los Angeles

Jessica R. W. Wu, The Language Training and Testing Center

Part 3 Test Use and Consequences: Views from Test Users

Test Quality: Theoretical/Conceptual Points of Views

Chapter 7 From TOEFL pBT to TOEFL iBT: Recent Trends, Research Landscape, and Chinese Learners

David D. Qian, The Hong Kong Polytechnic University

Chapter 8 IELTS: International English Language Testing System

Janna Fox, Carleton University

Andy Curtis, The Chinese University of Hong Kong

Chapter 9 Chinese Test-takers’ Performance and Characteristics on the Michigan English Language Assessment Battery

Xiaomei Song, Queen’s University

Chapter 10 The Public English Testing System

Jianda Liu, Guangdong University of Foreign Studies

Chapter 11 The Graduate School Entrance English Examination

Lianzhen He, Zhejiang University

Chapter 12 The General English Proficiency Test

Viphavee Vongpumitch, National Tsing Hua University

Part 4 Test Use and Consequences: Views from Test Users

Test Quality: Empirical Studies

Chapter 13 Chinese EFL Learners’ Discoursal Performance in Cambridge ESOL FCE Speaking Test: Culture-specific or Test-driven?

Yang Lu, The University of Nottingham

Chapter 14 Exploring the Relationship Between Chinese University Students’ Attitudes toward the College English Test and Their Test Performance

Jing Zhao, The Ohio State University

Liying Cheng, Queen’s University

Chapter 15 Chinese EFL Students’ Perceptions of the Classroom Assessment Environment and Their Goal Orientations

Xiaoying Wang, Beijing Foreign Studies University

Liying Cheng, Queen’s University

Chapter 16 Should proofreading go? Examining the Selection Function and Washback of the Proofreading Subtest in the National Matriculation English Test

Luxia Qi, Guangdong University of Foreign Studies

Chapter 17 The Computerized Oral English Test of the National Matriculation English Test

Yongqiang Zen, Guangdong University of Foreign Studies

Chapter 18 The Hong Kong Certificate of Education: School-Based Assessment Reform in Hong Kong English Language Education

Chris Davison & Liz Hamp-Lyons, The University of Hong Kong

Part 5 The Link between Test Validity and Validation, and Test Use and the Consequences: Conclusion and Beyond

Chapter 19 The Impact of English Language Assessment and the Chinese Learner in China and Beyond

Liying Cheng, Queen’s University

List of Contributors

Über Autor(innen)

Cheng, Liying
Liying Cheng is Associate Professor, and a Director of the Assessment and Evaluation Group, at the Faculty of Education, Queen’s University.

Curtis, Andy
Andy Curtis is Director of the English Language Teaching Unit at the Chinese University of Hong Kong, China, where he is also an Associate Professor in the Department of Curriculum and Instruction within the Faculty of Education.

Liying Cheng is Associate Professor, and a Director of the Assessment and Evaluation Group, at the Faculty of Education, Queen’s University.

Andy Curtis is Director of the English Language Teaching Unit at the Chinese University of Hong Kong, China, where he is also an Associate Professor in the Department of Curriculum and Instruction within the Faculty of Education.