English Language Assessment and the Chinese Learner

<p><strong>'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.'</strong> – <em>Lyle F. Bachman, From the Foreword</em></p><p>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:</p><ul> <p> </p> <li>the history of tests and testing systems, issues and challenges, and current research in China</li> <p> </p> <li>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</li> <p> </p> <li>theoretical/conceptual perspectives on the use of the English language assessment at different levels, including societal, university, and schools </li> <p> </p> <li>empirical research related specifically to test development, curricular innovation, and test validation</li> </ul><p>Given the long history of objective testing and its 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.</p> <p><em>Foreword,</em> Lyle F. Bachman</p><p><em>Preface</em></p><p><em>Acknowledgments</em></p><p><em>The Editors</em></p><p><strong>Part I: Setting the Scene</strong> </p><p>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</p><p>2. The History of Examinations: Why, How, What, and Whom to Select? Liying Cheng, Queen’s University</p><p><strong>Part II: Validity and Test Validation: Views from Test Designers</strong> </p><p>3. The National Education Examinations Authority and its English Language Tests, Qingsi Liu, The National Education Examinations Authority</p><p>4. The National College English Testing Committee, Yan Jin, Shanghai Jiaotong University </p><p>5. Developments of English Language Assessment in Public Examinations in Hong Kong, Chee-cheong Choi, Christina Lee, both at The Hong Kong Examinations and Assessment Authority </p><p>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</p><p><strong>Part III: Test Use and Consequences: Views from Test Users—Test Quality: Theoretical/Conceptual Points of View</strong></p><p>Test Quality: Theoretical/Conceptual Points of Views</p><p>7. From TOEFL pBT to TOEFL iBT: Recent Trends, Research Landscape, and Chinese Learners, David D. Qian, The Hong Kong Polytechnic University</p><p>8. IELTS: International English Language Testing System, Janna Fox, Carleton University, Andy Curtis, The Chinese University of Hong Kong</p><p>9. Chinese Test-takers’ Performance and Characteristics on the Michigan English Language Assessment Battery, Xiaomei Song, Queen’s University</p><p>10. The Public English Testing System, Jianda Liu, Guangdong University of Foreign Studies</p><p>11. The Graduate School Entrance English Examination, Lianzhen He, Zhejiang University</p><p>12. The General English Proficiency Test, Viphavee Vongpumitch, National Tsing Hua University</p><p><strong>Part IV: Test Use and Consequences: Views from Test Users—Test Quality: Empirical Studies</strong></p><p>13. Chinese EFL Learners’ Discoursal Performance in the Cambridge ESOL FCE Speaking Test: Culture-Specific or Test-Driven? Yang Lu, University of Nottingham</p><p>14. Exploring the Relationship between Chinese University Students’ Attitudes towards the College English Test and their Test Performance, Jing Zhao, The Ohio State University, Liying Cheng, Queen’s University</p><p>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 </p><p>16. Should Proofreading Go? Examining the Selection Function and Washback of the Proofreading Sub-test in the National Matriculation English Test, Luxia Qi, Guangdong University of Foreign Studies</p><p>17. The Computerized Oral English Test of the National Matriculation English Test, Yongqiang Zeng, Guangdong University of Foreign Studies </p><p>18. The Hong Kong Certificate of Education: School-Based Assessment Reform in Hong Kong English Language Education, Chris Davison, The University of New South Wales, Liz Hamp-Lyons, The University of Hong Kong</p><p><strong>Part V: The Link between Test Validity and Validation, and Test Use and the Consequences: Conclusion and Beyond</strong></p><p>19. The Impact 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</p><p><em>List of Contributors</em></p><p><em>Index</em> </p>