English Test Theory

Author: Gao Lansheng / et al.
Editor-in-Chief: Hu Chundong / et al.
Publisher:
Publishing Date: 1999-03-01
Features:
Editor's Note: Preface to the Series Since the publication of the first edition of Mathematical Learning Theory in March 1991, this series has now been in print for six years. If we date the inception of the editorial project for the Teaching Theory Series of Mathematics in early 1988, then it has spanned nine years. Today, teaching theory series for five major subjects—Mathematics, Physics, Chemistry, Chinese, and Foreign Languages—have been fully developed, with six books per subject, totaling 30 volumes, titled Modern Educational Theory Series for Disciplines. These millions of words have not only formed the theoretical foundation of basic disciplines but also constitute the core publishing project and distinctive educational theory publication feature of our press. It has taken nearly a decade to construct a comprehensive series of educational theories with Chinese characteristics. The twists and turns, joys and sorrows along the way are beyond words. However, in terms of reflecting teaching reform achievements and serving teaching reform, it is our bounden duty. From the perspective of building the publishing personality and culture of our press, it holds profound significance and great value. In the new historical period of reform and opening up, what can sustain a publishing house? What can it compete with? What can drive its development? What can it contribute? There can be many answers and numerous strategies. But fundamentally, there are at least two indispensable pillars: one is the core project, and the other is renowned premium products. The core project represents the strategic layout of the publishing house, while premium products embody its soul and vitality. Their perfect integration form the quality, credibility, reputation, and cultural sophistication of the press, serving as its foundation, competitive edge, driving force for sustainable development, core of cultural accumulation, and the guarantee of contributing outstanding culture to the people. With this understanding and pursuit, we have published this series. Of course, there are also several other series. We look forward to the readers' judgment. We welcome the test of the market. We also long for the support of the education and theoretical communities. We will continue to strive as always, employing all means to contribute more premium products to education, the nation, and the future.
Guangxi Education Publishing House
Book Description: English testing is a part of the emerging applied discipline of examination studies, which not only involves knowledge of English phonetics, vocabulary, grammar, etc., but is also closely related to disciplines such as linguistics, pedagogy, psychology, statistics, and computer science. This book is divided into twelve chapters, exploring the main theories and practical issues of English testing, with a focus on the theory and methods of test item development. Starting with a review of the history of examinations and elucidating several important theoretical issues, it introduces the classification of English test types, methods for assessing test quality, and the process of item development. At the same time, it examines specific issues, such as the characteristics and item development methods of question types like multiple-choice questions and cloze tests, as well as methods for assessing English listening, speaking, reading, and writing abilities. The primary audience for this book is English teachers in higher and secondary schools, as well as postgraduate, undergraduate, and junior college students of English. It will also be of reference value to students of English from other disciplines and teachers of other foreign languages.
Excerpt: The Rites of Zhou is a classic work of Confucianism. Within it is a chapter titled Records of Learning, a highly valuable treatise in the history of ancient Chinese education. It provides a detailed introduction to the educational systems, teaching content, and methods of the aristocracy before the Qin and Han dynasties. From it, we learn that the Western Zhou Dynasty already had a system of regular academic evaluations. In the "National Schools" of that era, the university had to conduct examinations every year. Historical records show that as early as 165 BC during the reign of Emperor Wen of Han, formal examinations were used to select candidates for official positions. By the Sui Dynasty, the imperial examination system emerged. The Tang Dynasty continued to implement this system. At that time, imperial examinations were broadly divided into two categories. One was called regular examinations, which included basic subjects such as scholar, civil service candidate, imperial scholar, civil servant in writing, civil servant in law, and civil servant in mathematics, held regularly each year. The other was called imperial examinations, which were conducted by the emperor on an ad hoc basis as needed. The Song Dynasty largely adopted the Tang Dynasty's methods for imperial examinations. The Ming Dynasty, while using the old Tang and Song systems, made some modifications, the most prominent of which was the widespread use of the so-called eight-legged essay during the reign of Emperor Chengzu of the Ming Dynasty (1465–1487). This special literary form had a significant impact on education and literary styles in the Ming and Qing dynasties. The methods of imperial examinations shared similarities with modern examinations. For example, one type of question was matching classics, which somewhat resembles today's fill-in-the-blank questions. In matching classics, a page from a classic text would be selected, with one line left uncovered while the rest of the text was covered. A piece of paper would be placed over three words in the uncovered line. The examinee had to either pronounce or write down these three words. Another common method was policy questions, where the examiner would pose questions about current political, economic, military, and production issues, requiring examinees to write answers and express their opinions. This bore some resemblance to today's essay questions in political classes or exam essays involving politics and economics. The imperial examinations in China not only included written tests but also oral examinations. For instance, during the Tang Dynasty, there was a method called oral interpretation of classics, which required examinees to verbally explain the meaning of classic texts. The New Book of Tang Dynasty·Records of Examinations, Volume One contains the following entry: "For those who pass the civil service examination in classics, they must first match the text, then take an oral exam on ten major issues of the classics. In the second year of the Yuanhe era, oral interpretation of classics was abolished, replaced by a written exam on ten major issues of the classics." Oral interpretation of classics refers to the oral exam on the classics; written interpretation of classics involves writing down the answers on paper, "directly recording the meaning without using literary language." The imperial examinations, used by feudal emperors to select officials, held certain positive significance. First, they helped strengthen centralized power by taking the authority to appoint officials away from the aristocratic families. Second, they allowed for the relatively broad selection of talent from lower strata based on examination performance. This not only improved the cultural of officials but also motivated the intellectual class, especially the sons of middle and small landlords, to study. Many talented individuals entered officialdom through the imperial examinations. However, due to the lack of reform in examination methods and the outdated content and rigid form of the exams, they often led scholars astray, causing them to neglect natural sciences and the social sciences that could solve practical problems, wasting vast amounts of time and energy on rote memorization of ancient texts. Moreover, due to the feudal ruling class's desire to maintain their vested interests, despite the imperial examinations, phenomena such as favoritism based on family background and backdoor deals persisted and even worsened during the Ming and Qing dynasties, making the flaws of the imperial examination system more evident. Unable to adapt to the needs of social development, China's imperial examination system coexisted with the feudal system for over 1,300 years before being gradually abolished with the introduction of school education in the 31st year of the Guangxu reign (1905). However, as a method for discovering and selecting talent, examinations were not completely abolished. Since the 20th century, especially since the 1950s, China's education has developed rapidly, and examinations have undergone tremendous changes, with their scope of use expanding and their functions continuously being realized. Contemporary Chinese examinations have inherited some excellent traditions of Chinese examinations while also drawing on a wealth of useful experiences from abroad. Taking school examinations as an example, the development of education has greatly promoted their reform and progress. Educators have gradually come to understand that examinations must serve society and follow the objective laws of teaching. The determination of examination goals, content, methods, and standards must be conducive to the physical and mental development of those being educated and to the development of society. Modern school examinations have become completely different from the old system. First, the content has undergone significant changes. It no longer focuses on the teachings of ancient sages and literary or political classics but covers various aspects of modern social and natural sciences. It also shifts from mere memorization and recitation to a greater emphasis on understanding and application. Second, the examination methods have been greatly improved.