Examinations, standards, and teaching —— An empirical study on aligning the reading part of High School Academic Achievement English Test to CSE and its pedagogical implications
SUN Meng, CHEN Si, XU Juan
Abstract：
Adopting the modified Angoff method, the study aligns the reading part of the High School Academic Achievement English Test to level 3 to 5 in the “General Scale of Reading Comprehension Ability” in China’s Standards of English Language Ability(CSE), by going through four steps, namely framework familiarization, item review, standard setting and validation. It measures the cut scores for the minimum-ability candidates at each level in the test. This alignment study expands the explanatory significance, evaluation function and social effect of the High School Academic Achievement English Test. The study further draws a path chart for high school English reading teaching practice based on CSE and analyzes its practical effectiveness.
Key words：
China’s Standards of English Language Ability(CSE); High School Academic Achievement English Test ; alignment ; high school English reading teaching
Source:
Foreign Language Testing and Teaching, 2024(1)
