An Analysis of the Test Items used in Chinese Teacher Selection Examinations for Secondary School －Focusing on the Linguistics Section of 2019-2021

2021 ◽  
Vol 73 ◽  
pp. 507-526
Author(s):  
Keung Chun ◽  
Keyword(s):  
Secondary School ◽  
Teacher Selection ◽  
Test Items ◽  
Chinese Teacher

scholarly journals Olympiad in the English Language as a Form of Alternative Language Assessment

2015 ◽  
Vol 1 (2) ◽  
pp. 6-12
Author(s):  
Evgeniya Bolshakova
Keyword(s):  
Secondary School ◽  
Alternative Assessment ◽  
Creative Thinking ◽  
English Language ◽  
Language Assessment ◽  
Distinctive Features ◽  
Test Items ◽  
Language Competition ◽  
Intellectual Abilities ◽  
Task Types

Although a variety of the English language written olympiads (language competitions) exist, fairly little is known about how they are different from traditional forms of language assessment.  In Russia, olympiads in the English language are now gaining currency because they provide an opportunity to reveal creative thinking and intellectual abilities of pupils.  The present study examined major differences between language olympiads and traditional forms of language assessment.  A comparison of five main olympiads in the English language in terms of their levels, assessed skills and task types is made and their distinctive features are outlined.  The results of a testing of a new written olympiad of the Higher School of Economics “Vysshaya proba” (Highest Degree) in the English language are analyzed.  A set of test items was developed for 120 secondary school pupils in Moscow to find out whether they can easily cope with non-traditional form of assessment, which is language olympiad.  The results indicate that language competition as a form of alternative assessment may be introduced at schools to encourage better learning.

“No” — A Case Study in Corrective Feedback in a Secondary Chinese Language Classroom in Australia

2017 ◽  
Vol 8 (6) ◽  
pp. 1032
Author(s):  
Xinxin Li ◽  
Hui Huang
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Corrective Feedback ◽  
European Languages ◽  
Language Classroom ◽  
Grammatical Errors ◽  
Chinese Teacher ◽  
Chinese Teaching ◽  
Overall Effectiveness

Corrective feedback has been studied for decades in classrooms both for children and adults. Among different subjects, language learning, especially second language (L2) learning is one of the significant targets of corrective feedback studies. Compared to English and other European languages, however, Chinese as L2 classroom has get little attention. This paper investigates what types of corrective feedback (CF) a teacher of Chinese working at a secondary school in Melbourne provided to what kinds of errors made by students, and the effectiveness of each CF type. The data was obtained from 2 random lessons and the parts involving CF were transcribed to further analyze. The results suggest that Chinese beginners made more mistakes in pronunciation and vocabulary than in grammar, however, the teacher provided feedback to all of the lexical and grammatical errors, ignoring nearly half of the phonological mistakes. In addition, the overall effectiveness of CF was not satisfactory, especially for elicitations and recasts, which were used the most commonly by the teacher. Some pedagogical implications for Chinese teaching and Chinese teacher training are also provided.

scholarly journals The Missing Response Patterns in the Ontario Secondary School Literacy Test

2013 ◽  
Vol 2 ◽  
pp. 77-96
Author(s):  
Jingshun Zhang ◽  
Ruth A. Childs
Keyword(s):  
Secondary School ◽  
Large Scale ◽  
Internal Validity ◽  
Response Patterns ◽  
High Stakes ◽  
Important Indicator ◽  
Missing Response ◽  
Test Items ◽  
Missing Responses ◽  
Literacy Test

Large‐scale assessments are often an important indicator of students’ achievement for schools, states, and provinces. Missing responses can affect the appropriateness of our analysis models and the results of large‐scale educational assessments. The study of missing response patterns (MRPs) can inform the design of a test and interpretation of test results. This study will examine the causes and effects of MRPs based on analyses of students’ responses to the Ontario Secondary School Literacy Test (OSSLT) in 2006. This is a test with high stakes for students. With some preliminary statistical analyses in SPSS (descriptive statistics, plots, cross‐tabs, and multinomial and logistic regressions), we are exploring possible causes of MRPs by examining the relationships between patterns of missing responses and responses to test items and background questionnaire items. All results will be helpful for us to understand more about the test’s construct and internal validity to support improvement of the relevant largescale assessment in the future.

Sign in / Sign up

Export Citation Format

Share Document