English Language Assessment and the Chinese Learner Book

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