English Language Assessment and the Chinese Learner

Abstract

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