Review of recent empirical research (2011–2018) on language assessment in China

Abstract

This article reviews a selected sample of 70 empirical studies in journal articles and doctoral dissertations on language assessment in China between 2011 and 2018. Following a brief introduction to the history and current state of language assessment in China, the article presents a critical review of language assessment research on six themes that have aroused the greatest interest from researchers in the country, including (1) test reliability and validity; (2) factors affecting test performance; (3) rating and rating scales; (4) technology and language testing; (5) test washback; and (6) classroom-based assessment. In addition to situating the commentary on the studies within the social, cultural and historical contexts of China, this article outlines the scholarly contributions of these studies to the wider international field of language learning, teaching and assessment. It concludes with recommendations on areas in need of further development over the coming decades.

Research in foreign language teaching and learning in China (2012–2021)

“…Specifically, while the studies reviewed here demonstrate skilful use of various sophisticated quantitative methods such as meta-analyses (e.g., Zhao & Luo, 2020) and structural equation modelling (e.g., Guo, 2018), the qualitative research is largely confined to observation, diary, case study, questionnaire, and interview. Such research could be made stronger, for instance, by incorporating methodological innovations relating to narrative analysis (e.g., De Fina & Georgakopoulou, 2019), a point also observed in Min et al's (2020) review of recent empirical research on language assessment in China. In addition, there is a lack of studies that truly adhere to the principles of mixed-methods research, although many claim that they do.…”

“…The newly launched CSE, a common scale to which various tests of English can be aligned, aims at guiding or even regulating the teaching, learning, and assessment of English language for all educational stages in China (Min et al, 2020). It has drawn sustained interest from test developers and researchers since 2018 when it took effect.…”

“… 2 In order to avoid repetition with a review of recent empirical research (2011–2018) on language assessment in China by Min et al (2020), we only review studies from 2019 to 2021 in this section. Also note that the review of CSE and NETS in this section is done from the perspective of assessment reforms, which is quite different from the review of teaching and learning of listening as reflected in CSE in Section ‘Teaching and learning of listening and speaking’.…”

Formative Assessment in China and Its Effects on EFL Learners’ Learning Achievement: A Meta-Analysis from Policy Transfer Perspective

“…Likewise, the efficacy of formative assessment in China was presented in Jin and Sun's (2020) review of articles published in 5 SSCI and 9 CSSCI journals during the period of 2007-2018 in a brief and reserved way as a theme: being positive in oral and writing classes yet not quite salient with College English learning outcomes. Min et al (2020) commented with their review of most recent English language assessment literature of Chinese source that the value of formative assessment was yet to be recognized and how to maximize learning gains through assessment was yet to be explored in the Chinese contexts. These reviews seem to reach a consensus that regardless of the policy and scholarly inspirations for formative assessment and its for-learning promises, the inroads of formative assessment into the Chinese context have been difficult and complicated, and so far, the efficacy of formative assessment in the EFL area of China remains an agenda underexplored.…”