Comparative Analysis of Chinese Language Proficiency Assessment: A Case Study of AP and IGCSE Examinations
DOI:
https://doi.org/10.58557/(ijeh).v4i1.203Keywords:
AP, IGCSE, Chinese Exam, Assessment and TestingAbstract
With the growing global interest in learning Chinese, the proliferation of Chinese language exams by various institutions has become evident. This paper delves into a comparative analysis of the assessment systems of the College Board's AP Chinese Language and Culture Examination and the Cambridge IGCSE Chinese Examination across five dimensions: score categorization, paper composition, assessment methods, exam syllabus arrangement, and evaluation principles. The study aims to identify similarities and differences between the two exams and draw insights for language testing and assessment practices. The findings reveal that both exams provide valuable educational experiences and insights. Recommendations include refining assessment systems to comprehensively evaluate candidates' language proficiency, integrating cultural elements into examination materials, and leveraging modern technological means to enhance fairness in language testing and assessment processes.
References
American Council on the Teaching of Foreign Languages, Yonkers, Ny. (1999). Standards for foreign language learning in the 21st century. National Standards in Foreign Language Education Project.
Bai L., & Li, Z., (2008). Inspiration and promotion of the new Concept of the Common European Framework of Reference for Languages to Chinese Teaching: Chinese teaching at the Juncture of choice. World Chinese Language Teaching, (03):58-73.
Daozhong. Y., (2013). Talk about the cultural part of AP Chinese Test. Studies of Chinese Language International Communication, (01):25-32
Fu, C., (2010). How We compile AP Chinese Teaching Materials in the United States [C]// World Association for Chinese Language Teaching. Newsletter of the World Association of Chinese Language Teaching, 2(6):19-20.
Huiyin, G., (2021). On Literature Reading in IGCSE First Language Chinese Test. Extra-curricular Chinese, (01):141-142.
Jifeng, W., & Jiankun, W., (2011). An analysis of the characteristics of AP Chinese Test -- and a comparison with the New Chinese Proficiency Test (HSK). International Chinese Language Education, (04):73-82
Miaofen, Z., (2005). Current situation and future development of AP Chinese in the United States. Trends and Research in International Chinese Teaching, (03):5-8.
Qiao, D., (2017). A comparative study on the new HSK Level 4 and IGCSE Chinese Proficiency Test from the perspective of the Common European Framework of Reference for Languages (CEFR). Chongqing University.
Qingsong, L. (2009). Analysis of AP Chinese Test Score Evaluation System -- and the correlation between AP Chinese Course and test. Language Application, (02):114-120.
Xiaowei, Z., & Shengyao, F., (2010). The characteristics and enlightenment of AP Chinese Subject Test. Educational Measurement and Evaluation, (12):51-54.
Xincheng, H. (2009). Comparison between AP Chinese "5C" teaching objectives and "General International Chinese Teaching Syllabus". South Today (Theoretical Innovation Edition),2 (04):40-42.
Yaru, Z. (2015). Characteristics Analysis of IGCSE Chinese Examination. Beijing Foreign Studies University.
Yi, L., & Ruiping, Z. (2006). About AP Chinese Language and Culture Test -- Comparison with Chinese HSK Test and Japanese Chinese Language Test. Language Application, (1):104-110.
Yiling. Y., (2019). The implications of IGCSE Chinese Writing Test for Chinese Writing courses in international schools. Literary Education, (11):87-89.
Zhong, Q. (2008). Discussion on AP Chinese Language and Culture Course and Examination in the United States. Journal of Anhui Agricultural University (Social Sciences Edition), (05):139-142.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Meiqi Peng
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
