Language Proficiency Testing for Chinese as a Foreign Language by Meyer, Florian Kagan -- Read -- Imperial Library of Trantor

Index

Cover Title Copyright About the author(s)/editor(s) About the book This eBook can be cited Preface and Acknowledgements

Acknowledgements

Contents 1 Introduction

1.1 An integrative validation of the old HSK 1.2 Why a validation of the old HSK is useful 1.3 Research overview and approach 1.4 History of the HSK 1.5 Other Chinese language proficiency tests 1.6 Transcription system in this work

2 Language proficiency

2.1 Definition of central terms 2.2 Ability/trait vs. context/situation/task 2.3 Language proficiency in CFL 2.4 Current views of language proficiency 2.5 Approach for this work

3 Test theory for language testing

3.1 Classical test theory and item response theory 3.2 Quality standards of language tests

3.2.1 Objectivity 3.2.2 Reliability 3.2.3 Validity (overview) 3.2.4 Fairness 3.2.5 Norming 3.2.6 Authenticity

3.3 Validity theory and validation

3.3.1 What is validity? 3.3.2 Criterion validity 3.3.3 Content validity 3.3.4 Construct validity 3.3.5 Messick’s unitary concept

3.4 Validation of tests

3.4.1 Kane’s argument-based approach to validity 3.4.2 Why use an argument-based approach? 3.4.3 An argument-based approach for the old HSK

4 An argument-based validation of the HSK

Classification of the HSK 4.1 Trait labeling, target domain description, and target domain sampling

4.1.1 The intended goals of the HSK 4.1.2 The target language domain of the four skills 4.1.3 Interfaces between TCFL and testing 4.1.4 Content and target domain sampling

Sampling of the target domain Parenthesis—The Graded Syllabus for Chinese Words and Characters

4.1.5 The role of the item writer and the item pool 4.1.6 Summary

4.2 Scoring/Evaluation (Inference 1)

4.2.1 Appropriate scoring rubrics 4.2.2 Psychometric quality of norm-referenced scores 4.2.3 Task administration conditions 4.2.4 Summary

4.3 Generalization (Inference 2)

4.3.1 Reliability of the HSK 4.3.2 Norm-reference group 4.3.3 Equating 4.3.4 Generalizability studies 4.3.5 Scaling 4.3.6 Summary

4.4 Extrapolation (Inference 3)

4.4.1 Trace-back studies—HSK’s predictive validity 4.4.2 Concurrent validity of the HSK 4.4.3 Summary

4.5 Explanation (Additional Inference)

4.5.1 HSK scores, instructional time and proficiency differences 4.5.2 The old HSK as a measure for productive skills 4.5.3 Internal construct validity 4.5.4 DIF studies 4.5.5 Summary

4.6 Decision-making/Utilization (Inference 4)

4.6.1 Standard setting 4.6.2 The interpretation of HSK scores 4.6.3 Influence on teaching and learning CFL 4.6.4 Summary

5 German HSK test taker scores and their Chinese study background

5.1 The HSK as a research tool

5.1.1 Research on proficiency and study time 5.1.2 Central research question 5.1.3 Hypotheses 5.1.4 Quantitative approach and goals 5.1.5 Population and sampling 5.1.6 Operationalization and investigation method 5.1.7 Pretesting 5.1.8 Survey and data collection

5.2 Statistical analysis

5.2.1 Native vs. non-native Chinese test takers

Gender Status Age

5.2.2 Preconditions for investigating correlations 5.2.3 Relation of HSK scores to study hours and years

Study length (SL) vs. HSK score Study hours (SH) vs. HSK score Subgroups Correlations between subtests and study hours

5.2.4 Can study hours and/or years predict Chinese competence?

5.3 Summary

Hypotheses

5.4 Implications for CFL in Germany and Western learners

6 The validity argument for the old HSK

The HSK’s purpose and target language domain Scoring Generalization Extrapolation Explanation Decision-making Overall appraisal Future and politics

7 Conclusion Tables Figures Appendix A Appendix B Bibliography