On The Validity Of The English Reading Comprehension Content Of New College Entrance Examination

As one of the most influential nationwide tests in China,the college entrance examination has received widespread attention for its test system and its usefulness.In the college entrance examination English test paper,the reading test has aroused people’s attention as it is one of the major approaches to assess the improvement of the students’ reading comprehension and its score ratio.In recent years,there have been a number of studies focusing on the content validity of English reading comprehension.But with“English Curriculum Standards for Senior High Schools”,the reform of the proposition is gradually and comprehensively carried out,and the new college entrance examination English test has appeared.Although the new college entrance examination English test has been implemented in some areas of our country for many years,there is a paucity of research examining the content validity of the college entrance examination English test.Therefore,it is imperative to conduct a thorough investigation into the content validity of the test.Based on the input and expected characteristics of Bachmann and Perlman’s language test task framework,and in accordance with “the General High School English Curriculum Standards(Edition 2017,Revised Edition 2020)”,“College Entrance Examination Evaluation System”,this study focuses on the analysis of its content validity from two dimensions of discourse input and expected answer.From the six aspects of discourse input,subject matter,article difficulty,article length,core value and key ability,this study quantitatively collects and processes the number of texts in the reading comprehension test of the new college entrance examination in 2021-2022 and understand the validity of its content.The results show that the validity of the newly developed NMET English Reading Exam is very high,which meets the requirements of the proposition as a whole,but there are also some problems.First of all,the genre is unbalanced,the diversity of theme context is reduced,the coverage of core values is incomplete,the length of each set of questions fluctuates greatly,and the reading skills of higher-order thinking are less investigated.Aiming at these problems,the author makes some recommendations on how to design English reading comprehension in junior middle school reading teaching and reading learning: 1)In proposition design,proposers should embody moral education and cultivate people,and pay attention to five educations simultaneously;Adjust the difficulty of the test questions to guarantee the structural stability,conduct a comprehensive assessment of fundamental principles and crucial competencies,mediate the criteria of the assessment system for college admission exams;Insist on “helping learning with assessment,promoting teaching with assessment”and implementing the goal of integrating "teaching,learning and assessment".2)In the teaching of English teachers,strengthen the explanation of textbook reading materials;Implement graded group reading in English to improve students ’critical thinking skills,focus on the trend of English reading test questions in the new college and Understand in-class teaching quality;Focus on the authenticity and humanity of the material chosen to develop cultural awareness.3)In senior high school students’ English learning,students should also ensure the amount of English reading outside the classroom.While reading,students should be good at recording;students should strengthen reading comprehension training and form a systematic reading plan.