A Comparative Study Of PISA Mathematics Test And Junior High School Mathematics Academic Proficiency Test From The Perspective Of Core Literacy

In a rapidly developing knowledge-based economy,society demands a higher level of knowledge,ability and literacy of talents.PISA is a large-scale international assessment test,and its assessment concept,framework and test questions have great foresight in the examination of core literacy.China’s junior high school academic proficiency test is to test students’ academic mastery after the completion of compulsory education.At a time when curriculum reform is deepening,the concept,framework and content of the Chinese examination questions should also keep pace with the times and focus on the assessment and evaluation of students’ core qualities.Therefore,a comparative analysis of our midterm and PISA tests,explores the propositional way of mathematics literacy test suitable for China’s national conditions,and provides some thoughts and suggestions for developing students’ core literacy in China.By using the methods of literature study,comparative study and SEC consistency analysis,this study is based on situational learning theory,educational goal classification theory and modern education evaluation theory,taking PISA2012 and Wuhan senior high school entrance examination in 2020-2022 as examples,from four dimensions: test concept,test framework,test analysis based on SEC method and test analysis based on mathematical core literacy,and draws the following conclusions:(1)Only from the perspective of core literacy,both the PISA test and our secondary school exams aim to produce people who can apply mathematical knowledge and have good mathematical literacy and thinking skills;(2)In terms of testing framework,the PISA test has increased the number of open-ended questions compared to the Wuhan Secondary School Examination;the PISA test and the Wuhan Secondary School Examination are basically similar in content,except that the test objectives are different,resulting in a different division of content between the two;the PISA test presents mathematical problems in real situations,while the Secondary School Examination involves fewer contextualized problems and is too idealistic;(3)The consistency coefficient between the Wuhan 2022 Chinese examination questions and the PISA 2012 questions in terms of content dimension is 0.485,which is quite different,and the consistency coefficient in the cognitive dimension is 0.837,which is not very different;(4)PISA test pays more attention to students’ reasoning ability,data concept and application consciousness,while senior high school entrance examination in China pays more attention to students’ spatial concept and computing ability.Based on China’s national conditions and the actual teaching of junior high school mathematics,the following suggestions are given on the current situation of the Chinese language examination propositions:(1)The combination of test questions and situations reflects the process of mathematicization;(2)Appropriate setting of open questions to deepen the examination of core literacy;(3)Focus on diversified evaluation dimensions.The shortcomings of this study are as follows:(1)the definition of the content and cognitive dimension of the test questions and the core literacy of mathematics is subjective;(2)PISA test questions are selected in 2012,there is a time lag;China’s secondary school examination is only selected to represent a city in Wuhan,there are limitations;(3)Only from the perspective of core literacy,no comparative study was conducted on questioning techniques,assessment tools,and evaluation methods.