Research On The Design Of Chinese Situational Test Questions In The Senior High School Entrance Examination In The Context Of Key Competency

In the information age of the 21 st century,society and personal development have put forward new demands on talent cultivation,and many countries and regions have put forward key competency frameworks and actively promoted curriculum reform at the school education level.Situational assessment responds to the inevitable need for the development and assessment of key competency.When we look at international large-scale academic assessment,we can see that situational test questions have been widely used to assess skills and competencies,and have accumulated more mature experience.With the deepening of the reform of basic education in China and the development of assessment theories and technologies,the use of situational assessment tools to assess students’ key competency has been applied in large-scale examinations such as senior high school entrance examination and college entrance examination,and has become an important part of China’s education evaluation reform in the new era.It is timely to sort out practical experiences,reveal existing problems and advance the exploration of proposition theory.Based on the theories of situated cognition and learning,this study first defines the "situation" in the assessment context,discusses the close association between "key competency" and "situation".In the chapter on the review of proposition practice,the overall trend of designing situational questions in the Chinese language test for senior high school entrance examination in Hangzhou,Zhejiang Province in the past five years has been grasped as a whole through quantitative analysis.On this basis,from the macro focus to the micro,the sample size is expanded to cover the recent three years(2019-2021)in Zhejiang senior high school entrance examination Chinese papers.In order to analyze typical papers and test questions to derive the characteristics of situational propositions.The structure of the test paper breaks down the fixed boards and integrates multi-level situations;the construction of situation is devoted to exploring the connotation of situation and enriching the forms of presentation;the literacy tests point to key competencies and meet the requirements of the period level.However,some of the situational questions suffer from a single situational connotation and inappropriate levels of integration;highly directed questions,isolated and static tests;inconsistent understanding of constructs and failure to demonstrate true academic achievement.Based on the theoretical foundation of situational assessment and the current situation of key competency-based situational assessment,it is proposed to explore the proposition strategy from three perspectives: improving the assessment framework,developing quality test questions and improve scoring criteria.Firstly,clarify the basic elements of the assessment framework,include the situational system,the proposed materials,the key competencies and the question design.And provide transitional instructions for moving from the assessment framework to the test questions setting.To sort out the situational resources of the comprehensive learning and "activity-inquiry" units in junior Chinese textbook(Ministry of Education,PRC edition),and make attempts to build a situational system.Explain the requirements of the new curriculum standards on the selection of materials from two perspectives: the content of the materials and the form of the materials.Linking the 15 groups of key competencies of the core literacy elements to the academic quality standards of junior middle school,demonstrating the specific performance of the key elements.Clarify that situational test questions should match integrated,open-ended questions or tasks as far as possible.Secondly,a situation is defined to have the characteristics of creating background,constructing scaffolding tools,activating response motivation,integrating process and ability,which can be treated as one of the criteria for identifying high-quality situational test questions.Then,select and evaluate high quality test questions from home and abroad to learn from experience and create situational test questions that point to key competencies.Thirdly,based on the more stable knowledge in the field of educational measurement and evaluation,and drawing on the experience of international assessment projects,we explore reference the PISA reading assessment to establish the correspondence between test questions and the elements of the assessment framework,the development of assessment criteria for open-ended test questions in the reading section based on SOLO classification theory,and the use of the PTA scale method to authentically assess integrated practical activities.