新汉语水平考试(HSK)海外实施报告

为适应汉语国际推广工作的需要,国家汉办改革旧汉语水平考试(HSK),于2009年11月推出了新HSK。2010年,新HSK在63个国家的174个考点举行了9次考试,为考察新HSK实施情况、改革成效提供了条件。本文主要从5个方面,对这9次考试在海外实施的相关数据进行了统计分析,希望能为新HSK的海外推广工作提供参考。     

HSK高等考试信度的多元概化理论研究

本研究运用多元概化理论对HSK高等考试客观卷的信度、试卷结构、测验总分的合成、试题预测方式的改进等问题进行探讨,结果表明:(1)HSK高等考试客观卷的总体及各部分信度都较好,且测验总分的合成是合理的;(2)测验各部分内容对全域总分方差分量的贡献比例与预设的赋分比例基本一致,试卷结构较为合理;(3)在适当减少各部分题量的情况下测验的信度仍较高,今后可以考虑在正式考试中进行试题预测。     

HSK和MHK的等值

HSK是为测试母语为非汉语者(包括外国人和华侨)的汉语水平而设立的国家级标准化考试。MHK是专门测试母语为非汉语的中国少数民族汉语学习者汉语水平的国家级标准化考试。HSK和MHK都是证书考试。如果证书授予标准缺乏稳定性和公平性,如果对使用这一份试卷的人一个标准,对使用另一份试卷的人又一个标准,那么,不仅会大大影响HSK的信度和效度,而且会对有关的决策产生误导,会使考生受到不公平的对待。在HSK和MHK的开发和实施过程中,一直坚持了对考试分数的统计等值处理。在HSK和MHK的等值设计方面,我们综合采用了共同组等值、共同题等值和分半组合的混合设计。在HSK和MHK的等值数据处理方面,我们综合采用了线性等值、等百分位等值和IRT等值。本文介绍了HSK和MHK的等值方法。讨论了各种方法的得失,讨论了今后继续改进的可能性。     

浅谈哈萨克族中小学汉语教学与汉语水平考试(HSK)

国家汉语水平考试(HSK)的实施，全面推动了哈萨克族中、小学汉语教材、教法的改革，使汉语教学步入了一个崭新的、科学的、系统的教学模式，教材内容、形式、要求都有了一个历史性的跨越。     

Are the tests scores of the Programme for International Student Assessment (PISA) and the National Educational Panel Study (NEPS) science tests comparable? An assessment of test equivalence in German Schools

The aim of this study is to link the science scale of the German National Educational Panel Study (NEPS) with the science scale of the Programme for International Student Assessment (PISA). One requirement for a strong linking of test scores from different studies is a sufficient similarity of the tests regarding their constructs. The present study aims to assess the similarity of the operationalized constructs of the NEPS and PISA scientific literacy tests with the aim to link the scales of the two tests. A linking study was carried out for this purpose in which 1079 students worked on the tasks of both studies. The results of the comparison between NEPS and PISA indicated a high overlap regarding their constructs. However, both studies deal with missing responses differently. The linking via equipercentile equating showed a high classification consistency which was highest when missing responses were ignored in both studies.     

On the Choice of Anchor Tests in Equating

The choice of anchor tests is crucial in applications of the nonequivalent groups with anchor test design of equating. Sinharay and Holland (2006, 2007) suggested “miditests,” which are anchor tests that are content‐representative and have the same mean item difficulty as the total test but have a smaller spread of item difficulties. Sinharay and Holland (2006, 2007), Cho, Wall, Lee, and Harris (2010), Fitzpatrick and Skorupski (2016), Liu, Sinharay, Holland, Curley, and Feigenbaum (2011a), Liu, Sinharay, Holland, Feigenbaum, and Curley (2011b), and Yi (2009) found the miditests to lead to better equating than minitests, which are representative of the total test with respect to content and difficulty. However, these findings recently came into question as Trierweiler, Lewis, and Smith (2016) concluded, based on a comparison of correlation coefficients of miditests and minitests with the total test, that making an anchor test a miditest does not generally increase the anchor to total score correlation and recommended the continuation of the practice of using minitests over miditests. Their recommendation raises the question, “Should miditests continue to be considered in practice?” This note defends the miditests by citing literature that favors miditests and then by showing that miditests perform as well as the minitests in most realistic situations considered in Trierweiler et al. (2016), which implies that miditests should continue to be seriously considered by equating practitioners.     

Quantifying Error and Uncertainty Reductions in Scaling Functions: An ITEMS Module

This module describes and extends X‐to‐Y regression measures that have been proposed for use in the assessment of X‐to‐Y scaling and equating results. Measures are developed that are similar to those based on prediction error in regression analyses but that are directly suited to interests in scaling and equating evaluations. The regression and scaling function measures are compared in terms of their uncertainty reductions, error variances, and the contribution of true score and measurement error variances to the total error variances. The measures are also demonstrated as applied to an assessment of scaling results for a math test and a reading test. The results of these analyses illustrate the similarity of the regression and scaling measures for scaling situations when the tests have a correlation of at least .80, and also show the extent to which the measures can be adequate summaries of nonlinear regression and nonlinear scaling functions, and of heteroskedastic errors. After reading this module, readers will have a comprehensive understanding of the purposes, uses, and differences of regression and scaling functions.     

新汉语水平考试HSK(五级)效度研究

本文从HSK(五级)分测验及题型相关分析、因素分析和考生组间比较三个方面,对HSK(五级)的效度进行了研究。统计结果表明,HSK(五级)构念清晰,即从听力理解、阅读理解、书面表达三个方面对考生的汉语应用能力进行了考查,HSK(五级)具有良好的效度。     

MHK考试引导下的新疆少数民族汉语写作教学研究——以新疆医科大学为例

文章以新疆医科大学为例,阐述了MHK书面表达考试的特点,分析了少数民族学生的汉语写作现状,提出了MHK写作训练的对策并提供了教学范例,目的是探索更加有效的汉语写作教学方法,提升少数民族学生的汉语写作能力。