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Review of recent empirical research (2011–2018) on language assessment in China

Published online by Cambridge University Press:  15 May 2020

Shangchao Min ,
Lianzhen He  and
Jie Zhang
Shangchao Min
Affiliation:
Institute of Applied Linguistics, Zhejiang University, Hangzhou, China
Lianzhen He*
Affiliation:
Institute of Applied Linguistics, Zhejiang University, Hangzhou, China
Jie Zhang
Affiliation:
School of Foreign Language Studies at Shanghai University of Finance and Economics, China
*
*Corresponding author. E-mail: hlz@zju.edu.cn
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Abstract

This article reviews a selected sample of 70 empirical studies in journal articles and doctoral dissertations on language assessment in China between 2011 and 2018. Following a brief introduction to the history and current state of language assessment in China, the article presents a critical review of language assessment research on six themes that have aroused the greatest interest from researchers in the country, including (1) test reliability and validity; (2) factors affecting test performance; (3) rating and rating scales; (4) technology and language testing; (5) test washback; and (6) classroom-based assessment. In addition to situating the commentary on the studies within the social, cultural and historical contexts of China, this article outlines the scholarly contributions of these studies to the wider international field of language learning, teaching and assessment. It concludes with recommendations on areas in need of further development over the coming decades.

Type
A Country in Focus
Information
Language Teaching , Volume 53 , Issue 3 , July 2020 , pp. 316 - 340
Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

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