This research examines the relevance validity between CET-4 and the College English Course syllabus over the past two decades,exploring how the test manifests course syllabus objectives and how course syllabus alters ...This research examines the relevance validity between CET-4 and the College English Course syllabus over the past two decades,exploring how the test manifests course syllabus objectives and how course syllabus alters according to the test reforms.CET-4,a norm-referenced proficiency test,serves as a key tool for evaluating College English teaching effectiveness and students’language competency in alignment with national guidelines.The analysis covers major test components on writing,listening,reading,cloze,translation and speaking to examine their pedagogical and descriptive roles and finds reveal strong syllabus-test linkages,particularly in grammar,vocabulary and cultural content.The research also discusses the pedagogical implications of these changes,such as the tension between standardized test design and the need of communicative competence.Despite criticisms regarding its practical language relevance and washback effects,CET-4 remains consistent to its core purpose of assessing learning outcomes of College English Course,and the course syllabus alters along with the test.The study underscores CET-4’s and College English Course’s dual role as an academic benchmark and a societal gatekeeper while calling for a more balanced improvements to enhance practical language use.展开更多
文摘This research examines the relevance validity between CET-4 and the College English Course syllabus over the past two decades,exploring how the test manifests course syllabus objectives and how course syllabus alters according to the test reforms.CET-4,a norm-referenced proficiency test,serves as a key tool for evaluating College English teaching effectiveness and students’language competency in alignment with national guidelines.The analysis covers major test components on writing,listening,reading,cloze,translation and speaking to examine their pedagogical and descriptive roles and finds reveal strong syllabus-test linkages,particularly in grammar,vocabulary and cultural content.The research also discusses the pedagogical implications of these changes,such as the tension between standardized test design and the need of communicative competence.Despite criticisms regarding its practical language relevance and washback effects,CET-4 remains consistent to its core purpose of assessing learning outcomes of College English Course,and the course syllabus alters along with the test.The study underscores CET-4’s and College English Course’s dual role as an academic benchmark and a societal gatekeeper while calling for a more balanced improvements to enhance practical language use.
