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王姝娇 

麦吉尔大学，加拿大

 

李智

萨斯喀彻温大学，加拿大

 

孙敏

魁北克大学，加拿大

 

摘要

为外语学习者进行有效的分班是外语学习、教学和语言项目管理成功的重要环节。加拿大大学中文课程尽管在多元化学生群体环境下蓬勃发展，但针对这种特殊背景下的分班问题的研究却十分局限。作为一次实证性的探索，该研究以凯恩 (Kane) 的基于论证的效度验证理论为框架，采用顺序解释性的混合研究方法，通过网站信息检索、社交媒体、个人访谈等形式收集数据，依据效度论证模式为理论框架，评估当前加拿大多所大学中文课程的分班测试。分析结果表明，大多数中文项目（学分课程）分班程序所使用的多元评估方式（如笔试、面试和背景调查相结合等方式）有助于考试效度的提高。该研究还就一些具有普遍性意义的问题进行探讨，如是否应该针对不同水平层次学习者研发不同测试版本、如何更好地实现评分质量控制与大纲或参考标准保持一致，以及如何确保在线测试效度等问题。

 

关键词

分班测试，效度，论证模式，加拿大大学汉语教学

 

An Evaluation of the Placement Tests of the Chinese Programs in Canadian Universities Based on Kane’s Validity Framework

Shujiao Wang

McGill University, Canada

 

Zhi Li

University of Saskatchewan, Canada

 

Min Sun

Université du Québec à Montréal, Canada

 

Abstract

Effective learner placement is critical for the success of foreign language learning, teaching, and administration in language programs. While Canada has seen a rapid growth of Chinese programs in Canadian universities with diverse student population, there are limited studies on the issue of placement tests in this specific context. As an empirical attempt, this sequential explanatory mixed methods study based on Kane’s validity framework, aims to evaluate the current placement tests of Chinese programs in Canadian universities by employing information retrieval, social media, and semi-structured interviews. The findings revealed that most of the sampled Chinese programs (credit courses) claim to have placement procedures in use, which often involve multi-source evaluation (such as written exam, oral interview, and background questionnaire). This multi-source method is beneficial for improving the test validity. Common reported concerns in placement procedure were also discussed, including lack of test versions for learners of different proficiency levels or language status, the need for better rating quality control, alignment with agreed references or standards, validity of online test.

 

Keywords

Placement test, validity, argument-based, Chinese education in Canadian universities