An Analysis Of The Content Validity Of College Entrance Examination

The contradiction between teaching and evaluation in China has a long history and is becoming increasingly acute than ever. At present, the New Curriculum Reform has been promoted nationwide, but the existent teaching controversy between "teaching according to examination" or "examination according to the teaching" still doesn’t get an effective resolution. Given this, exploration of the definite relationship between "examination" and "teaching" becomes an important part of the solution to this problem.The paper combs the relevant literature on the proposition of the college entrance examination as well as on quality analyses and traces back to the development of the theory of validity, the research of which has been assembled to groups. Taking advantage of the approach of SEC consistency, it is based on the Bloom Objective Taxonomy and metrology that this study interprets the cognitive level meticulously and in depth, construes rater reliability employing chemical college entrance examination paper of Jiangsu Province in2013along with a relative high conclusion and analyzes the homogeneity harnessing chemical college entrance examination paper of Jiangsu Province in2009and2011respectively. It is turned out that firstly, the outcome of the high rater reliability in the research is a telling evidence of the credible conclusion; Further evidence that Bloom Cognitive Taxonomy simplified the operation providing feasibility and guidance; Secondly, among the three year test paper,which shows the low alignment overall,2013presents the highest alignment. Lastly, it can be found that the test paper of2013is capable of highlighting the requirements of conception of ability if we calculate2009and2011years papers with the Examination Instructions of2013.