| This study focus on the actual validity of the Chinese learners’placement test during their learning process in China. Our research participants are the language learners in Chinese language and culture teaching center of ICCS in ECNU. We use a variety of research methods to study the placement test and their class shifting behavior, such as questionnaire survey, quantitative analysis and case study. This research carried out on three levels, further analyzed the factors impacting on the actual validity of the placement test. On the phenomenon level, the actual validity is decided by the design validity and the shift rate. Compared with the design validity, the influence of the shift rate is more apparent, and easier to control and change. So on the behavior level, we analyzed their class shifting behavior. There are three kinds of factors influencing the class shifting behaviors and the results satisfaction of the learners:level factors, content and emotional factors, while the level factors are the main factors. We do further analysis on the level factors on psychological level. The research on psychological level carried out around the differences of the Chinese ability self-assessment results and the main influence factors. And we applied two methods to research, but the results are consistent. The results show that the "other test level" and "teachers’assessment level" "the comprehensible input proportion of the teaching material" are the most prominent factors impact on the self-assessment level on the psychological level. By corresponding the research conclusion to the actual teaching environment, we can find that although Chinese ability self-assessment seems like a subjectivity behavior on the surface, but they have a strong objective basis and reasons. According to the research conclusion, we suggest to introduce the self-assessment to design and guide the TCFL placement test by using the core influence factors as the grippers to promote its validity. |
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