Research On The Status Situation Of Situational Test Questions In College Entrance Examination

Realistic and effective context creation can test the core literacy and key qualities that students need to cope with various complicated and diverse realities in the new era.Under the influence of the international discourse system of educational assessment reform with the intention of literacy assessment,it has become a consensus to use contexts as a carrier to test the development level of students’ core literacy in all disciplines of basic education in China.The new system of college entrance examinations in the new era is structured with a "core,four layers,and four wings",and the proposition level explicitly requires "context" as the carrier of examination assessment.At this stage,the practice of contextualizing questions in language examinations has been developing vigorously,but there are still problems such as the lack of clear definition of the concept of "context" in the assessment domain,the lagging awareness and operation of questions behind the theoretical reform,and the weak operability of optimization strategies,which are contrary to the original intention of the system.In view of this,this study adopts a combination of literature,case studies,textual analysis and statistical analysis to explain the elements of contextualized test questions.The paper is divided into five chapters.This paper is divided into five chapters.Chapter 1 is an introduction to the study.By reviewing and sorting out the relevant literature,we understand the research trends and clarify the core concepts in the field of contextualized test questions at home and abroad,in order to have an objective and comprehensive understanding of the background,significance and value of the selected topic,so as to determine the research objectives and clarify the research ideas and methods.Chapter 2 lies in understanding the problem.By explaining the theoretical basis of contextualized test formulation,the basic composition and internal relationships of contextualized test questions are clarified from the perspective of elements,and on this basis,the practical significance of contextualized test formulation in language is explored in depth from various aspects such as test questions,literacy,teaching and education.Chapter 3 lies in the discovery of problems.Taking the national paper of the college entrance examination language from 2014 to 2022 as the object of study,we start from the explicit elements of contextualized test questions and find that its fixed elements-the background,the domain to which the task belongs and the interrelationship constitute the types and layers of contextualized test questions respectively;while its non-fixed elements-the-The flexible combinations of information,commands,and questions form the diverse structure of contextualized test questions.After longitudinal statistical analysis,the different characteristics of the types,levels and structures of contextualized test questions are derived.Chapter 4 is devoted to in-depth questions.Starting from the implicit elements of the contextualized test questions,we first externalize the implicit purpose of the contextualized test questions-the core literacy of language subjects-with the help of the findings of the "Study on the Performance of Primary and Secondary School Students’ Subject Competence" project group,and then look at the types,levels and structures of the contextualized test questions from Chapter 3.Then,we look at the preferences of the assessment purposes from the perspectives of type,level and structure,and further clarify the design characteristics and quality.Chapter 5 is devoted to drawing conclusions and solving problems.While summarizing the excellent qualities of the current language contextualized questions,such as scientific exploration of test design,comprehensive selection of materials for context creation,integration and progression of contextual tasks,and effective provision of information scaffolding,the study also rationally reflects on the obstacles to its development,such as the detachment of subject contexts from reality,homogenization of task settings,and lack of balance in contextual structure,and addresses the existing problems by combining test questions from the perspectives of applicability,openness,and laddering.In view of the existing problems,we propose corresponding suggestions for optimization from the perspectives of application,openness and laddering,combined with examples of test design and realistic requirements of the new college entrance examination policy.