Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.763331
Title: Examining second language reading : a critical review of the Singapore-Cambridge General Certificate of Education Ordinary-Level Chinese Language Examination
Author: Cheong, Yun-Yee
ISNI:       0000 0004 7661 2847
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2018
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Abstract:
This mixed methods study critically reviews how the Singapore-Cambridge General Certificate of Education Ordinary-Level Chinese Language Examination (GCE 1162) examines second language reading. The main research question asks, 'To what degree have the intended measurement objectives of the GCE 1162 reading examination been achieved?' Four sub research questions address issues of specifications and administration, test-taker characteristics, cognitive parameters and contextual parameters. Resources drawn on include Singapore Ministry of Education and Singapore Examinations and Assessment Board documents, specifically, examination information booklets, syllabuses, committee reports and annual reviews. Subject matter experts were appointed to analyse the reading comprehension passages and test items from 22 sets of GCE 1162 reading examination papers from 2006 to 2016. Semi-structured interviews were carried out with 22 stakeholders involved in coordination, test design, item construction, marking and reviewing. The interviewees included members of an elite policy group with privileged access to test specifications and procedures. Further interviews were carried out with secondary school Chinese language teachers and students, whose perspectives are seldom considered in validation processes. Opinions were also sought from experts in the field of Chinese as a second language, reading and assessment. The study begins with an account of the concepts of validity and reading constructs. Chapter 2 discusses the Singapore education and examination system, foregrounding the history of Chinese language education and the bilingual policy introduced in 1966. A methodology chapter follows. Chapters 4 to 8 address separately each of the four sub research questions in which claims, assumptions, supporting evidence and rebuttals are presented. The final chapter, Chapter 9, addresses a posteriori inferences, including scoring, criterion-related components, and washback and impact. A cautious conclusion is drawn, namely that the measurement quality of the GCE 1162 reading examination is at a moderately unsatisfactory level.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.763331  DOI: Not available
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