introduction

The Junior High School English Academic Proficiency Test has a dual nature of assessing academic quality and selecting students for further studies, with extremely high requirements for proposition. The interpretation and application of exam scores must meet the requirements of academic assessment and selection, namely the validity of the test. In 2019, the Ministry of Education issued an opinion requiring the cancellation of exam syllabi and strict adherence to curriculum standards for setting questions. The proposition personnel need to fully reflect the course concept, objectives, content, and academic quality requirements in the test questions, and the multidimensional detailed list is the bridge connecting the course standards and the test questions.

From exam standards to multi-dimensional detailed lists

Introduced the concept, characteristics, and importance of exam standards in the fields of education and psychological measurement. Exam standards are a key tool for ensuring the quality and efficiency of test development, providing evidence for the construct validity of test questions, and ensuring cross year comparability of test questions. Alderson et al. proposed that examiners should use exam standards to answer 12 key questions, covering aspects such as test objectives, participant characteristics, and test paper structure. To improve the operability of exam standards, test planners typically present their core content in the form of a Task List (TOS). However, traditional two-way lists only focus on knowledge points and cognitive levels, and fail to comprehensively assess students' core competencies and their ability to apply knowledge to solve problems. The New Curriculum Standards for Yijiao advocate the use of multidimensional detailed lists to guide the design of test questions based on curriculum standards, in order to comprehensively reflect the relationship between examination objectives, content, and question types, and improve the comprehensiveness and pertinence of test questions.

Problems in the compilation of multidimensional detailed lists

The main problems in the preparation process of multidimensional detailed lists were pointed out, which are mainly divided into two levels: subjective understanding and design operation. At the subjective level of understanding, proposition personnel have insufficient understanding of the significance of multidimensional detailed lists, lack curriculum standard concepts, and rely heavily on personal experience for compilation, lacking scientific empirical evidence. At the operational level of design, problems include unscientific dimension division, incomplete elements, incomplete and unclear examination objectives, large gap between preset data and actual test results, and cumbersome preparation process that is not conducive to operation. The existence of these problems affects the role of multidimensional itemized lists in improving proposition efficiency, standardizing proposition processes, and guiding proposition, and it is also difficult to comprehensively examine students' core competencies.

Compilation of Multi dimensional Detail Table for Junior High School English Academic Proficiency Test

This article provides a detailed introduction to the design and compilation process of the multidimensional checklist for the Junior High School English Proficiency Test. Taking the exam sample questions of the "New Curriculum Standards for Moral Education" as an example, this article demonstrates how to comprehensively reflect the exam content and competency from multiple dimensions such as test paper structure, examination content, weight, and question types. The detailed list specifies the exam content, such as listening comprehension, reading comprehension, etc., and takes comprehensive skill tasks as an example to test candidates' listening comprehension, simple reading, and writing abilities. The core competency assessment focuses on language ability and thinking quality, while reflecting cultural awareness and learning ability. The question type adopts fill in the blank questions, requiring candidates to listen to the dialogue and record key information. Detailed explanations were also provided on the characteristics of input materials, sources of materials, and expected outputs. The scoring principle emphasizes the importance of listening comprehension and specifies how to give partial scores. The setting of preset difficulty is related to the prediction of the overall difficulty of the paper, and the examiners should make predictions based on the actual difficulty and students' learning situation. The multidimensional breakdown table closely links the contents of each section of the test paper, enhancing its guidance for test proposition.

conclusion

Emphasis was placed on the importance of multidimensional detailed lists in the proposition of middle school English proficiency exams, and it was pointed out that proposition personnel need to pay attention to their compilation. Based on curriculum objectives and academic quality requirements, reasonable design of examination objectives, test paper structure, content and form should be carried out to play a guiding and normative role, avoid subjective arbitrariness in proposition, and ensure the reliability and validity of the exam. At the same time, it is pointed out that the compilation of multidimensional detailed lists requires continuous exploration and improvement to achieve perfection.