introduction

The importance of evaluating students' core competencies, especially the critical role of thinking qualities in English education, was discussed after the release of the "New Curriculum Standards for Moral Education". Weir's (2005) social cognitive validity validation framework emphasizes the importance of cognitive validity in exam evaluation. The article will delve into the connotation of thinking quality in junior high school English, the current situation of testing, and propose improvement strategies to enhance the quality of testing.

The connotation and examination objectives of thinking quality

Emphasis was placed on the clear assessment of students' thinking quality in the middle school entrance examination English or school-based assessment, which requires a clear examination objective, namely cognitive thinking ability. The New Curriculum Standards for Moral Education provide guidance for the proposition and school-based assessment of English in the middle school entrance examination, involving the connotation of core competencies, overall goals, stage goals, learning strategies, academic quality standards, etc., which are closely related to the cultivation and assessment of thinking qualities. The quality of thinking is an important component of the core competencies in English curriculum, reflecting students' abilities in understanding, analyzing, comparing, inferring, criticizing, evaluating, and creating. The objectives of the "New Curriculum Standards for Yijiao" (grades 7-9) indicate that the cultivation of thinking qualities includes three aspects: observation and analysis, induction and inference, and criticism and innovation. Observation and analysis are the foundation, requiring students to keenly detect changes in discourse development, identify information relevance, grasp overall meaning, identify cohesive devices, and judge logical relationships. Induction and inference require students to extract, organize, and summarize key information, judge the similarities, differences, and correlations of information, and infer the psychological and behavioral motivations of characters. Criticism and innovation require students to reasonably question the content or viewpoint of the discourse, think independently, evaluate the content and author's viewpoint, and make adaptations or creations. The objectives of thinking quality assessment should be consistent with the stage objectives, comprehensively evaluating students' thinking levels and levels in English learning, promoting the comprehensive development of thinking quality, and improving language learning and practical application abilities.

The Examination of Thinking Quality in Middle School English

In depth exploration was conducted on the examination methods of thinking quality in the high school entrance examination English, emphasizing the guiding, scientific, standardized, and appropriate principles of the "New Curriculum Standards for Moral Education" for the high school entrance examination English proposition. It is emphasized that the improvement of thinking quality is crucial for students' ability to discover, analyze, and solve problems, and is closely related to language proficiency, cultural awareness, and learning ability. The middle school entrance examination English proposition should focus on key ability tests, strengthen the situational design of test questions, promote students' transformation from "solving problems" to "solving problems", and pay attention to testing the thinking process, improving the openness and innovation of test questions.

Suggestions for Testing Thinking Quality

Suggestions have been put forward for the assessment of thinking quality in junior high school English, including the overall design of test questions and optimization of test task. The test design should balance the distribution of thinking quality tests at different levels, with learning comprehension level and application practice level questions each accounting for 45%, and transfer innovation level questions controlled at 5% -10%. The assessment of learning comprehension levels can be achieved through question types such as extracting details, understanding structures, and organizing viewpoints; The application practice level examination can be achieved through creating authentic contexts, encouraging practical operations, and other question types; The transfer innovation level examination can be implemented through designing reasoning and argumentation in new contexts, encouraging personalized thinking, and other question types. The optimization of test tasks can be carried out from multiple text reading, comprehensive skill testing, situational proposition, and problem level sorting, comprehensively examining students' thinking qualities at all levels. Multi text reading requires students to integrate cross text information, and comprehensive skills tests combine listening, speaking, reading, and writing skills. Situational propositions focus on language use in real situations, and problem chain design should be from simple to complex, guiding students to think deeply.

conclusion

This paper explores the examination objectives and current situation of thinking quality of middle school English students, and proposes examination paths and methods such as multi text reading, comprehensive skill testing, situational proposition, and problem level sorting. These suggestions aim to enhance students' abilities in information screening, integration, and communication, comprehensively evaluate their listening, speaking, reading, viewing, and writing skills, exercise their analytical and problem-solving abilities, and guide students to think from simple to complex and gradually deepen their thinking. These measures enrich the form and content of the examination, provide students with a broader learning and display space, help examiners accurately evaluate students' thinking qualities, stimulate learning interest, and cultivate innovative and critical thinking. The proposition personnel need to constantly summarize their experience, improve and optimize measures, ensure that the examination reflects the students' ability level, and provide support for their comprehensive development. At the same time, we look forward to English educators exploring together, promoting the in-depth development of thinking quality assessment, and contributing to the cultivation of moral character.