introduction

The "New Curriculum Standards for Compulsory Education" first proposed academic quality standards in the compulsory education stage, providing actionable quality standards for English teaching and evaluation. The testing objectives are the core of proposition planning, and proposition personnel need to determine the testing objectives based on academic quality standards to ensure that proposition work is based on evidence and effectively carried out. Require proposition personnel to accurately understand the connotation of academic quality standards, and combine them with the characteristics of junior high school academic proficiency exams to transform them into specific and measurable test objectives.

Why do academic quality standards need to be transformed into testing objectives?

Academic quality standards have sampling characteristics and cannot be directly used as testing targets. There is an intersection between academic quality standards, course objectives, and course content, but directly extracting test objectives may result in incomplete assessments. The testing objectives should be determined based on the development goals of core competencies, focusing on multidimensional perspectives such as language proficiency, cultural awareness, thinking quality, and learning ability. The test target should be unique and avoid suspended, free, or chaotic states. There are differences between the description of academic quality standards and the technical specifications for writing test objectives, and it is necessary to study and develop operational methods to transform academic quality standards into specific measurable test objectives.

How to translate academic quality standards into testing objectives?

Introduced the process and methods of transforming academic quality standards into testing objectives. Firstly, based on the "New Curriculum Standards for Moral Education", compare and classify the academic quality standards and content related to reading literacy in the curriculum. Then, based on behavioral verbs, compare and classify the relevant content in the course content and academic quality standards to form the testing objectives. Next, classify and analyze the content under the levels of induction and inference, criticism and innovation in the segmented goals of thinking quality. Finally, based on the content areas and difficulty requirements of the junior high school academic proficiency exam, the third level (ninth grade) reading ability test objectives are formed.

case analysis

By analyzing the reading comprehension section A of the 2023 Shanxi Provincial Middle School English Exam, the specific presentation of the test objectives is demonstrated. The test selected three scenic railway tourist routes to test students' ability to obtain, analyze, and summarize information during the reading process. Questions 14 and 16 test key information, and candidates need to directly obtain information from the discourse or identify and judge the obtained information. The 15th and 17th questions test the understanding of detailed information, and candidates need to extract ticket price information or directly extract answer information. Question 18 tests students' ability to summarize and generalize discourse information based on comparative analysis of three railway information.

conclusion

The academic quality standards for compulsory education English courses provide basic guidelines for exam evaluation; The examiners need to integrate academic quality standards, curriculum objectives, and course content to determine the testing objectives for the junior high school academic proficiency exam; The testing objectives should be dynamically adjusted with classroom teaching reform, improvement of educational quality, and changes in learning situation; The research on the connotation of testing objectives needs to be further refined and deepened to better play its guiding role in proposition planning and implementation process.