Chinese Language Learning Sciences Dongbo Zhang Chin-Hsi Lin Editors Chinese as a Second Language Assessment Chinese Language Learning Sciences Series editors Chin-Chuan Cheng, University of Illinois, USA; Academia Sinica, Taiwan; National Taiwan Normal University, Taiwan Kuo-En Chang, National Taiwan Normal University, Taiwan Executive editors Yao-Ting Sung, National Taiwan Normal University, Taiwan Ping Li, Pennsylvania State University, USA This book series investigates several critical issues embedded in fundamental, technical, and applied research in the field of Chinese as second language (CSL) learning and teaching, including learning mechanism in the brain, technology application for teaching, learning and assessment. The book series discusses these issues from the perspectives of science (evidence-based approach) and technology. The studies in the book series uses the methods from the fields of linguistics (such as corpus linguistics and computational linguistics), psychological and behavioural sciences (such as experimental design and statistical analyses), informational technology (such as information retrieval and natural language processing) and brain sciences (such as neuroimaging and neurolinguistics). The book series generally covers three main interdisciplinary themes: (1) fundamental investigation of Chinese as a first or second language acquisition, (2) development in Chinese language learning technology, and (3) applied research on Chinese language education. More specifically, the book series involves seven research topics: – Language transfer mechanism in Chinese as a second language – Factors of Chinese as a second language acquisition in childhood – Cultural influence on Chinese acquisition – Information technology, corpus – Teaching material design – Teaching strategies and teacher training – Learning models – Assessment methods More information about this series at http://www.springer.com/series/13176 Dongbo Zhang • Chin-Hsi Lin Editors Chinese as a Second Language Assessment 123 Editors Dongbo Zhang Chin-Hsi Lin Department of Teacher Education Department of Counseling Educational Michigan State University Psychology, and Special Education East Lansing, MI Michigan State University USA East Lansing, MI USA ISSN 2520-1719 ISSN 2520-1727 (electronic) Chinese Language Learning Sciences ISBN 978-981-10-4087-0 ISBN 978-981-10-4089-4 (eBook) DOI 10.1007/978-981-10-4089-4 Library of Congress Control Number: 2017934214 © Springer Nature Singapore Pte Ltd. 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore Acknowledgements This book would not have been possible without the generous support of various people. First, our deepest thanks go to the authors of the chapters, all of whom were enthusiastic about being invited to contribute their research and highly professional during the process of uniting their work into this volume. We are also indebted to the reviewers, both those who reviewed manuscripts at our request and the external reviewers commissioned by Springer. We deeply appreciate their timely completion of the reviews and the valuable comments they provided, which improved the quality of every chapter and of the book as a whole. In particular, we would like to thank Li-ping Chang, Yunjeong Choi, Wenhao Diao, Yufen Hsieh, Sihui Ke, Jiahang Li, Shuai Li, Zhi Li, Ya Mo, Zhaomin Shu, Yanjiang Teng, Miao-Fen Tseng, Hong Wang, Sue-Mei Wu, and Binbin Zheng. This book would not have been conceptualized, let alone published, without the inspiration and support we have received from many friends, colleagues, and mentors during our engagement with language education and research over many years. Dongbo Zhang would like to extend his special thanks to Keiko Koda, Susan Polansky, G. Richard Tucker, Sue-Mei Wu, and Yueming Yu; all were wonderful mentors at Carnegie Mellon University where he learned how to teach Chinese and to conduct research on the acquisition and teaching of that language. He is also grateful for the friendship and collegiality of the former Chinese Language Research Team in the Centre for Research in Pedagogy and Practice at Nanyang Technological University in Singapore, and particularly, Goh Hock Huan, Yongbing Liu, and Shouhui Zhao. Chin-Hsi Lin would like to thank Mark Warschauer, Greg Duncan, and Penelope Collins at the University of California, Irvine and Shih-Chang Hsin at National Taiwan Normal University for their gen- erous mentoring over the past few years. The preparation of this book was partly supported by a start-up grant awarded to Dongbo Zhang by Michigan State University (MSU)’s College of Education, and by the Delia Koo Endowment Fund administered by MSU’s Asian Studies Center. We are deeply grateful for this support. v vi Acknowledgements Last but not least, we would like to thank Springer editors Ang Lay Peng and Lawrence Liu for the wonderful support they gave us at all stages of the preparation of this book. Dongbo Zhang Chin-Hsi Lin Contents Part I Overview of Tests and Research 1 Hanyu Shuiping Kaoshi (HSK): Past, Present, and Future ....... 3 Yanjiang Teng 2 The Development of the Test of Chinese as a Foreign Language (TOCFL)....................................... 21 Li-ping Chang 3 Assessing Chinese in the USA: An Overview of Major Tests...... 43 Yan Liu 4 Developments in Research on Testing Chinese as a Second Language ............................................... 67 Dongbo Zhang Part II Assessing Orthography, Vocabulary, and Grammar 5 How Ethnic Minority Students Perceive Patterns in Chinese Characters: Knowledge of Character Components and Structures............................................... 91 Elizabeth K.Y. Loh, Loretta C.W. Tam, Cally P.T. Lau and Shing On Leung 6 Developing a Word Associates Test to Assess L2 Chinese Learners’ Vocabulary Depth ............................... 115 Dongbo Zhang, Xuexue Yang, Chin-Hsi Lin and Zheng Gu 7 Can Grammatical Knowledge Predict Chinese Proficiency? ...... 141 Liu Li vii viii Contents Part III Assessing Language Skills 8 What Standard and Whose Standard: Issues in the Development of Chinese Proficiency Descriptors in Singapore ................ 159 Guowen Shang and Shouhui Zhao 9 Diagnostic Assessment of L2 Chinese Learners’ Reading Comprehension Ability .................................... 183 Shuai Li and Jing Wang 10 Exploring the Relationship Between Raters’ Personality Traits and Rating Severity in Writing Assessment of Chinese as a Second Language: A Pilot Study ............................ 203 Yu Zhu, Shui-Lung Fung, Shek-Kam Tse and Chi-Yi Hsieh 11 Computer-Mediated Corrective Feedback in Chinese as a Second Language Writing: Learners’ Perspectives .......... 225 Yufen Hsieh, Cha Kie Hiew and Yong Xiang Tay Part IV Assessment, Teaching, and Learning 12 Developing a Speaking Diagnostic Tool for Teachers to Differentiate Instruction for Young Learners of Chinese ......... 249 Xiaoxi Sun, Jinghua Fan and Chee-Kuen Chin 13 Self- and Peer Assessment of Oral Presentation in Advanced Chinese Classrooms: An Exploratory Study ................... 271 Dan Wang Index ...................................................... 287 Acronyms AAPPL ACTFL Assessment of Performance toward Proficiency in Languages ACTFL American Council on the Teaching of Foreign Languages AES Automated Essay Scoring AP Advanced Placement AWE Automated Writing Evaluation BCT Business Chinese Test CAT Computerized Adaptive Test CCCC Children’s Chinese Competency Certification CEFR Common European Framework of References for Languages CFL Chinese as a Foreign Language CL Chinese Language CLPS Chinese Language Proficiency Scales for Speakers of Other Languages COPI Computerized Oral Proficiency Instrument CPT Chinese Proficiency Test CSL Chinese as a Second Language HSK Hanyu Shuiping Kaoshi (Chinese Proficiency Test) HSKK Hanyu Shuiping Kouyu Kaoshi (Chinese Speaking Proficiency Test) MHK Minzu Hanyu Shuiping Kaoshi (Test of Chinese Proficiency for Minorities) OPI Oral Proficiency Interview OPIc Oral Proficiency Interview-computerized SAT Scholastic Aptitude Test SCT Spoken Chinese Test SC-TOP The Steering Committee for the Test of Proficiency SOPI Simulated Oral Proficiency