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In this study, we analyze the test items included in the Chinese Subject for the Core Competence Testing in Taiwan from 2001 to 2013, based on the Competence Indicators contained in the Grade 1-9 Curriculum Guidelines.
The Core Competence Testing for the 9th Graders in the compulsory education is originally designed for evaluating the learning outcomes of the junior high school students, with the Grade 1-9 Curriculum Guidelines set as the teaching principles, since the new curriculum started. The Curriculum Guidelines were divided into 6 aspects: Using Zhu-Yin symbols, Listening, Speaking, Writing, Reading, and Composing.
Based on the analyses, the findings show that the five aspects were not realized in proportion in the Core Competence Testing along the years, as seriously inclined to the Reading aspect. In addition, the Competence Indicators listed for every aspect was not equally assessed, with some indicators never favored by the test makers during the 13 years. The findings demonstrate that the prospect depicted by the Core Competence Committee was partially practiced. In the end of this study, the evaluation system in some other region was briefly introduced, for introspection’s sake, indicating a possible improvement we may make in the new era of 12-year Compulsory Education in Taiwan, which has started since 2013. |