Academic Journal of Humanities & Social Sciences, 2025, 8(11); doi: 10.25236/AJHSS.2025.081131.
Wei Liqin1, Liu Yumei2
1Zhanjiang Huguang Middle School, Zhangjiang, China
2School of Foreign Languages, Lingnan Normal University, Zhanjiang, China
This paper systematically examines the distribution data, proposition cases, and common issues in senior high school English test design over the past four years, based on the Academic Quality Levels in the General Senior High School English Curriculum Standards (2017 Edition, 2020 Revision)[2] and the educational requirements of “reducing quantity and improving quality” under the “Double Reduction” policy. It provides an in-depth analysis of the proposition characteristics of various question types, including Reading A/B/C/D passages, Seven-Select-Five, Cloze Test, Grammar Gap-filling, and Writing (including Continuation Writing), and proposes targeted test design strategies. The research indicates that high school English test design must achieve a four-dimensional integration: policy empowerment—competency orientation—question-type adaptation—problem avoidance. Guided by the “Double Reduction”, benchmarked against Academic Quality Level II (the core criterion for the Gaokao), and utilizing the differentiated assessment objectives of each question type, teachers should design tests that avoid common pitfalls such as out-of-syllabus vocabulary, loose logic, and lack of educational value, ultimately achieving the goals of assessment-driven instruction, precise burden reduction, and competency enhancement.
High school English; Test design; “Double Reduction” policy; Academic quality levels; Core competencies; Question type characteristics
Wei Liqin, Liu Yumei. Research on Test Item Design for the Gaokao Reading Section Based on the Double Reduction Policy and Core Competencies. Academic Journal of Humanities & Social Sciences (2025), Vol. 8, Issue 11: 214-221. https://doi.org/10.25236/AJHSS.2025.081131.
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