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A New Perspective on Language Reading and Comprehension: Designing and Implementing a New Framework

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DOI: 10.23977/trance.2024.060306 | Downloads: 13 | Views: 239


Liu Shang 1


1 School of Education and Languages, Hong Kong Metropolitan University, Ho Man Tin, Kowloon, Hong Kong, 999077, China

Corresponding Author

Liu Shang


Assessment is used to collect evidence of students' learning performance, including cognition, emotion and skills (Morris, 1996). Interrelated with the concept of assessment is measurement and evaluation. Test quality is the main factor affecting the assessment of reading comprehension test questions, which is divided into reliability and validity. Validity is an indicator of the validity of the test and is the key to testing whether the assessment content and the purpose of the assessment can correspond. How to use valid assessments to examine students has always been a required consideration in designing reading tests. This study explores the evaluation process of reading comprehension questions from the perspective of validity, and proposes an evaluation framework for the validity of Chinese reading comprehension questions. In addition to this framework, this framework has the potential to serve as a useful tool for other researchers (including scholars and educators) who study the validity of Chinese reading questions. In addition to providing the theoretical basis for the research framework (personnel from competent departments), it also has practical significance for guiding the evaluation of reading questions in Chinese test papers.


Validity; Chinese reading comprehension; framework; evaluation


Liu Shang, A New Perspective on Language Reading and Comprehension: Designing and Implementing a New Framework. Transactions on Comparative Education (2024) Vol. 6: 32-42. DOI:


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