Do school status and classroom English learning practices influence Chinese learners’ perceptions of a high-stakes English test?

Abstract

AbstractLearners’ views of a test have been regarded as a crucial source of evidence of a test’s construct validity as well as a measurement of its impact. This study investigates students’ (N = 3105) perceptions of the National Matriculation English Test (NMET), a high-stakes test in China, and explores the influences of school status and classroom English learning practices on their perceptions. The sample was randomly split in half to conduct cross-validations. Data analysis involved descriptive statistics, exploratory factor analysis, t-test, correlation analysis, standard multiple regression, and structural equation modeling. The survey results demonstrated that students viewed test validity and importance positively and test impact negatively. The results also revealed that school status and classroom English learning practices significantly influenced students’ perceptions of a test. Specifically, those in more prestigious schools held more positive perceptions of NMET validity and importance and more negative perceptions of its impact. Classroom English teaching-related learning practice was more associated with students’ positive perceptions of NMET validity and importance, whereas classroom test preparation was more associated with negative views of NMET impact. This study has important implications for test design, school administration, and learning and teaching.