How to distribute passing scores for CET-4

What is CET-4 and why is it important?

CET-4, or College English Test Level 4, is a national English proficiency exam in China. It is widely recognized as a key requirement for college students to graduate and for job seekers to find employment opportunities. A passing score on the CET-4 exam is essential for anyone who wants to pursue further academic studies or work in an international environment.

How is the CET-4 score distributed?

The CET-4 exam is scored on a scale of 0 to 710, with a passing score of 425. The score distribution is determined by the number of correct answers and the difficulty level of the questions. The exam consists of four sections: listening, reading, writing, and translation. Each section is worth 100 points, and the total score is the sum of the four sections.

What factors should be considered when distributing passing scores for CET-4?

Several factors should be taken into account when determining the passing score for CET-4. These factors include the difficulty level of the exam questions, the average score of the exam takers, and the purpose of the exam. For example, if the exam is designed to assess basic English proficiency, the passing score may be lower than if it is designed to test advanced language skills.

What are some common methods for distributing passing scores for CET-4?

There are several methods for distributing passing scores for CET-4. One common method is to use a fixed percentage of the total score, such as 60%. Another method is to use a statistical approach, such as setting the passing score at one standard deviation below the mean score of all exam takers. A third method is to use a criterion-referenced approach, which sets the passing score based on a predetermined level of language proficiency.

What are the advantages and disadvantages of each method?

The fixed percentage method is easy to apply and understand, but it may not accurately reflect the difficulty level of the exam questions. The statistical method takes into account the performance of all exam takers, but it may be affected by outliers or other factors that skew the mean score. The criterion-referenced method sets a clear standard for passing, but it may be too rigid and not allow for individual differences in language proficiency.

Conclusion

Distributing passing scores for CET-4 is a complex process that requires careful consideration of various factors. No single method is perfect, but by weighing the advantages and disadvantages of each method, we can arrive at a fair and reasonable passing score that accurately reflects the language proficiency of exam takers.

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