Abstract
The purpose of this study is to investigate the effectiveness of the Basic Competency Test for Junior High School Students (BCT) administered in high school entry exam. Over 15,000 representative subjects are sampled and investigated by a self-constructed questionnaire. Results show that subject feel that item-difficulties of BCT are adequate to a little hard, item-contents are sampled equally and representatively, matched with students’ life experiences, item diversity and variation are contained, but the numbers of items are a little more than enough. The scaled scores are used unequally to all students. Twice administration of BCT is adequate, and two weeks to two months between each exam administered are also agreed. The validity and equity to students’ true abilities are doubted. The BCT cannot effectively reduce the pressure of entry exam and times of coaching to most students. Maintaining current status of five-subject exams and all selection-typed items are welcomed by all students. In sum, not satisfied, but contained of BCT as an entry exam to all students. Finally, implications of these findings are explained and suggestions for improving policy-making, performance evaluation, and future researches are also proposed.
| Keywords: | Basic Competency Test for Junior High School Students |
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