Journal of Education and Psychology

Abstract

The purpose of this study, by using the procedure of structured conceptualization and survey research, is to investigate the effectiveness of Basic-Competency-Test (BCT) administered in high school entry exam. Over 347 high school representatives are investigated and responded by a self-constructed questionnaire.

Results show that representative schools feel that item-difficulties of BCT are adequate to a little easy, item-contents are sampled equally and representatively, matched with students’ life experiences, and item diversity and variation are contained. The equities of scaled scores are used doubtfully to most schools. The validity and equity to students’ true abilities measured by the BCT are doubted. Besides, no matter what kind of entry tracks are used, most schools feel that students’ true abilities are generally lower, feel behind the school’s syllabus, more diversity in real learning, and may have a decreasing trend. The BCT shall maintain current status of five-subject exams, add a little more new-typed items, such as writing, listening, and speaking, and make the exam items harder. Those changes are welcomed by all schools. Although all schools are not satisfied with the BCT used as a substitute for the traditional entry exam, but still accept it at all.

Finally, implications of these findings are explained and suggestions for improving policy-making, performance evaluation, and future researches are also proposed.

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