Is the CET-4 Exam Based on Rank Ratio?
The College English Test Band 4 (CET-4) is a standardized English language proficiency exam in China that is taken by millions of students each year. It is widely known as an important benchmark that represents the knowledge of English proficiency of Chinese college students. However, there has been much debate about whether the CET-4 exam is based on a rank ratio, and whether this approach is fair to test takers. In this article, we will explore both sides of this argument and provide our own view on the topic.
The Argument for a Rank Ratio
The proponents of the rank ratio system argue that it is an effective way to evaluate the performance of test takers. They claim that it not only reflects the individual English proficiency of the test taker, but also provides a comparison of their results with other test takers who took the same exam. This, they argue, is helpful in giving a sense of how well a test taker has actually performed and how they rank against other students across the country.
Furthermore, supporters of the rank ratio system argue that it provides a fairer evaluation method for universities and employers who require proof of English proficiency. They claim that the rank ratio system offers a more comprehensive view of the test taker's English proficiency level, which is useful in making decisions about admissions or employment.
The Argument Against a Rank Ratio
The argument against a rank ratio is that it puts too much pressure on the test taker. When the focus is on the rank rather than the individual's English proficiency, the student may lose sight of the real goal of the exam – to demonstrate their ability to use English in a variety of contexts and situations. This approach is criticized for putting more emphasis on competition rather than education, and fostering an environment of unhealthy competition with little practical value for the test taker's future development.
In addition, critics argue that the rank ratio system can lead to a loss of motivation among students who realize that they are unlikely to achieve a high rank, and therefore see little value in studying for the exam. This ultimately undermines the objective of the exam, which is to encourage and motivate students to improve their English proficiency.
Our View
After examining both sides of the argument, we believe that the rank ratio system does have some merits. However, the CET-4 exam should not be based solely on rank ratio. While rank ratio may be suitable for some exams, it is not an appropriate method for assessment of English language proficiency.
English language proficiency can be developed and improved over time, and students should be encouraged to focus on their individual performance and their own goals for the exam. The exam should be viewed as a way to improve their English proficiency and practical abilities, rather than just a ranking system.
Additionally, we believe that the CET-4 exam should be viewed in the context of the larger English language education system in China. English language proficiency is a valuable and practical skill, and the exam should be viewed as a tool to support the development of this skill, rather than just a test that measures rank.
Conclusion
The CET-4 exam is an important benchmark for English proficiency in China, and it is crucial that it is viewed in the right context. While the rank ratio does have some advantages, it should not be the sole focus of the exam. The goal of the exam should be to encourage students to improve their English proficiency and their practical abilities, rather than just aiming for a high rank.
