Cambridge A2 Key for Schools Assessment: A Comprehensive Analysis of Basic English Proficiency Assessment
DOI:
https://doi.org/10.18063/lne.v3i2.747Keywords:
KET, English language assessment, CEFR, Communicative competence, Basic educationAbstract
This study conducted an in-depth analysis of the Cambridge A2 Key School English Test (KET). Through the analysis and sorting of the literature and KET materials and the evaluation of construct validity, design rationality, and scoring reliability, it was concluded that the KET test structure is consistent with the CEFR A2 level test. KET mainly assesses learners’ basic communication skills, and the test materials emphasize that the test questions should be close to the authenticity of real-life tasks and meet international standards. The analysis of this paper reveals that KET emphasizes communication and practical language application, thus reflecting its strong practicality. Through the research and analysis, it is found that its limitations are mainly insufficient coverage in writing, a lack of cognitive adaptability for young learners, and an assessment of cross-cultural communication. Therefore, this study recommends the introduction of a diagnostic system assisted by computerized adaptive testing (CAT) to improve the accuracy of assessment and develop a wider and more accurate assessment scope. The results of this study will provide valuable insights for the assessment of learners’ abilities in basic education assessment at this stage and in the future. The emphasis on strong authenticity, standardization, and consideration of the needs of young learners will become the focus of related research on this topic.
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