Changsha Huaming Middle School, Changsha, China

Abstract：The Chinese Curriculum Standards for Senior High Schools (Chinese Language) (2017 Edition, Revised in 2020) explicitly established a four-dimensional framework of core Chinese language literacy, bringing a complete end to the single examination-oriented evaluation model for senior high school Chinese language and requiring that teaching assessment shift from "judging score outcomes" to "cultivating literacy through process." At present, Chinese language education assessment and measurement in senior high schools across China generally suffer from five practical pain points: vague literacy dimensions, lack of quantitative standards, hollowed-out process evaluation, monotonous paper-and-pencil testing, and a severe disconnect between learning and assessment. Most classrooms still take final written examination scores as the core basis for evaluation, leaving implicit literacies such as language construction, thinking development, aesthetic appreciation, and cultural inheritance impossible to measure precisely, thus failing to meet the core requirements of the new curriculum standards for literacy-based education and tiered cultivation.

Based on frontline senior high school Chinese language teaching practice, this study innovatively proposes a "multidimensional tiered measurability" assessment concept, breaking through the dilemmas of traditional qualitative evaluation being too vague and quantitative evaluation being too one-sided. It constructs a closed-loop assessment and measurement system of "four-dimensional literacy tiered indicators + pre-class diagnostic measurement + in-class dynamic scoring + after-class growth tracing," breaking down abstract Chinese language core literacy into classroom practical measurement indicators that are observable, quantifiable, traceable, and improvable. Verified through a one-semester comparative teaching experiment in parallel classes of an ordinary senior high school, this system can effectively resolve the professional difficulties of Chinese literacy being hard to measure, processes being hard to implement, and evaluation being hard to empower. It significantly improves the accuracy of learning-situation diagnosis, the adaptability of classroom teaching, and the effectiveness of student literacy growth, truly realizing the educational closed loop of "assessment promoting learning, assessment promoting teaching, and assessment promoting literacy." This study aligns with the requirements of the domestic new curriculum reform and the reality of senior high school Chinese language teaching, with outstanding originality and practicality. It fills the research gap in literacy-oriented refined educational measurement in senior high school Chinese language and provides a replicable frontline practical paradigm for the reform of Chinese language teaching assessment in China.

Keywords: senior high school Chinese language; educational assessment and measurement; core literacy; multidimensional measurability; teaching-learning-assessment integration; process-oriented evaluation