ABSTRACT

In this chapter, we overview Chinese proficiency testing first by defining proficiency in standardized, broad terms. We then describe national and international descriptions and levels of proficiency, and how those various descriptions and levels relate to one other. We then discuss how proficiency in Chinese language programs can be tested. We describe some of the major, commonly used Chinese language proficiency tests that exist on the market, (e.g. ACTFL tests, the HSK), and discuss how and why various programs use some of the existing tests to measure proficiency in their programs and what information the test scores provide. Essential to this discussion is how programs determine and set their program-specific proficiency goals. We showcase how different programs do this, and we discuss some of the programs’ issues in doing so. We also review empirical research studies in which the authors used Chinese proficiency tests, and we explain how proficiency testing can promote proficiency development. We end with pedagogical implications and suggestions on how Chinese language programs can implement proficiency testing to measure proficiency levels, proficiency gains, and proficiency growth in Chinese language programs.