Evaluating the Content and Criterion-related Validity of the Post-Reform PHD6 Listening Comprehension Section

Yu Zheng; Beibei Liu

doi:10.47297/wspiedWSP2516-250026.20250902

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Evaluating the Content and Criterion-related Validity of the Post-Reform PHD6 Listening Comprehension Section

9卷第2期

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Evaluating the Content and Criterion-related Validity of the Post-Reform PHD6 Listening Comprehension Section
Evaluating the Content and Criterion-related Validity of the Post-Reform PHD6 Listening Comprehension Section
University of Shanghai for Science and Technology, 200093
2025年9卷第2期页码：111-115
纸质出版日期：2025-02-19
DOI：10.47297/wspiedWSP2516-250026.20250902
Accepted：

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Evaluating the Content and Criterion-related Validity of the Post-Reform PHD6 Listening Comprehension Section[J]. 国际教育与发展（英文版）, 2025,9(2):111-115.

Zheng Yu,Liu Beibei.Evaluating the Content and Criterion-related Validity of the Post-Reform PHD6 Listening Comprehension Section[J].Journal of International Education and Development,2025,09(02):111-115.
Evaluating the Content and Criterion-related Validity of the Post-Reform PHD6 Listening Comprehension Section[J]. 国际教育与发展（英文版）, 2025,9(2):111-115. DOI： 10.47297/wspiedWSP2516-250026.20250902.

Zheng Yu,Liu Beibei.Evaluating the Content and Criterion-related Validity of the Post-Reform PHD6 Listening Comprehension Section[J].Journal of International Education and Development,2025,09(02):111-115. DOI： 10.47297/wspiedWSP2516-250026.20250902.

摘要

Abstract

This paper examines the content validity and criterion-related validity of the listening comprehension section in the College German Test 6 (PHD6) following its 2021 reform

aiming to evaluate the effectiveness of the revised test. The findings reveal that the PHD6 listening materials cover diverse topics

meeting the syllabus requirements for practicality and variety. The task design aligns with the intended listening skills

and a significant positive correlation exists between PHD6 scores and those of the Goethe-Zertifikat B1 listening section

demonstrating consistency in assessing listening comprehension skills. However

challenges such as inconsistent speech rates

uneven distribution of complex sentence structures

limited question types

and imbalanced assessment of listening subskills are identified. Recommendations are provided to enhance speech rate stability

optimize material complexity

and balance the evaluation of listening subskills

thereby improving test fairness and validity to support College German teaching and assessment.

关键词

Keywords

references

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