Abstract:

This paper aims to explore the relationship between the difficulty setting of the Gaokao (China’s National College Entrance Examination), ability evaluation, and the quality of national talent selection, in order to enhance the effectiveness of talent cultivation through the Gaokao. Exam difficulty is typically understood as the probability of score deduction, influenced by high cognitive challenges and other factors. Theoretically distinguishing between these factors is crucial for aligning exam evaluation with core competency goals. Based on domestic and international literature and policy documents, this study develops an analytical framework for Gaokao science exam difficulty that emphasizes cognitive challenges. This framework includes aspects such as high-order cognitive challenges, reading duration, language comprehension obstacles, number of knowledge points, computational difficulty, and the function of contextual questions. Using this framework, about 400 physics questions from the Beijing, Shanghai, and National B versions of the Gaokao were quantitatively analyzed and compared. The study attempts to evaluate the types of abilities the Gaokao actually assesses and the extent to which it aligns with China's talent cultivation goals. Findings indicate that in current Gaokao physics questions, computational difficulty and question comprehension pressure are the primary factors affecting score deduction probability, with insufficient assessment of high-order cognitive abilities and limited depth and breadth of knowledge points. The correlation with core competency goals is overestimated. Finally, the paper proposes an ideal model for evaluating the difficulty of Gaokao science questions and discusses the relationship between different types of score deduction probabilities and exam pressure, aiming to improve exam difficulty setting while considering social acceptability.

Key words: Gaokao science difficulty model, thinking quality, proficiency, exam-oriented learning, talent selection