[chapter:Part - 1 - Standardization and Scientification of NCEE]
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伴随着1977年以后高考制度的恢复与发展，以及20世纪80年代改革开放的深入，在一些 发达国家比较流行的“标准化考试”，当时便逐步引起了人们的兴趣和重视。在以往的高考考试模式中中，很多科目的题型都以简答、论述为主，相关的命题、录取也不太规范，便造成了高考阅卷的一些疏漏。因此，为了降低评卷过程的主观性，提升高校录取的公平性，一场影响至今的高考“标准化改革”，也就由此拉开了序幕。
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> With the restoration and development of the National College Entrance Examination (NCEE) system following 1977 and the deepening of reform and opening-up in the 1980s, the "standardized testing" methodologies prevalent in various developed nations gradually garnered significant interest and attention; under the prior NCEE framework, where question types for numerous subjects were predominantly short-answer and essay-oriented, and the processes of test design and admissions lacked standardization, resulting in certain oversights in grading, consequently, to minimize subjectivity in evaluation and enhance fairness in university admissions, a comprehensive "standardized reform" of the NCEE was launched, an initiative whose impact persists to this day.
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从总体进程上来看，我国的标准化考试探索，起初是在1985年的广东省（包括当今未独立建省的海南）开始的，随后，在1988年，山东、辽宁、广西等省份也进行了标准化考试的尝试，“标准化高考”也由此逐步拓展到了全国各地。以前，很多人对于标准化考试具有一定误解，那就是把标准化考试与“只考选择题”等同起来。其实，选择题作为一种题型，它的长处是知识覆盖面宽，评分客观、准确，有利于考查判断能力，也比较高效省力，它的不足则主要是不能考查写作表达能力，考查思维过程比较困难。而我国自上世纪80年代开始的标准化考试，其实质是将客观题和主观题相结合的过程，同时也囊括“试卷编制”“考试实施”“阅卷评分”“分数转换”“志愿填报录取”等各方面的内容。
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> From a macroscopic perspective, China's initiative in standardized testing originated in Guangdong Province in 1985 (encompassing contemporary Hainan, which was administratively integrated at the time), and subsequently extended to Shandong, Liaoning, Guangxi, and other regions by 1988, thereby facilitating the gradual nationwide dissemination of the "standardized NCEE"; historically, a prevalent misconception among many was the conflation of standardized testing exclusively with multiple-choice questions, whereas in actuality, while multiple-choice items offer merits such as broad content coverage, objective and precise scoring, utility in gauging analytical capabilities, and operational efficiency, they are inherently limited in evaluating written expression and capturing nuanced cognitive processes; fundamentally, the standardized testing paradigm introduced in China during the 1980s represents an integrative approach combining objective and subjective assessment modalities, while also incorporating a comprehensive framework spanning test development, examination administration, scoring mechanisms, score normalization, and the college application and admission pipeline.
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首先，从“试卷编制”上看，教育测量学的理论认为，每一个题目都有两个重要的定量指标，即难度和区分度，尤其区分度最为重要。正如教育的复杂性一样，面向全国的考卷编制，要做到恰好适当的难度，协调好不同区域、不同群体的需求，其实并非一件易事。一般来说，由于相关经验和理论的缺乏，试卷编制者本身对试卷的各项指标心中无数，就容易造成历年来高考难度波动很大，出题不当甚至出错题目的情况时有发生。所以，自从高考标准化改革以来，“提前试题”“选做题”“科学定量指标”等方式的出现，为考题的标准化做了有益尝试。但是，这其中所造成的公平性问题，以及对于“高考命题是要稳定性还是多变性”的争论，也成为了其中难以平衡的问题。
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> Initially, from the perspective of test construction, educational measurement theory posits that each test item is defined by two critical quantitative parameters—difficulty and discrimination, the latter being of paramount importance; however, much like the inherent complexity of education itself, designing a nationwide examination that achieves an optimally calibrated difficulty level while accommodating the diverse needs of various regions and demographic groups presents a formidable challenge, historically compounded by a lack of both empirical experience and theoretical grounding among test developers, which has frequently resulted in significant annual fluctuations in NCEE difficulty and occasional instances of poorly formulated or erroneous items; consequently, since the advent of NCEE standardization reforms, the introduction of practices such as pre-released questions, optional sections, and scientifically derived metrics has contributed to strides in standardization, yet these initiatives have simultaneously engendered fairness concerns and sparked ongoing debates regarding the fundamental tension between stability and variability in examination design.
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其次，从“考试实施”来看，则涉及考卷印制、监考规范、防止舞弊等内容，其中最为重要的，便是《考试大纲》的制订。作为考试标准化进程中的重要一环，《考试大纲》的制订，确实使得高考的试题编制上更加规范，但其中也确实不免会存在“考什么，就教什么，教什么，才学什么”的应试倾向。不过，即使自2020年起，教育部考试中心不再制定普通高等学校招生全国统一考试大纲，但是高考在考察内容上，还是基本上沿袭了以往的模式，《考试大纲》的中止对于当今高考考试实施的影响，也并没有某些人所说的那般巨大。从总体上来看，新高考在命题上的变化，其实可以说是一种部分打破西式“标准化”的向传统回归，给“过度标准化”的基础教育松绑，但其实质还是要寻找一种“稳中有变”的相对平衡。
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> Secondly, from the perspective of examination implementation, which encompasses test paper printing, invigilation protocols, and fraud prevention measures, the most critical element remains the formulation of the Examination Syllabus; as a cornerstone of the standardization initiative, the Syllabus has undoubtedly imposed greater rigor on NCEE item development, yet it simultaneously perpetuates a reductive teach-to-the-test cycle wherein instructional priorities are dictated solely by assessment content, though even after the National Education Examinations Authority ceased issuing the National College Entrance Examinatio