ABSTRACT
Assessing written language competence in L2 Chinese has been debated extensively since Chinese has become one of the major modern languages to teach/learn since the economic rise of China. This chapter focuses on the characteristics and functions of the structures, components, radicals and strokes which contribute to the constructs for assessing orthographic competence (OC) in L2 Chinese. Since VC and OC are inherently involved in assessing reading comprehension and writing, it discusses the constructs for assessing literacy in L2 Chinese and the techniques for assessments. The chapter aims to identify and define the constructs for assessing OC and competencies in reading and writing in consultation with related research and studies. The conventional and recently developed techniques for assessing those competencies are introduced with examples developed by CPTs and summative and formative CBA.
