Abstract:

As digitalization continues to reshape reading, learners’ digital reading literacy has  increasingly become a critical focal point in reading assessments within international Chinese education. Focusing on the digital assessments of PISA and PIRLS, this study conducts a systematic comparison across two major dimensions: assessment concepts and assessment implementation. The former encompasses organizational logic, cognitive features, and evaluation mechanisms, while the latter covers assessment environments, information organization, and adaptive design, thereby revealing the distinct differences between these assessment systems. Building on this analysis and drawing insights from PISA and PIRLS, the study proposes that the transitioning HSK 3.0 (Reading) assessment should explicitly define digital reading objectives, simulate authentic digital reading scenarios, and record process data. Furthermore, it should establish a multi-dimensional evaluation and feedback mechanism to reflect scientifically learners’digital reading literacy. This research aims to provide a reference for optimizing the HSK 3.0 digital reading assessment, thereby driving the transition of reading assessments in international Chinese education from the

traditional paper-and-pencil mode to a digital paradigm, ultimately better aligning with the learning and evaluation needs of the digital age.

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