


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 6, No. 3, 2023 

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29 

 

Original Paper 

Assessing the Evolution of Thinking Qualities in the Essay 

Prompts of College English Test Band 4: Trends and Future 

Implications 

Chen Lingfei
1*

 & Yao Jianguang
2
 

1
 School of Foreign Language, Yulin Normal College, Yulin City, Guangxi, China 

2
 School of History and Tourism, Yulin Normal College, Yulin City, Guangxi, China 

*
 Chen Lingfei, School of Foreign Language, Yulin Normal College, Yulin City, Guangxi, China 

 

Received: August 2, 2023      Accepted: August 11, 2023      Online Published: August 22, 2023 

doi:10.22158/grhe.v6n3p29            URL:http://dx.doi.org/10.22158/grhe.v6n3p29 

 

Abstract 

This paper provides an analysis of the essay prompts in the College English Test Band 4 from 2011 to 

June 2023, based on Bloom-Krathwohl’s taxonomy of educational objectives. The study explores the 

changes in the assessment of thinking qualities and predicts future trends in question formulation for 

the examination. The findings indicate a shift towards greater emphasis on critical and creative 

thinking abilities, aligning with national education goals. The examination has evolved to incorporate 

diverse prompts and question formats, moving away from traditional essay prompts towards more 

specialized reports and prompts that require in-depth analysis and reflection. It is anticipated that 

future iterations of the examination will continue to prioritize critical and creative thinking skills and 

may involve new question formats. Overall, the evolving nature of writing in the College English Test 

Band 4 reflects the recognition of the significance of nurturing students’ critical and creative thinking 

abilities, which ultimately promotes effective teaching and learning of English language skills.  

Keywords 

College English Test Band 4, essay prompts, thinking qualities, implications 

 

 

 

 

 

 



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1. Introduction 

Thinking plays a dominant role in human intellectual activities. It effectively regulates the intellectual 

activities of the human body and has profound impacts on individuals. Giordano Bruno believes 

thinking qualities refer to the cognitive activities of the brain in terms of memory, understanding, 

application, analysis, evaluation, and innovation. In this article, thinking qualities refer to logical 

thinking, critical thinking, and innovative thinking. 

Cultivating thinking qualities has become a necessary requirement for adapting to the development of 

the contemporary world. On January 7, 2023, Jiangsu Phoenix Education Publishing House, Ming Shi 

International Academy, and Shengzhi Learning jointly held the second International English Teaching 

Conference online. The theme of the conference was “Future Readiness-English Education for the 

Future”. Over ten thousand participating teachers unanimously agreed that in the process of adapting to 

the development of the 21st century, learners need to possess critical thinking, problem-solving skills, 

and the ability to cope with global challenges. 

Cultivating thinking qualities is an urgent requirement for enhancing national competitiveness. 

According to the National Medium and Long-Term Plan for Education Reform and Development 

(2021-2021) (Chinese ministry of Education, 2021), improving the quality of education is one of the 

core tasks in the development of higher education. Developing the thinking abilities of university 

students serves multiple purposes: meeting the strategic demands of national reform and 

socio-economic development, as well as fulfilling the requirements for cultivating talents capable of 

navigating the challenges of the globalized era. These talents should possess a global perspective, 

international awareness, high-level humanities literacy, as well as innovative and critical thinking 

abilities.  

Cultivating thinking qualities is an essential requirement for developing the core literacy of university 

students. One of the six core literacies identified in the “Core Literacy for Chinese Students’ 

Development” finalized in 2018 is cultural foundation, which includes the scientific spirit. It refers to 

the values, thinking patterns, and behavioral expressions that students form in learning, understanding, 

and applying scientific knowledge and skills. This includes rational thinking, critical questioning, and 

the courage to explore. 

The College English Test (CET), also known as the National Band 4 Test, is a standardized 

examination organized by the Ministry of Education of the People’s Republic of China and 

administered by the National Education Examinations Authority. In terms of content of the essay 

writing, the CET primarily evaluates whether candidates can express central ideas, convey important or 

specific information, and present viewpoints and attitudes. In the writing section, coherence and logical 

organization are required, which assesses students’ abilities in logical thinking, divergent thinking, 

critical thinking, and creative thinking. 

 



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The research of Chinese scholars on CET-4 writing mainly focuses on the following aspects: Wei 

Fanmei et al. put forward suggestions on various writing strategies for CET-4 (2009). Xiang Qunxing 

believed that the change of CET-4 question types would bring both positive and negative refutation 

effects to English writing pedagogy (2018), so a new teaching model of promoting writing by listening 

and listening by writing should be established (Zhao Xinlin, 2012). Fei Qian analyzed CET-4 writing 

scoring standards, scoring methods, proposition forms, and word count requirements (2008); Wan Dan 

analyzed students’ language characteristics, thinking patterns, and language errors in CET-4 writing 

(2016). Most scholars pay more attention to the training of critical thinking ability in writing (Li 

Wendong, 2022; Wu Ying, 2017; Xue Mingyuan, 2016, etc.). Only Liu Li pointed out that students can 

use the concept of logical thinking, judgment and reasoning to examine the questions of TEM-4 essays 

and avoid going off topic and off-topic in writing (2009). 

It can be seen that Chinese scholars have done little research on CET-4 essay prompts and the 

relationship between the prompts and the quality of thinking. 

In order to test whether the essay prompts in the writing of CET 4 align with the requirements for 

developing students’ thinking qualities as outlined in the College English Teaching, and to provide 

positive guidance for English writing teachers, helping them improve the quality of English writing 

teaching and cultivate students’ thinking qualities, it is necessary to analyze the essay topics from 2011 

to 2023 in CET-4, which can help students identify the key thinking qualities tested in the CET 4 

writing section and anticipate future changes in the assessment criteria. 

 

2. Method 

On the bases of Bloom-Krathwohl’s taxonomy of educational objectives, this thesis uses literature 

research method and text analysis method to study the essay prompts in the College English Test Band 

4 from 2011 to June 2023. It mainly resolves two questions: (1) What are the changes and the trend of 

thinking quality reflected in the content of the writing prompts in the CET-4? (2) Are the contents of 

the essay prompts consistent with the thinking quality orientation of the objectives outlined in the 

College English Syllabus (2020 Edition)? 

2.1 Concept of Thinking Qualities 

R.B. Cattell defined thinking qualities as “the creative ways and processes through which a person 

handles, applies, and utilizes external information. It encompasses factors such as cognitive abilities, 

knowledge structures, thinking styles, and reasoning capabilities”. He further suggests that thinking 

qualities are shaped by the interaction of genetics and environment, and different genetic and 

environmental factors can influence individuals’ intelligence levels, thinking patterns, and habits. 

Giordano Bruno, in his book Lecture on the Infinite Universe, defines the quality of thought as: “The 

quality of thought is the quality that enables us to judge whether something is true or not. It is a clear 

way of thinking. The distinction between the true and the false is its main characteristic”. 



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These qualities determine how we perceive the world, comprehend and judge things within it. It refers 

to the cognitive activities of the brain in terms of memory, understanding, application, analysis, 

evaluation, and innovation. Soviet psychologists believe that thinking qualities include analysis, 

synthesis, abstract generalization, comparison, systematization, and concretization. 

Professor Lin Chongde, a psychology professor at Beijing Normal University, believes that thinking 

qualities are a reflection of intelligence and abilities in individuals, which include logicality, flexibility, 

creativity, critical thinking, and agility. Professor Wei Canjin emphasizes the development of students’ 

thinking abilities, especially their visual thinking, abstract thinking, and creative thinking, in his book 

“Cultivation of Language Thinking”. Chinese scholars generally adopt Lin Chongde’s definition and 

consider the cultivation of thinking qualities as the primary issue in implementing core literacy. In this 

article, thinking qualities refer to logical thinking, critical thinking, and innovative thinking.  

2.2 Relationship between Writing Styles and Thinking Qualities 

The CET writing section encompasses four main writing styles: narrative, expository, argumentative, 

and practical writing. Narrative writing requires clear chronological order and logical cause-effect 

relationships, primarily testing the logical thinking ability and rich creative thinking of university 

students. Expository writing involves in-depth analysis and research on topics, requiring analytical 

thinking, summarization, and induction. It demands logical coherence and structural rigor in writing. 

Argumentative writing involves analyzing and researching problems from various perspectives, 

requiring analytical thinking. It also involves evaluating the merits, drawbacks, rights, and wrongs of 

things, necessitating critical thinking. Practical writing requires the application of practical knowledge 

and skills to analyze and solve real-world problems. It involves preparing creative solutions for 

different situations and proposing novel ideas and viewpoints, testing practical thinking abilities and 

innovative thinking. 

2.3 The Theory of Categorization of Educational Objectives 

The Theory of Categorization of Educational Objectives was proposed by American educational 

psychologist Benjamin S. Bloom and his colleagues in 1956. David R. Krathwohl revised the theory 

based on Bloom’s work in 1964, resulting in the revised edition of the categorization of educational 

objectives, also known as the “Bloom-Krathwohl theory”. 

According to this theory, educational objectives are divided into three domains: cognitive, affective, 

and psychomotor. Each domain is further divided into dimensions, ranging from lower to higher levels 

of proficiency: 

1) Cognitive Domain: Memory, Understanding, Applying, Analyzing, Evaluating, and Innovation. 

2) Affective Domain: Receiving knowledge, Responding, Valuing. 

3) Psychomotor Domain: Receiving motor skills, Responding to stimuli, Guided response. 

This categorization provides a framework for classifying educational objectives based on different 

areas of development, including cognitive abilities, emotional responses, and motivational aspects.  



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3. Discussion and Results 

This article selects writing prompts from the CET-4 exam between 2011 and June 2023 as samples to 

analyze their testing characteristics and future trends. The different prompts determine the types of 

genres, and writing in different genres directly involves the demonstration of students’ various thinking 

styles. The prompts determine the genre features and overall framework of the essays. Understanding 

the frameworks and characteristics of different texts can help students comprehend the meaning 

conveyed by the prompts at a macro level. Based on the genre classification standards proposed by Gu 

Xiangdong (2008), this article categorizes the genre types into narrative, expository, argumentative, 

and practical writing. Additionally, advertisements, posters, notices, initiatives, recommendation letters, 

etc., are classified as practical writing. To visually and clearly demonstrate the different aspects of 

thinking qualities being assessed in the writing prompts of the CET-4 exam from 2011 to June 2023, 

the following table summarizes and analyzes the prompts from three dimensions: thematic 

determination, genre, and dimensions of thinking qualities. 

3.1 Analysis of the Themes Presented in the Prompts 

 

Table 1. Table of the Topic Content, Themes of the Essay Prompts in CET4 from 

2011.06-2023.06 

Test time Essay prompts Topic content Theme 

2011.06 A short essay on some advantages and problems of 

doing shopping online, and give some advice. 

technology Human & 

Society 

2011.12  Nothing succeeds without a strong will  good morality Human & 

Society 

2012-06 Excessive packaging social life Human & 

Society 

2012-12 Education pays based on the statistics provided in the 

chart below，describe it and comment on it. 

education Human & 

Society 

2013-06 A brief description of the picture and express your 

views on the importance of doing sth small before 

undertaking sth big/learning skills/reading literature. 

good morality/ 

education/ 

education 

Human & 

Society 

2013-12 The impact of the Internet on the way people 

communicate/learning and explain one phenomenon; 

The increasing use of mobile phones in people’s life 

and explain the consequences based on the picture 

below. 

technology/ 

technology/ 

technology 

Human & 

Society 

2014-06 Suppose a foreign friend of yours is coming to visit 

your campus/hometown/China, what is the most 

school life/ 

social life/ 

Human & 

Society 



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interesting place you would like to him/her to see and 

why? 

social life 

2014-12 A campus activity that has benefited you most/a 

course that has impressed you most in college/a 

classmate of yours who has influenced you most in 

college 

school life/ 

school life/ 

school life 

Human & 

Society 

2015-06 A description of the picture and then comment on this 

kind of modern life/parents’ role in their children’s 

growth/the kid’s understanding of going to school 

technology/ 

family life/ 

school life 

Human & 

Society 

2015-12 Comment on the saying “Listening is more important 

than talking.”/“Listening is daily experience and a 

lifelong mission.”/“Never go out there to see what 

happen, go out there to make things happen.” 

good morality 

education/ 

good morality 

Human & 

Society 

2016-06 A letter to express your thanks to one of your friends 

who helped you most when you were in 

difficulty/one of your school teachers upon entering 

college/your parents or any family members upon 

making memorable achievement  

social life/ 

school life/ 

family life 

Human & 

Society 

2016-12 Explain the reasons for your choice to work in a 

state-owned business or in a joint venture/find a job 

or start a business of your own/take a job in a 

company or go to a graduate school 

job hunting/ 

job hunting/ 

job hunting 

Human & 

Society 

2017-06 An advertisement on your campus website to sell a 

computer/a bicycle/some of the course books you 

used at college 

school life/ 

school life/ 

school life 

Human & 

Society 

2017-12 An essay on how to best handle the relationship 

between parents and children/doctors and 

patients/teachers and students 

social life/ 

social life/ 

social life 

Human & 

Society 

2018-06 The importance of reading/writing/speaking ability 

and how to develop it 

learning/ 

learning/ 

learning 

Human & 

Society 

2018-12 The challenges of living in a big city/studying 

abroad/starting a career after graduation 

school life/ 

education/ 

employment 

Human & 

Society 

2019-06 A news report on a volunteer activity organized by 

your Student Union to help elderly people in the 

school life/ 

school life/ 

Human & 

Society 



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neighborhood/on a visit to a local farm organized by 

your Student Union/on a visit to Hope elementary 

school organized by your Student Union 

school life 

2019-12 A recommendation letter of a city for a foreign friend 

to learn Chinese/to teach in China/to study in China 

social life/ 

social life/ 

social life 

Human & 

Society 

2020-09 The use of online dictionaries/translation apps/PPT technology/ 

technology/ 

technology 

Human & 

Society 

2020-12 Changes in the way of 

education/communication/transportation 

social life/ 

social life/ 

social life 

Human & 

Society 

2021-06 Are people becoming addicted to technology?/Is 

technology making people lazy?/Do violent video 

games lead to violence? 

technology/ 

technology/ 

technology 

Human & 

Society 

2021-12 A proposal which may include its aim, duration, 

participants and activities for an orientation program 

to help the freshmen adapt to the new environment 

and academic studies/organization of a speech 

contest. A report on a school project of collecting 

used books on campus 

school life/ 

school life/ 

school life 

Human & 

Society 

2022-06 A proposal to your school clinic/your school 

library/student union for improving its service 

school life/ 

school life/ 

school life 

Human & 

Society 

2022-12 Write an essay related to the short passage give 

below and then comment on the phenomenon that 

more students began to realize the importance of 

developing a healthy lifestyle/social ability among 

college students/the role of physical exercise in 

achieving success at college. 

school life/ 

social life/ 

school life  

Human & 

Society 

2023-6 Write an essay on the benefits and disadvantages and 

what improvement can be made on community 

service/on line courses/good relationship.  

social life/ 

education/ 

social life  

Human & 

Society 

 

 

 



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As shown in Table 1, when examining the prompts, it can be observed that the writing prompts for the 

CET-4 exams from June 2011 to June 2023 do not contain obscure or difficult words, indicating a 

moderate level of difficulty. The essay prompts for the June 2011 and 2012 exams, both A and B 

versions, were the same. However, starting from 2013, the CET-4 exam changed to one set of three 

groups, with each group consisting of essay prompts related to three different contexts under one 

overarching premise. This widened the perspective of the essay assessment and led to more subtle 

variations in the themes being examined. The change serves two purposes. On one hand, they aim to 

prevent cheating among college students during exams. On the other hand, they reflect the Chinese 

Ministry of Education’s increased emphasis on assessing students’ thinking abilities in foreign 

language proficiency.  

This change was mainly due to the reform of the CET-4 exam by the National College English Test 

(CET) Committee from 2013 onwards. The reformation included the elimination of cloze tests and the 

addition of three new types: vocabulary and phrase dictation, long reading passages, and Chinese 

translation exercises. Before this reform, the topics of the CET-4 writing exam were relatively simple 

and required a shorter word count. The difficulty level was roughly equivalent to Task 1 in the IELTS 

exam or the small essays in graduate school exams, slightly more challenging than the writing 

requirements for the national college entrance examination. However, after the reform, CET-4 writing 

exam has introduced graph-based essays and picture-based essays, which require students to accurately 

describe and analyze charts or pictures while providing their own viewpoints. Additionally, there has 

been an inclusion of practical writing, emphasizing practical skills and effectiveness. These changes 

have made the CET-4 writing exam more similar to the question types in the IELTS exam, increasing 

the demands on students’ abilities. It is not only necessary to express ideas effectively but also 

demonstrate higher-level thinking. This reform reflects the internationalization trend in English 

teaching in China, aiming to cultivate students with broader English language application skills. 

From 2011.06 to 2012.12, the unified composition was introduced with a total of four essays during 

this period. Starting from 2013.06, each CET-4 examination consisted of three essays. By June 2023, 

there had been a total of 63 essays in this period. Adding the number of essays from 2011 and 2012, the 

total comes to 67 essays. Although each examination includes three essays, their assessment objectives 

and content are consistent and similar. 

From an analysis of the CET-4 essay prompts from 2011 to June 2023, it can be observed that there 

were 11 essays with technology-related topic context, 21 essays about school life, 9 essays on 

education and learning, 16 essays addressing social life, 2 essay focusing on family life, 4 essays 

discussing moral qualities, and 4 essays about job seeking and employment. These essay prompts 

closely relate to the daily study and practice of college students. By understanding the main idea and 

requirements of the prompts, students are able to construct the structure of their essays and express 

their thoughts effectively. 



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From Table 1, it can be observed that in terms of essay topic themes, there were 67 essays (100%) with 

the theme of “Human and Society”, while there were no essays on the themes of “Human and Nature” 

or “Human and Self”. It is evident that the theme of “Human and Society” is favored by the CET-4 

essay question setters. This preference can be attributed to the fact that the relationship between people 

and society is a broad and profound topic, as sociality is one of the fundamental attributes of human 

beings. This topic can trigger people’s thoughts and discussions on social issues, values, moral 

principles, personal behavior, and responsibility. Moreover, the relationship between people and 

society is an important issue of concern in the contemporary world, encompassing areas such as 

democracy, human rights, fairness and justice, multiculturalism, and environmental protection. 

Therefore, by selecting such a theme for the English test, it not only tests students’ language expression 

abilities but also deepens their understanding and awareness of social phenomena and issues. 

Examining the trend of CET-4 essay topics from 2011 to 2023, it is notable that the themes of “People 

and Nature” and “People and Self” were absent, with only the theme of “People and Society” being 

examined. This indicates that the selection of essay topics places more emphasis on authenticity and 

creating real-life contexts, and places greater value on students’ ability to solve problems and present 

viewpoints. There is also a greater focus on cultivating college students’ critical thinking quality. 

3.2 Analysis of Essay Genres 

Narrative essays often include a story plot or related descriptive vocabulary. They use descriptive 

words and past tense verbs to express the time and sequence of events. These essays are organized 

using methods such as chronological order, plot development, or personal experiences. For example, 

“My first day of my college life” or “The most memorable concert I ever attended”. If an essay 

introduces individual cases, explains history, describes phenomena, or focuses heavily on storytelling 

or plot development within a specific field like history, psychology, anthropology, etc., it is likely a 

narrative essay. Examples include “The life and legacy of Martin Luther King Jr” or “Lost in the 

wilderness: surviving 7 days alone”. 

Expository essays have clear instructions or process descriptions. They contain scientific knowledge or 

technical terms and may use numbers, charts, or other visual elements. These essays emphasize facts 

and truths and often use keywords such as “how to”, “explain”, “understand”, or words related to 

processes and steps. They require detailed descriptions and imagery. Generally, they use informative 

language. For example, “How to use WeChat Pay”. 

Argumentative essays present a clear stance or viewpoint. For instance, “Is social media harmful to 

young people?” or “Should college tuition be free?” These essays use emotionally charged words to 

strengthen their persuasive power, such as “should”, “must”, “necessary”, “essential”, “crucial”, etc. 

They cite authoritative sources or data to support their viewpoints. Examples include “Is global 

warming a real threat? A scientific analysis” or “What is the best way to reduce plastic pollution?” 

They encourage critical thinking and analysis through comparison and contrast, such as “Are E-books 



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better than print books?” 

Application essays are written to address specific issues in practical life or work, such as job 

applications, letters of recommendation, business correspondence, etc. The essay titles have a clear 

purpose and target audience. They are usually tailored for specific readers or user groups, aiming to 

solve specific problems or provide specific information. The titles contain explicit tasks, requirements, 

or instructions, such as “Fill out an application form” or “Prepare a sales report”. They use practical 

vocabulary relevant to the real-life context. The title structure is concise and clear. 

 

Table 2. Statistics of Genres of the Essay Prompts in CET4 from 2011.06-2023.06 

Test time Narration  Exposition Argumentation Practical writing 

2011.06   √  

2011.12    √  

2012-06   √  

2012-12  √   

2013-06   √  

2013-12   √  

2014-06   √  

2014-12 √    

2015-06   √  

2015-12   √  

2016-06    √ 

2016-12   √  

2017-06    √ 

2017-12   √  

2018-06  √   

2018-12   √  

2019-06    √ 

2019-12    √ 

2020-09  √   

2020-12  √   

2021-06   √  

2021-12    √ 

2022-06    √ 

2022-12   √  

2023-6   √  

total 3 10 36  18 

percentage 4% 15% 54% 27% 

 

 

 



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From Table 2, it can be observed that out of the total 67 essay prompts from June 2011 to June 2023, 

the genres of essay writing can be determined as follows: 3 narrative essay, 10 expository essays, 36 

argumentative essays, and 18 application essays. Taking the 2013 CET-4 question format reform as a 

turning point, it can be seen that before 2013, there was 1 expository essay and 3 argumentative essays, 

while after 2013, there was 3 narrative essay, 33 argumentative essays, and 9 expository essays. 

Application essays started to appear after 2015, particularly in December 2021 and June 2022, where 

there were consecutive instances of application essay writing. In the 2021 essay prompt, the first set of 

questions asked students to provide suggestions for a counseling program, including its purpose, 

duration, participants, and activities. The second set of questions asked for suggestions on organizing a 

speech competition. The third set asked for a report on a school project collecting old books on campus. 

In the June 2022 essay prompt, the first set asked for suggestions on improving services at the school 

clinic, the second set asked for suggestions on improving services at the school library, and the third set 

asked for suggestions on enriching campus activities by the student union. It can be observed that 

application essays have appeared 6 times, accounting for 27%. This indicates that the CET-4 question 

setters place greater emphasis on college students’ practical problem-solving abilities. While there is a 

variety of essay genres, with only 3 narrative essay, argumentative essays still occupy the majority and 

continue to focus on expressing students’ viewpoints. The future trend of essay prompts will mainly 

focus on argumentative and application essays. 

3.3 Analysis of Cognitive Domain and Thinking Qualities Detected in Essay Prompts 

Based on Bloom- Krathwohl’s taxonomy of educational objectives, the cognitive domain includes 

memory, understanding, application, analysis, evaluation, and creation. We can determine the specific 

thinking ability being tested in an essay by analyzing the verbs or nouns used in the prompt, thereby 

categorizing it under different cognitive domains. 

Memory primarily involves memorizing definitions, facts, and other information that needs to be 

remembered. Common instruction words include: list, describe, identify, etc. Understanding entails 

summarizing and explaining given information. Common instruction words include: explain, 

summarize, conclude, etc. Application requires applying learned knowledge to new problems. 

Common instruction words include: apply, use, design, etc. Analysis involves classifying and 

comparing things. Common instruction words include: analyze, compare, infer, etc. Evaluation 

involves assessing and expressing one’s opinion on a viewpoint or action. Common instruction words 

include: evaluate, judge, support, etc. Creation entails approaching problems from a new perspective 

and proposing innovative solutions. Common instruction words include: novel, unique, cutting-edge, 

breakthrough, transformative, creative, etc. 

 

 

 



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Logical thinking ability within the realm of thinking qualities refers to the capacity for internalized 

mental activities such as observation, comparison, summarization, judgment, reasoning, and synthesis. 

It involves using scientific logical methods to accurately and systematically express one’s thinking 

process. From a thinking perspective, within Bloom’s classification of educational objectives, 

processes like “memory”, “understanding”, and “application” all fall under logical thinking. Critical 

thinking activities involve making reasoned and well-supported judgments and evaluations based on 

various reasons and evidence.  

Facione defines critical thinking as purposeful, self-regulatory judgment manifested in explanations, 

analysis, evaluation, and inference. Critical thinking requires in-depth analysis of the object of criticism, 

forming a profound understanding, and then engaging in reasoning, analysis, and evaluation based on 

that profound understanding. From a thinking perspective, within Bloom’s taxonomy, “analysis” and 

“evaluation” belong to critical thinking. Creative thinking involves constantly seeking novelty and 

change in the thinking process, maintaining curiosity about new things, daring to think and experiment, 

validating one’s ideas, and even generating creative outcomes. It is a form of holistic thinking. 

According to Bloom’s taxonomy for cognitive thinking levels, creation is the highest stage of cognitive 

thinking activities. From a thinking perspective, within Bloom’s taxonomy, “creation” belongs to 

creative thinking. Table 3 is an analysis of the cognitive domains and thinking qualities examined in 

the essay prompts from 2011.6 to 2023.6. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



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Table 3. Cognitive Domain and Thinking Qualities Detected in Essay Prompts 

Test time Key words of Essay prompts Cognitive domain Thinking qualities 

2011.06 advantages, problems, doing shopping online, 

advice 

analysis evaluation critical thinking 

2011.12  Nothing succeeds without a strong will  understanding 

evaluation 

logical thinking 

critical thinking 

2012-06 excessive packaging memory evaluation logical thinking 

critical thinking 

2012-12 education pays, describe, comment  memory 

understanding 

evaluation 

logical thinking 

critical thinking 

2013-06 description, importance, doing sth small before 

undertaking sth big, learning skills, reading 

literature. 

memory 

understanding 

evaluation 

logical thinking 

critical thinking 

2013-12 impact, Internet, communicate, learning, 

increasing use, mobile phones, explain the 

consequences 

understanding 

analysis 

logical thinking 

critical thinking 

2014-06 a foreign friend, visit, campus, hometown, 

China, what, most interesting place, why 

memory 

understanding 

analysis 

logical thinking 

critical thinking 

 

2014-12 a campus activity, benefited most, a course, 

impressed most, a classmate, influenced most, 

college 

memory 

understanding 

analysis 

logical thinking 

critical thinking 

 

2015-06 description, picture, comment, modern life, 

parents’ role, children’s growth, understanding, 

going to school 

memory analysis 

evaluation 

logical thinking 

critical thinking 

2015-12 comment, listening, more important, talking, 

daily experience, a lifelong mission, never go 

out, see what happen, make things happen 

understanding 

evaluation 

logical thinking 

critical thinking 

2016-06 a letter, express, thanks, friends, teachers, 

parents, family members  

memory analysis 

application 

creativity 

logical thinking 

creative thinking  

2016-12 explain, reasons, work, a state-owned business, 

a joint venture, find a job, start a business, take 

a job, company, graduate school 

understanding 

analysis  

logical thinking 

critical thinking 

2017-06 an advertisement, campus website, sell a memory logical thinking 



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computer, a bicycle, course books application 

creativity 

creative thinking 

2017-12 how, best, handle, relationship, parents, 

children, doctors, patients, teachers, students 

memory  

analysis 

logical thinking 

critical thinking 

2018-06 importance, reading, writing, speaking how, 

develop 

memory analysis 

evaluation 

logical thinking 

critical thinking  

2018-12 challenges, living, a big city, studying abroad, 

starting a career 

understanding 

analysis 

logical thinking 

critical thinking 

2019-06 news report,  memory 

application 

logical thinking  

2019-12 recommendation letter memory  

analysis creativity 

logical thinking 

creative thinking 

2020-09 use, online dictionaries, translation apps, PPT memory 

application 

logical thinking 

2020-12 changes, education, communication, 

transportation 

memory  

analysis 

logical thinking 

critical thinking 

2021-06 people, addicted, technology, make, lazy, 

violent video games, violence 

analysis evaluation critical thinking 

2021-12 a proposal  memory 

application 

creativity 

logical thinking 

creative thinking 

2022-06 a proposal  memory 

application 

creativity 

logical thinking 

creative 

thinking 

2022-12 comment, importance, developing a healthy 

lifestyle, social ability, physical exercise  

memory evaluation logical thinking 

critical thinking 

2023-6 benefits and disadvantages, improvement, 

community service, line courses, good 

relationship.  

analysis creativity critical thinking 

creative thinking 

 

 

 

 

 

 

 



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Based on Table 3, we can get Figure 1 and Figure 2. 

 

 

Figure 1. Data Statistics of the Cognitive Domain on Bloom-Krathwohl’s Taxonomy of Education 

 

In this analysis, we examine the evolution of college English writing test topics, focusing on the 

inclusion of educational objectives and the corresponding changes in test dimensions. The data 

presented in Figures 1 and 2 is drawn from Table 3, each examination with a total score of 1. The 

examination assessed multiple educational objectives, with each objective accounting for a specific 

proportion based on the number of objectives assessed. 

When considering three educational objectives in the assessment, each objective is given a weight of 

0.33. This weight distribution ensures equal importance placed on each objective. Similarly, when four 

educational objectives are assessed, each objective carries a weight of 0.25, maintaining equitable 

representation across all objectives. This weight allocation pattern continues for subsequent 

examinations. 

Based on the data from Figure 1, it can be observed that prior to 2016, the writing test for CET-4 

mainly covered three dimensions: memory, comprehension, and analysis, or comprehension, memory, 

and evaluation. In 2016, the test expanded to include five dimensions: memory, comprehension, 

application, analysis, and innovation. Starting from 2017, the test began assessing four dimensions, 

primarily focusing on memory, comprehension, analysis, and evaluation, or memory, application, 

analysis, and creativity. 

This analysis reveals 2016 as a pivotal year in the reform of the listening section of the CET-4. The 

reformation eliminated short dialogues, word and phrase dictation exercises, and introduced three short 

news articles for listening comprehension. The purpose of this reform was to emphasize the 

comprehensive English language skills of college students, aligning with the objectives outlined in the 

College English Syllabus—cultivating students’ practical English abilities, enhancing intercultural 



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communication awareness, and improving communicative competence. As a result, the June 2016 

writing test prompt required students to write a thank-you letter. In June 2017, students were tasked 

with writing a sales advertisement, while in June 2019, they wrote a news report. In December of the 

same year, students were expected to write a recommendation letter. Furthermore, in December 2021 

and 2022, the writing prompts involved giving advice to different recipients. These prompt variations 

reflect the principles of authenticity, interactivity, openness, and appropriate guidance in writing test 

design. They also emphasize the primary objective of college English teaching, which is to cultivate 

higher-order thinking skills such as critical thinking and creative thinking. These objectives will 

continue to be reflected in future examinations. 

  

 

Figure 2. Linear Trends of Logical Thinking, Critical Thinking and Creative Thinking Ability 

 

According to the hierarchical theory of educational objectives, memory, comprehension, and 

application fall under logical thinking, while analysis and evaluation are components of critical 

thinking. Creativity, on the other hand, is associated with innovative thinking. From the data presented 

in Figure 2, it can be observed that prior to 2013, the first reform of the College English test, the 

College English Level 4 test primarily assessed students’ logical and critical thinking skills, with very 

minimal focus on evaluating creative thinking abilities. 

Between 2013 and the second reform of the College English test in 2016, the writing prompts for the 

Level 4 test continued to emphasize logical and critical thinking. However, starting from 2016, there 

was a shift towards assessing creative thinking. This trend became particularly evident from 2021 

onwards, where almost every examination included components that required creative thinking. This 

alignment with national education goals reflects the demand for nurturing innovative talents. 

 



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Logical thinking still holds a significant weightage, often accounting for half or even more of the 

assessment, while the proportion allocated to critical thinking has slightly decreased. This suggests that 

the examination continues to prioritize fundamental logical thinking skills. However, it is evident that 

the assessment of critical and creative thinking should be at the core of future Level 4 writing 

examinations. 

This shift also implies that traditional essay prompts may gradually decrease, making way for topics 

that encourage critical analysis and innovation related to real-life issues. It is possible that new question 

formats, such as continuation writing based on reading materials, will be introduced to further enhance 

critical and creative thinking skills. For example, in December 2022, the essay prompt is “Write an 

essay related to the short passage given below and then comment on the phenomenon that more 

students began to realize the importance of developing a healthy lifestyle/social ability among college 

students” or “the role of physical exercise in achieving success at college”. 

3.4 Evaluation of the Essay Prompts in CET-4 in Alignment with the Writing Objectives of the College 

English Syllabus (2020 Edition) 

The College English Syllabus (2020 Edition) outlines three requirements for writing proficiency. The 

foundational goal focuses on the ability to describe personal experiences, emotions, and events in 

English. It involves writing short discussions, explanations, and descriptions on general topics or given 

outlines with basic language structure, clear central ideas, appropriate vocabulary usage, coherence, 

and basic writing techniques. 

The advanced goal requires expressing personal opinions on general subjects, writing abstracts for 

academic papers, and English essays that interpret various charts and graphs related to one’s field of 

study. It emphasizes complete language expression, clear viewpoints, logical organization, coherent 

sentences, and competent use of common written expression and communication skills. 

The developmental goal aims for fluent expression of personal opinions in written English, providing 

in-depth explanations on broad social and cultural themes. It involves writing concise reports and 

papers on specialized topics with clear thinking, rich content, well-structured articles, strong logical 

reasoning, summarization and abstracting abilities employing information from diverse sources. 

Additionally, it requires the appropriate use of business letters, memos, and briefings, applying suitable 

writing techniques. 

Table 1 reveals that the College English Level 4 writing test aligns with the objectives outlined in the 

College English Syllabus (2020 Edition). The test assesses students’ ability to meet the foundational 

goals by evaluating their proficiency in constructing short writings with coherent structures, clear ideas, 

and appropriate language use. Before 2013, the test primarily focused on meeting the foundational goal, 

which involved providing brief explanations, descriptions, and discussions on general topics. However, 

starting from 2013, the essay prompts began to shift towards the advanced goal. For example, in June 

2015 and June 2017, there were writing prompts that required describing charts or pictures. In 



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September 2020, there was a prompt to write about online dictionaries, translation software, and the use 

of PowerPoint presentations. The prompt in 2017 focused on campus advertisements for selling 

bicycles, computers, and similar items, which aligned with the advanced goal of providing brief written 

introductions on specific products or services. 

Since 2016, the CET-4 writing test has increasingly tilted towards the developmental goal. For instance, 

the requirement to write a report in 2019 and the prompts for a proposal in December 2021 and June 

2022 indicate a focus on expressing viewpoints, emphasizing reasons and arguments, and 

demonstrating the ability to create specialized reports. The December 2016 prompt asked students to 

explain their choice to work in a state-owned business or a joint venture, find a job or start their own 

business, or pursue further education in graduate school. These essay prompts align with the 

developmental goal of expressing opinions, providing substantial reasoning and discussion, and being 

able to deliver specialized reports. 

From these observations, it is evident that the objectives of the CET- 4 writing test are tending towards 

the advanced and developmental goals. While it evaluates some aspects of expressing personal 

opinions and interpreting information, it might not provide sufficient opportunities for students to 

demonstrate in-depth thinking on social and cultural themes or write comprehensive reports and papers 

on specialized topics.  

To ensure a more comprehensive evaluation of writing abilities in line with the syllabus objectives, 

future iterations of the CET-4 writing test could incorporate additional prompts that encourage students 

to express opinions on broader themes and require them to write more extensive reports or papers. This 

would allow students to demonstrate their skills in logical reasoning, summarization, abstracting, 

critical thinking, creative thinking and the application of appropriate writing techniques across various 

contexts. 

 

4. Conclusion 

This study, based on Bloom-Krathwohl’s taxonomy of educational objectives, analyzed the essay 

prompts in the College English Level 4 examination from 2011 to June 2023. It aimed to explore the 

changes in the assessment of thinking qualities and predict future trends in question formulation and 

test whether the evaluation of the CET-4 writing test is in alignment with the writing objectives of the 

College English Syllabus (2020 Edition). The ultimate goal was to utilize examinations as a means to 

facilitate teaching and learning. 

In conclusion, the analysis revealed a notable shift in the assessment of thinking qualities in the CET-4 

writing test over the years. There has been a progression from primarily evaluating logical and critical 

thinking towards placing greater emphasis on critical and creative thinking abilities. This change aligns 

with the writing objectives of the College English Syllabus (2020 Edition) and the national education 

goals of fostering innovative talents and cultivating students’ ability to think critically and 



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independently. 

Furthermore, it is evident that the CET-4 writing test has evolved to encompass a wider range of topics 

and question formats. Traditional essay prompts have gradually decreased, giving way to more diverse 

prompts that require critical analysis, innovative ideas, and specialized reports. There has also been an 

increasing focus on expressing personal opinions, providing reasoning and argumentation, and 

delivering comprehensive explanations. 

Considering these findings, it is anticipated that future iterations of the CET-4 examination will 

continue to emphasize critical and creative thinking skills. It is likely that the test will incorporate new 

question formats, such as continuation writing based on reading materials, and further encourage 

students to engage in in-depth analysis and reflection. 

Overall, the evolution of the CET-4 writing test reflects a growing recognition of the importance of 

nurturing students’ critical and creative thinking abilities. By adapting the examination to align with 

evolving educational objectives, it can effectively promote both the teaching and learning of English 

language skills. 

 

Funding 

This paper is the phased research result of Yulin Normal University 2022 teacher’s demonstration 

course on ideological and political education project: College English I, Project No.: 2022KCSZSF12. 

 

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