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Abstract Abstract: Based on Song’s (2012) note quantification theory and Bachman’s (1990) test input theory, this study aims to analyze the predictive force and construct features of note-taking quality in academic lecture. The conclusions are as follows: (1) Note-taking quality explains more than 50% of the mini-lecture task score, indicating satisfactory predictive force; (2) Note-taking quality varies at the information unit level due to different types of information and contexts of test input; (3) Note-taking quality displays a “high-low-high” trend under the influence of information distribution density of test input. The results reveal the importance and complexity of note-taking quality.
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