As one of the four stages of language teaching, language testing plays a significant role in language teaching. In the early 1980s, as teaching and learning Chinese as a foreign language became much more popular, it had become an urgent task to develop and carry out a unified and standardized test that can scientifically evaluate Chinese language ability of those non-native Chinese learners. Therefore, in order to move with the times and meet the teaching needs, the Chinese Proficiency Test (HSK) was officially established in 1990. After more than 30 years of continuous reform and innovation, HSK has now developed into an internationally standardized language test program which is universally recognized and focuses on the Chinese proficiency of non-native Chinese speakers.

Currently, the academic research on HSK can be briefly divided into two parts, that is, the study on the test itself and the study on the external development of the test. In order to fill the research gap in the development of HSK in Oceania, this paper takes Confucius Institute in Auckland, New Zealand as an example to focus on how well HSK is implemented and promoted. Based on the local conditions, promotion strategies are also explored and discussed so as to provide reference for the future development or promotion of HSK in this region.

This research employs several research methods including literature research method, descriptive statistical method, questionnaire method as well as interviewing method. By referring to the relevant studies, this thesis finally adopts the research mode of "analyzing the current situation -- summarizing the current situation – exploring problems -- proposing countermeasures" to carry out the research.

Firstly, this paper gives a brief introduction to Confucius Institute in Auckland and its Chinese Testing Center. Then, the implementation process of HSK is elaborated in three stages, that is, the pre-testing, while-testing and post-testing stage. By collating and analyzing the HSK examinee data over the past decade (year 2010-2019), the followings can be learned: the candidates number increases remarkably through the years; more and more candidates register for HSK Level 1 and HSK Level 2; a trend of younger age is shown in the age of HSK candidates; apart from NZ nationality and English language, the candidates are also diversified in their nationalities and mother tongues.

Next, in order to examine the test performance and Chinese proficiency of the candidates, the paper analyzes the HSK scores of the Confucius Institute in Auckland from 2010 to 2019. From the perspective of examination level, the test becomes more difficult with the increase of examination level, which accordingly leads to a decrease of the passing rate and the average score. In terms of the different test items, generally speaking, the candidates perform best in listening part while the writing part is the weakness.

In order to understand how different groups of people regard and evaluate HSK, this research conducts surveys on candidates and Chinses teachers respectively, and also interviews the leaders in charge of Chinese test . The survey results show that the organization and implementation of HSK at Confucius Institute in Auckland has made some achievements, but the service, publicity and promotion of the test still need further improving. Besides, the development of HSK in Auckland and even New Zealand is restricted by the national character and learning characteristics of the indigenous people, and there are still some problems existing such as low popularity and insufficient promotion of the test. Accordingly, some solutions and development strategies are put forward.