英语测试理论与实践Word格式文档下载.docx

英语测试理论与实践Word格式文档下载.docx

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1.Definethefollowingtermsinyourownwords

1）Testing

Testingwhichisoftenusedforpedagogicalpurposes,isaproceduredesignedtoelicitcertainbehaviorfromwhichonecanmakeinferencesaboutcertaincharacteristicsofanindividual.

2）Assessment

Assessmentcollectsinformationofstudents’learningforvariouspurposesandusingvarioustechniques.

3）Evaluation

Evaluationappliesthesystematicwaystogatherinformationforthepurposeofmakingdecisions.

4）Measurement

Measurementistheprocessofquantifyingthecharacteristicsofpersonsaccordingtoexplicitproceduresandrules.

5）Reliability

Reliabilityisaqualityoftestscores,andaperfectlyreliablescorewouldbeonewhichisfreefromerrorsofmeasurement.

6）Validity

Validityisanimportantqualityoftestinterpretation,whichconcernstheextenttowhichtheinferencesordecisionswemakeonthebasisoftestscoresaremeaningful,appropriateanduseful.

7）Norm-referencedtests

Norm-referencedtestsaredesignedtoenablethetestusertomaketheinterpretationsoftestresultswithreferencetotheperformanceofagivengroupornorm.

8）criterion-referencedtests

Criterion-referencedtestsaredesignedtoenablethetestusertointerpretatestscorewithreferencetoacriterionlevelofabilityordomainofcontent.

9）formativetest

Formativetestisthetestteachersusetocheckontheprogressoftheirstudents,toseehowfartheyhavemasteredwhattheyshouldhavelearnedandusethisinformationtomodifytheirfutureteachingplans,suchasinformaltestsorquizzes.

10）Summativetest

Summativetestisusedattheendoftheterm,semesteroryearinordertomeasurewhathasbeenachievedbothbygroupsandbyindividuals.

2．Discussionquestions（Answereachquestioninnolessthan200words.）

1）Howcanweimprovethetestreliability

Inordertodevelopthetestreliability,wehavetominimizetheeffectsofmeasurementerrorsandtomaximizetheeffectsofthelanguageabilitieswewanttomeasure.Therearetwokindsofreliability:

testreliabilityandscorerreliability.Andthreecategoriesaffecttestandscorereliability:

1）testmethodfacets;

2）attributesofthetesttakerthatarenotconsideredpartofthelanguageabilitieswewanttomeasure;

3）randomfactorsthatarelargelyunpredictableandtemporary.Theresultoftheeffectsofallthesefactorsisthatwheneverindividualstakealanguagetest,theyarenotalllikelytoperformequallywell,andsotheirscoresvary.Becausedifferentfactorsaffectdifferentindividual,thetestersshouldusedifferentmethodsoftestingaccordingtothedifferentindividuals.Andweshouldusedifferentapproachedtoestimatingthereliabilityofthetests.Wecanalsoapplythetest-retestandsplit-halftesttoinvestigatethereliabilityinordertofurtherimproveit.

2）Howcanweimprovethetestvalidity

Reliabilityisanecessaryconditionforvalidity.Aperfectlyvalidmeasuremustalsobereliable.Foratestscoretobevalid,itmustbereliable.Sotoincreasethetestvalidity,wemustfirstincreasethereliability.Therearefourkindsoftestvalidity:

1）contentvalidity;

2）criterion-relatedvalidity;

3）constructvalidity;

4）facevalidity.Inordertoimprovetestvalidity,wemustmakesurethetheoreticalframeworkusedtogeneratetheempiricalpredictionsiscorrect;

second,themethodorprocedureusedtotestisappropriate;

third,therelationshipamongmultipleindicatorsdesignedshouldrepresentagiventheoreticalconceptandtheoreticallyrelevantexternalvariablesshouldbesimilarintermsofdirection,strength,andconsistency.Forexample,twoindicators,bothofwhicharedesignedtomeasuresocialstatue,shouldhavesimilarcorrelationswithpoliticalinterest.

3）IscommunicativelanguagetestingapplicableinChinesecontextWhyandwhynot

CommunicativelanguagetestingisapplicableinChinesecontext.Communicativelanguagetestingisintendedtoprovidethetesterwithinformationaboutthetestee’sabilitytoperforminthetargetlanguageincertaincontext-specifictasks.Thetestsmeasurehowthetesteesareabletouselanguageinreallifesituations.Ashasbeensaid,thecommunicativelanguagetestingisjustapromisedlandinchinaasthereisnoreal-lifesituationinChinesecontext.Soweloseboththereliabilityandvalidity.However,theaimofthistestistomeasurethetestees’communicativeskills,sowecansetupareal-lifelikesituationandsamplesituationsinperformanceteststotestthestudents’communicativecompetence.Insuchaway,thistestcouldbematchedtoabilities.SoinChinesecontext,westillcancreateareal-lifesituationtoletstudentstofinishthecommunicativetasks.

4）Howcanwepromotethepositivewashbackoflanguagetesting

Therearenegativeandpositivewashbackoflanguagetesting.Topromotethepositivewashback,weshouldinhibittheformerandencouragethelater.Thenegativewashbackincludesthatteachersmayignoresubjectsandactivitiesthatdidnotcontributedirectlytopassingtheexam,andstudentsmaybepracticingexamtechniquesratherthanlanguagelearningactivities.Accordingtotheseproblems,thetestsshouldbedesignedtoreflectthelearningprinciplesandthecourseobjectivestowhichtheyaresupposedlyrelated.Testprogramshouldn’ttaketoomuchoftimeorelseitwillreducethetimeavailableforinstructionandnarrowcurricularofferings.What’smore,testshouldbeproperlydesignedtomotivatethestudentsandteacher,andtogivethemcorrectfeedbacks.

5）Howwouldyouapplyperformanceassessmentinyourlanguageteachingclassroom

Inapplyingtheperformanceassessmentinmylanguageteachingclassroom,Iwilldesignataskforthestudentstoaccomplishandmeasuretheirlanguageabilityaccordingtothetaskperformance.Thatisthe“task-based”approach.Iwillfirstfocusontheconstructofinterestandthendeveloptasksbasedontheperformanceattributesoftheconstruct,scoreuses,scoringconstraints,andsoforth.ThenIwillbeginthetask-centeredtestbydecidingwhichperformancesarethedesiredones.Then,scoreuses,scoringcriteria,andsoforthbecomepartoftheperformancetestitself.Soinapplyingtask-basedassessment,Icanmeasurethestudents’performanceinthelanguageteachingclassroomandthescoresaremadeaccordingtothestudents’performance.

SpecificationsfortheOralTest

Testpurpose

Thisoraltestisanachievementtestdesignedtoassessstudents’progressontheoralcourseattheendoftheterm.

Testdomain

TheoreticalConstruct:

Students’abilitytoprocessverbalornon-verbalinformationinoraltextsasrequiredintheteachingsyllabus.

Operations:

a）beabletonarrateordescribetheinformationoneverydaytopicsandcommonexperiencesorsituations.

b）beabletoexplainthespecificinformationtothelistenerinthegivencontext.

c）beabletoexplainthespecificinformationwithanappropriatelevelofexplicitness,includingtheexplicitusingofthegrammar,wordsandaccuratepronunciation.

d）beabletospeakatalengthonagiventopic,usingappropriatelanguageandorganizinghis/herideascoherently.

e）beabletorecognizetherightmomenttogetaturn.

f）beabletoexpressandjustifyopinions,analyze,discussandspeculateaboutissues.

Testtaker

Thesecond-yearEnglishmajorstudentswhohavebeentakingthiscourse.

Testcontent

Texttypes:

Interviews,dialogue,conversationsatparties,speech,etc.

Topic:

Collegelife,hobby,culture,sports,language,part-timejob,ect.

Focus

Testtasksoritemsshouldfocusoncheckingstudents’knowledge,oralskillsandcommunicationcompetence,withmoreemphasisonspeakingandcommunication.

Testlength

Therewillbethreetextswithnomorethan200wordseach.

Testmethod

Directoraltestisusedincombinationwithemphasisonthelatter.

Testtasksanditemtypes

Answeringquestions:

oral

Speech:

oral

Pairdiscussion:

Testorganizationandweighting

Component

Number

Timing

Weighting

（totalscore100）

Partone:

Answeringquestions

Theexaminerasksthestudentsquestionsaboutfamiliartopics.

2questions

1---2minutes

30%

Parttwo:

Speech

Thestudentsreceiveataskcardwithatopic.She/hehas1minutetoprepareandmakenotesbeforespeakingaboutthetopicfor1to2minutes.

3-4minutes

35%

Partthree:

Pairdiscussion

Theexaminerrequiretwostudentstodiscusswitheachotherofthetopicthey

Receivefromataskcard.She/hehas1minutetoprepareandmakenotesbeforespeakingaboutthetopicfor2to3minutes.

4-5minutes

Timeduration

Thetestshouldbecompletedwithin100minuteswith20students.

ScoringCriteria

Forthistest,scoringcriteriaareprovidedasfollows:

Excellent:

hasfullyoperationalcommandofthelanguageappropriate,accurateandfluent,withonlyoccasionalunsystematicinaccuraciesandinappropriacies.

Modest:

haseffectivecommandofthelanguage,copingwithoverallmeaninginmostsituations,thoughislikelytomakemanymistakes.Shouldbeabletohandlebasiccommunicationinownfield.

Intermittent:

Norealcommunicationispossibleexceptforthemostbasicinformationusingisolatedwordsorshortformulaeinfamiliarsituationandtomeetimmediateneeds.

Testadministration

Itisadvisedthatstudentsbeinformedoftheproceduresoftestadministrationbeforehand.Testinstructionsshouldbereadtothestudentsbeforethetestbegins.TestinstructionscanbedeliveredeitherinEnglishorinChineseasisseenapprop