英語測試?yán)碚撆c實(shí)踐

英語測試?yán)碚撆c實(shí)踐英語測試?yán)碚撆c實(shí)踐英語測試?yán)碚撆c實(shí)踐寧波大學(xué)碩士研究生2008/2009學(xué)年第2學(xué)期期末考試答題紙考試科目：

英語測試?yán)碚撆c實(shí)踐

課程編號：

07G06329A姓名：盧曉娜

學(xué)號：

G08B05020130

閱卷教師：李奕

成績：EnglishAssessment:TheoryandPracticeDefinethefollowingtermsinyourownwordsTestingTestingwhichisoftenusedforpedagogicalpurposes,isaproceduredesignedtoelicitcertainbehaviorfromwhichonecanmakeinferencesaboutcertaincharacteristicsofanindividual.2)AssessmentAssessmentcollectsinformationofstudents’learningforvariouspurposesandusingvarioustechniques.3)EvaluationEvaluationappliesthesystematicwaystogatherinformationforthepurposeofmakingdecisions.4)MeasurementMeasurementistheprocessofquantifyingthecharacteristicsofpersonsaccordingtoexplicitproceduresandrules.5)ReliabilityReliabilityisaqualityoftestscores,andaperfectlyreliablescorewouldbeonewhichisfreefromerrorsofmeasurement.6)ValidityValidityisanimportantqualityoftestinterpretation,whichconcernstheextenttowhichtheinferencesordecisionswemakeonthebasisoftestscoresaremeaningful,appropriateanduseful.7)Norm-referencedtestsNorm-referencedtestsaredesignedtoenablethetestusertomaketheinterpretationsoftestresultswithreferencetotheperformanceofagivengroupornorm.8）criterion-referencedtestsCriterion-referencedtests

aredesigned

toenablethetest

user

tointerpretatestscorewith

referencetoa

criterionlevelofabilityordomainofcontent.9）formativetestFormativetestisthetestteachersusetocheckontheprogressoftheirstudents,toseehowfartheyhavemasteredwhattheyshouldhavelearnedandusethisinformationtomodifytheirfutureteachingplans,suchasinformaltestsorquizzes.10)SummativetestSummativetestisusedattheendoftheterm,semesteroryearinordertomeasurewhathasbeenachievedbothbygroupsandbyindividuals.2．Discussionquestions(Answereachquestioninnolessthan200words.)1)HowcanweimprovethetestreliabilityInordertodevelopthetestreliability,wehavetominimizetheeffectsofmeasurementerrorsandtomaximizetheeffectsofthelanguageabilitieswewanttomeasure.Therearetwokindsofreliability:testreliabilityandscorerreliability.Andthreecategoriesaffecttestandscorereliability:1)testmethodfacets;2)attributesofthetesttakerthatarenotconsideredpartofthelanguageabilitieswewanttomeasure;3)randomfactorsthatarelargelyunpredictableandtemporary.Theresultoftheeffectsofallthesefactorsisthatwheneverindividualstakealanguagetest,theyarenotalllikelytoperformequallywell,andsotheirscoresvary.Becausedifferentfactorsaffectdifferentindividual,thetestersshouldusedifferentmethodsoftestingaccordingtothedifferentindividuals.Andweshouldusedifferentapproachedtoestimatingthereliabilityofthetests.Wecanalsoapplythetest-retestandsplit-halftesttoinvestigatethereliabilityinordertofurtherimproveit.2)HowcanweimprovethetestvalidityReliabilityisanecessaryconditionforvalidity.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.IscommunicativelanguagetestingapplicableinChinesecontextWhyandwhynotCommunicativelanguagetestingisapplicableinChinesecontext.Communicativelanguagetestingisintendedtoprovidethetesterwithinformationaboutthetestee’sabilitytoperforminthetargetlanguageincertaincontext-specifictasks.Thetestsmeasurehowthetesteesareabletouselanguageinreallifesituations.Ashasbeensaid,thecommunicativelanguagetestingisjustapromisedlandinchinaasthereisnoreal-lifesituationinChinesecontext.Soweloseboththereliabilityandvalidity.However,theaimofthistestistomeasurethetestees’communicativeskills,sowecansetupareal-lifelikesituationandsamplesituationsinperformanceteststotestthestudents’communicativecompetence.Insuchaway,thistestcouldbematchedtoabilities.SoinChinesecontext,westillcancreateareal-lifesituationtoletstudentstofinishthecommunicativetasks.4）HowcanwepromotethepositivewashbackoflanguagetestingTherearenegativeandpositivewashbackoflanguagetesting.Topromotethepositivewashback,weshouldinhibittheformerandencouragethelater.Thenegativewashbackincludesthatteachersmayignoresubjectsandactivitiesthatdidnotcontributedirectlytopassingtheexam,andstudentsmaybepracticingexamtechniquesratherthanlanguagelearningactivities.Accordingtotheseproblems,thetestsshouldbedesignedtoreflectthelearningprinciplesandthecourseobjectivestowhichtheyaresupposedlyrelated.Testprogramshouldn’ttaketoomuchoftimeorelseitwillreducethetimeavailableforinstructionandnarrowcurricularofferings.What’smore,testshouldbeproperlydesignedtomotivatethestudentsandteacher,andtogivethemcorrectfeedbacks.HowwouldyouapplyperformanceassessmentinyourlanguageteachingclassroomInapplyingtheperformanceassessmentinmylanguageteachingclassroom,Iwilldesignataskforthestudentstoaccomplishandmeasuretheirlanguageabilityaccordingtothetaskperformance.Thatisthe“task-based”approach.Iwillfirstfocusontheconstructofinterestandthendeveloptasksbasedontheperformanceattributesoftheconstruct,scoreuses,scoringconstraints,andsoforth.ThenIwillbeginthetask-centeredtestbydecidingwhichperformancesarethedesiredones.Then,scoreuses,scoringcriteria,andsoforthbecomepartoftheperformancetestitself.Soinapplyingtask-basedassessment,Icanmeasurethestudents’performanceinthelanguageteachingclassroomandthescoresaremadeaccordingtothestudents

’performance.SpecificationsfortheOralTestTestpurposeThisoraltestisanachievementtestdesignedtoassessstudents’progressontheoralcourseattheendoftheterm.TestdomainTheoreticalConstruct:Students’abilitytoprocessverbalornon-verbalinformationinoraltextsasrequiredintheteachingsyllabus.Operations:beabletonarrateordescribetheinformationoneverydaytopicsandcommonexperiencesorsituations.beabletoexplainthespecificinformationtothelistenerinthegivencontext.beabletoexplainthespecificinformationwithanappropriatelevelofexplicitness,includingtheexplicitusingofthegrammar,wordsandaccuratepronunciation.d)beabletospeakatalengthonagiventopic,usingappropriatelanguageandorganizinghis/herideascoherently.beabletorecognizetherightmomenttogetaturn.beabletoexpressandjustifyopinions,analyze,discussandspeculateaboutissues.TesttakerThesecond-yearEnglishmajorstudentswhohavebeentakingthiscourse.TestcontentTexttypes:Interviews,dialogue,conversationsatparties,speech,etc.Topic:Collegelife,hobby,culture,sports,language,part-timejob,ect.FocusTesttasksoritemsshouldfocusoncheckingstudents’knowledge,oralskillsandcommunicationcompetence,withmoreemphasisonspeakingandcommunication.TestlengthTherewillbethreetextswithnomorethan200wordseach.TestmethodDirectoraltestisusedincombinationwithemphasisonthelatter.TesttasksanditemtypesAnsweringquestions:oralSpeech:oralPairdiscussion:oralTestorganizationandweightingComponent

Number

Timing

Weighting(totalscore100)Theexaminerasksthestudentsquestionsminutesquestionsaboutfamiliartopics.Parttwo:Speech3-4minutes35%Thestudentsreceiveataskcardwithatopic.She/hehas1minutetoprepareandmakenotesbeforespeakingaboutthetopicfor1to2minutes.Partthree:Pairdiscussion4-5minutes35%TheexaminerrequiretwostudentstodiscusswitheachotherofthetopictheyReceivefromataskcard.She/hehas1minutetoprepareandmakenotesbeforespeakingaboutthetopicfor2to3minutes.TimedurationThetestshouldbecompletedwithin100minuteswith20students.ScoringCriteriaForthistest,scoringcriteriaareprovidedasfollows:Excellent:hasfullyo