英語教學(xué)課件Language Testing

LanguageTestingWeiBeibeiLanguageTestingIntroductiontolanguagetestingStagesoftestconstructionTestinglanguageskillsandelementsCommontestingtechniquesInterpretingtestscoresAchievingbeneficialbackwashI.IntroductionDefinitionofterms: test,measurement,evaluationApproachestolanguagetestingTestpurposesTypesoftestsCriteriaoftests1.DefinitionoftermsTest,Measurement,EvaluationTest-1

Carroll(1968)providesthefollowingdefinitionofatest:●apsychologicaloreducationaltestisaproceduredesignedtoelicitcertainbehaviorfromwhichonecanmakeinferencesaboutcertaincharacteristicsofanindividual.

測試是用來獲取某些行為的方式、方法，其目的是從這些行為中推斷個(gè)人具有的某些特征。Test-2Anastasi(1962):“測試實(shí)質(zhì)上是對行為樣本所做的客觀的標(biāo)準(zhǔn)化的測量?！比兀? ＊行為樣本 ＊客觀的測量 ＊標(biāo)準(zhǔn)化的測量

（劉潤清：P4）Test-3Bachman(1999):

Measurementinthesocialscienceistheprocessofquantifyingthecharacteristicsofpersonsaccordingtoexplicitproceduresandrules.Measurement

1

測量是根據(jù)明確的程序和規(guī)則量化研究對象特征的過程。Threedistinguishingfeatures:

＊quantification

＊characteristics

＊explicitrulesandproceduresMeasurement

2Stevens(1951): “測量就是根據(jù)法則賦予事物數(shù)量?！保ò凑找欢ǖ囊?guī)則給事物的屬性指派數(shù)字或符號的過程）三要素： ＊事物及其屬性 ＊指派數(shù)字或符號 ＊法則

（劉：P2）Measurement

3Weiss(1972): Evaluationcanbedefinedasthesystematicgatheringofinformationforthepurposeofmakingdecisions.Evaluation

1 “評價(jià)指為做出某種決策而收集資料，并對資料進(jìn)行分析，作出解釋的系統(tǒng)過程?！迸c測量、測試相比其含義更廣，綜合性更強(qiáng)。Evaluation

2Relationshipsamongthethree:

（劉：P5）Anexampleofevaluationthatdoesnotinvolveeithertestsormeasures(area1)istheuseofqualitativedescriptionsofstudentperformancefordiagnosinglearningproblems.Anexampleofanon-testmeasureforevaluation(area2)isateacherrankingusedforassigninggrades,whileanexampleofatestusedforpurposesofevaluation(area3)istheuseofanachievementtesttodeterminestudentprogress.Themostcommonnon-evaluativeusesoftestsandmeasuresareforresearchpurposes.Anexampleofteststhatarenotusedforevaluation(area4)istheuseofaproficiencytestasacriterioninsecondlanguageacquisitionresearch.Finally,assigningcodenumberstosubjectsinsecondlanguageresearchaccordingtonativelanguageisanexampleofanon-testmeasurethatisnotusedforevaluation(area5).Insummary,then,notallmeasuresaretests,notalltestsareevaluative,andnotallevaluationinvolveseithermeasurementortests.Bachman:Neithermeasuresnortestsareinandofthemselvesevaluative,andevaluationneednotinvolvemeasurementortesting.

并非所有的測量都是測試，并非所有的測試都屬于評價(jià)，而且并非所有的評價(jià)活動(dòng)都涉及到測試或測量。三者關(guān)系2.Approachestolanguagetesting﹡theessay-translationapproach寫作翻譯法﹡thestructuralistapproach結(jié)構(gòu)主義法﹡theintegrativeapproach綜合法﹡thecommunicativeapproach交際法(1)J.B.Heaton:

Theessay-translationapproach Thisapproachiscommonlyreferredtoasthepre-scientificstageoflanguagetesting.Nospecialskillorexpertiseintestingisrequired:thesubjectivejudgmentoftheteacherisconsideredtobeofparamountimportance.Testsusuallyconsistofessaywriting,translation,andgrammaticalanalysis.Thetestsalsohaveaheavyliteraryandculturalbias.寫作翻譯法的特點(diǎn)對測試技能或?qū)ｉL沒有專門要求，主要依靠老師的主觀判斷力；試卷主要包括寫作、翻譯、語法分析等項(xiàng)目；試卷內(nèi)容有較濃厚的文學(xué)和文化色彩；試題需要書面回答形式，需要 人工閱卷。Thestructuralistapproach

Thisapproachischaracterizedbytheviewthatlanguagelearningischieflyconcernedwiththesystematicacquisitionofasetofhabits.Itdrawsontheworkofstructurallinguistics,inparticulartheimportanceofcontrastiveanalysisandtheneedtoidentifyandmeasurethelearner’smasteryoftheseparateelementsofthetargetlanguage:phonology,vocabularyandgrammar.結(jié)構(gòu)主義法的特點(diǎn)強(qiáng)調(diào)分別測試不同的語言成分，如語音、詞匯和語法，脫離上下文單獨(dú)測試，聽說讀寫等語言技能也可分開測試；采用了心理測量方法(psychometricapproach)，強(qiáng)調(diào)測試的可靠性和客觀性，其典型的表現(xiàn)形式是多項(xiàng)選擇題， 一個(gè)題目測試一個(gè)成分；便于進(jìn)行考后的統(tǒng)計(jì)。Theintegrativeapproach

Thisapproachinvolvesthetestingoflanguageincontextandisthusconcernedprimarilywithmeaningandthetotalcommunicativeeffectofdiscourse.Theyareoftendesignedtoassessthelearner’sabilitytousetwoormoreskillssimultaneously.Integrativetestsarebestcharacterizedbytheuseofclozetestingandofdictation.Oralinterview,translationandessaywritingarealsoincludedinmanyintegrativetests.綜合法的特點(diǎn)強(qiáng)調(diào)語言測試要在上下文中進(jìn)行；不在測試中刻意追求區(qū)別各個(gè)單項(xiàng)語言技能，而是強(qiáng)調(diào)兩項(xiàng)或以上語言技能的綜合評估，題型包括填空、聽寫、翻譯、寫作等，從整體上對學(xué)生的語言能力進(jìn)行測量。Thecommunicativeapproach

Thisapproachtolanguagetestingissometimeslinkedtotheintegrativeapproach.However,althoughbothapproachesemphasizetheimportanceofthemeaningorutterancesratherthantheirformandstructure,thereareneverthelessfundamentaldifferencesbetweenthetwoapproaches.Communicativetestsareconcernedprimarilywithhowlanguageisusedincommunication.Language‘use’isoftenemphasizedtotheexclusionoflanguage‘usage’.交際法的特點(diǎn)與綜合法不同，交際法更加強(qiáng)調(diào)的是語言在交際過程中的使用(use)而非用法(usage:語言的形式和結(jié)構(gòu))；某些交際測試不排除包含有關(guān)語言用法的內(nèi)容；交際語言測試建立在對學(xué)生 需求的分析上，強(qiáng)調(diào)其真實(shí) 性。（如BEC）＊科學(xué)前語言測試（第一代體系）

pre-scientifictesting＊心理測量學(xué)-結(jié)構(gòu)主義語言學(xué)測試（第二代）

psychometric-structualisttesting＊交際語言測試（第三代）

communicativelanguagetesting或

心理語言學(xué)-社會(huì)語言學(xué)測試

psycholinguistic-sociolinguistictesting（2）劉潤清—語言測試的理論模式（P19）

（3）Canale

和Swain模式（1980）交際能力由四個(gè)部分組成：（1）語法能力—包括語音、詞匯、語法等語言知識，這些是理解和表達(dá)語言的字面意思所必需的知識；（2）社會(huì)語言能力—包括在不同的社會(huì)環(huán)境中，理解和表達(dá)形式與意思都恰如其分的語言能力；（3）語篇能力—包括把語言形式和內(nèi)容結(jié)合的能力；（4）交際策略能力—包括在交際時(shí)如何開始、如何繼續(xù)、如何調(diào)整和轉(zhuǎn)換話題，以及如何結(jié)束談話等能力。該模式的缺陷是沒有明確指出四種能力之間的關(guān)系如何，另外，把策略能力僅僅當(dāng)作一種語言補(bǔ)償能力似乎忽視了正常語言交際活動(dòng)中的語言使用策略能力。

TheframeworkofCLAincludesthreecomponents:languagecompetence,strategiccompetence,andpsycho-physiologicalmechanisms.

語言交際能力由語言能力、策略能力和心理生理機(jī)制三個(gè)部分組成。

（劉：P23）（4）Bachman(1990):

CommunicativeLanguageAbility

KNOWLEDGESTRUCTURESKnowledgeoftheworld知識結(jié)構(gòu)（關(guān)于世界的知識）LANGUAGECOMPETENCEKnowledgeofthelanguage語言能力（關(guān)于語言的知識）STRATEGICCOMPETENCE策略能力PSYCHOPHYSIOLOGICALMECHANISMS心理生理機(jī)制CONTEXTOFSITUATION語言使用環(huán)境Bachman的語言交際能力的各個(gè)組成部分情景評估目標(biāo)用特定的功能、形式和內(nèi)容理解或表達(dá)言語語言能力語言組織能力語用能力心理生理機(jī)制

制定計(jì)劃過程從語言知識庫中取材料計(jì)劃組織材料，以期導(dǎo)向交際目標(biāo)實(shí)施神經(jīng)的和生理的過程話語表達(dá)或理解語言（Bachman的語言使用模式）3.Testpurposes劉潤清：PurposesofdiagnosisandbackwashPurposesofcomparisonandselectionPurposesofplacementPurposesofresearchorsurvey

（P6）ArthurHughes:tomeasurelanguageproficiencyregardlessofanylanguagecoursesthatcandidatesmayhavefollowedtodiscoverhowfarstudentshaveachievedtheobjectivesofacourseofstudytodiagnosestudents’strengthsandweaknesses,toidentifywhattheyknowandwhattheydonotknowtoassistplacementofstudentsbyidentifyingthestageorpartofateachingprogrammostappropriatetotheirability4.Typesoftests

(Heaton:171-173)Placementtest編班測試Classroomtest隨堂測試Mid-termtest期中測試End-of-termtest期末測試(1)Accordingtodifferentlearningperiods

按照學(xué)習(xí)階段

（劉：P8-16）Progresstest進(jìn)步測試Proficiencytest水平測試Achievement/Attainmenttest成績測試Aptitudetest潛能測試Diagnostictest診斷測試(2)

Accordingtotestpurposes

按照測試目的（用途）Discrete-pointtest

分離式測試Integrativetest

綜合性測試(3)Accordingtotestmethods

按照測試方法Norm-referencedtest

常模參照性測試Criterion-referencedtest

標(biāo)準(zhǔn)參照性測試(4)Accordingtointerpretations

oftestscores

按照對考試分?jǐn)?shù)的解釋

Subjectivetest主觀性測試Objectivetest客觀性測試(5)Accordingtoscoring

methods

按照試卷的評閱方式

Communicativetesting

交際性測試Pragmatictest

語用測試(6)Othertypesoftest5.CriteriaoftestsValidity效度Reliability信度Power/Difficulty難度Discrimination區(qū)分度Practicality實(shí)用性Backwasheffects后效作用CriteriaoftestsValidityThevalidityofatestistheextenttowhichitmeasureswhatitissupposedtomeasureandnothingelse.效度是指一套測試所考的是否就是設(shè)計(jì)人想要考的內(nèi)容，或者說，在多大程度上考了想要考的。Discussonthefollowingitems:“Isphotographyanartorascience?”Discuss.“Themindisinitsownplace,anditself canmakeaHeavenofHell,aHellofaHeaven.”(Milton)Discuss.Usethefollowingwordsinsentences:courageous,choosy,acceptable,complicated,etc.

A.Johnisaverycourageousboy. B.John,thecaptainofourteam,is courageous. C.Ihaveacourageousfather.FactorsofvalidityFacevalidity表面效度Contentvalidity內(nèi)容效度Constructvalidity結(jié)構(gòu)效度Empiricalvalidity實(shí)驗(yàn)效度Concurrentvalidity共時(shí)效度Predictivevalidity預(yù)測效度FacevalidityIfatestitemlooksrighttoothertesters,teachers,moderators,andtestees,itcanbedescribedashavingatleastfacevalidity.表面效度指考試表面的可信度或公眾的可接受程度。鄒申：一個(gè)考試看上去具有了擬定的技能或能力測試。（測語音語調(diào)用筆頭考試來測則表面效度低。）ContentvalidityAtestissaidtohavecontentvalidityifitscontentconstitutesarepresentativesampleofthelanguageskill,structures,etc.withwhichitismeanttobeconcerned.內(nèi)容效度指測試是否考了考試大綱規(guī)定要考的，或者說考試的題目在多大程度上能代表它所要測量的目標(biāo)。Isthecontentofatestrelatedtotheobjectiveorpurposeofit?Arethetestitemsrepresentative?Isthecontentappropriateorsuitableforthetestees?ConstructvalidityIfatesthasconstructvalidity,itiscapableofmeasuringcertainspecificcharacteristicsinaccordancewithatheoryoflanguagebehaviorandlearning.結(jié)構(gòu)（構(gòu)卷）效度指測試是否以有效的語言觀（包括語言學(xué)習(xí)觀和語言運(yùn)用觀）為依據(jù)。這里的結(jié)構(gòu)并不是指試卷的結(jié)構(gòu)或題目的編排，而是指整個(gè)考試的理論基礎(chǔ)。EmpiricalvalidityThisvalidityisobtainedasaresultofcomparingtheresultsofthetestwiththeresultsofsomecriterionmeasure.實(shí)驗(yàn)（統(tǒng)計(jì)）效度是將考試結(jié)果與其它測量結(jié)果相比較而得來的。它又可分為共時(shí)效度和預(yù)測效度。ConcurrentvalidityIftheresultsofthetestarecomparedwiththeresultsofsomecriterionmeasuresuchas: —anexistingtest,knownorbelievedto bevalidandgiven;or —theteacher’sratingsoranyother suchformofindependentassessment given

atthesametime,thenresultsobtainedbyeitheroftheabovetwomethodsaremeasuresofthetest’sconcurrentvalidityinrespectoftheparticularcriterionused.Inotherwords,concurrentvalidityisestablishedwhenthetestandthecriterionareadministeredataboutthesametime.共時(shí)效度是將一次測試的結(jié)果同另一次同時(shí)或時(shí)間相近的測試的結(jié)果相比較，或同教師對學(xué)生的評估相比較而得出的系數(shù)。例如拿期末考試成績與剛剛結(jié)束的四級考試成績相比，假若得分情況相似，則說明期末測試有較高的共時(shí)效度。 （前提：四級考試效度很高。）PredicativevalidityIftheresultsofthetestarecomparedwiththeresultsofsomecriterionmeasuresuchas: —thesubsequentperformanceofthe testeesonacertaintaskmeasured bysomevalidtest;or —theteacher’sratingsoranyothersuch formofindependentassessment givenlater, thenresultsobtainedbyeitherofthesetwomethodsaremeasuresofthetest’spredicativevalidityinrespectoftheparticularcriterionused.Inotherwords,predicativevalidityconcernsthedegreetowhichatestcanpredictthetesters’futureperformanceorsuccess.預(yù)測效度涉及測試的預(yù)測能力，即測試結(jié)果到底在多大程度上能夠預(yù)測出某些將來會(huì)發(fā)生的可能性，或者說考試是否具有預(yù)測學(xué)生未來表現(xiàn)或成績的功能。ATestissaidtobereliableifitisconsistentinitsmeasurements.信度是指考試結(jié)果的可靠性和穩(wěn)定性。例如拿一份卷子對同一組學(xué)生實(shí)施兩次或多次測試，如果結(jié)果很一致，則說明該測試的信度較高。Reliability驗(yàn)證測試信度的方法考后復(fù)考法(test/retestmethod)試題分半法(split-halfmethod)平行試題法(parallelformsmethod)

（劉潤清：P211）（Heaton:P163）test/retestmethod Thismethodistore-administerthesametestafteralapseoftime.Itisoftenimpracticablesincecertainstudentswillbenefitmorethanothersbyafamiliaritywiththetypeandformatofthetest.Moreover,inadditiontochangesinperformanceresultingfromthememoryfactor,personalfactorssuchasmotivationanddifferentialmaturationwillalsoaccountfordifferencesintheperformancesofcertainstudents.split-halfmethod

Thismethodestimatesadifferentkindofreliabilityfromthatestimatedbytest/re-testprocedure.Itisbasedontheprinciplethat,ifanaccuratemeasuringinstrumentwerebrokenintotwoequalparts,themeasurementsobtainedwithonepartwouldcorrespondexactlytothoseobtainedwiththeother.(Heaton:164)

parallelformsmethod

Thismethodistoadministerparallelformsofthetesttothesamegroup.Thisassumesthattwosimilarversionsofaparticulartestcanbeconstructed:suchtestsmustbeidenticalinthenatureoftheirsampling,difficulty,length,rubrics,etc.onlyafterafullstatisticalanalysisofthetestsandalltheitemscontainedinthemcanthetestssafelyberegardedasparallel.Ifthecorrelationbetweenthetwotestsishigh,thenthetestscanbetermedreliable.Factorsaffectingthereliabilityofatest:theextentofthesampleofmaterialselectedfortesting;theadministrationofthetest(Heaton:P162)影響考試信度的因素

（劉潤清：P214）題量題目性質(zhì)題目區(qū)分度成績分布題目難度評分是否客觀考試的時(shí)間

Power/Difficulty 難度是指一套試題中每個(gè)題目的難易程度。分析一套試卷的質(zhì)量如何，除了看其信度和效度這兩個(gè)重要指標(biāo)之外，還要研究試題的難度指數(shù)(indexofdifficulty/facilityvalue)，即試題的難易度。難度值的計(jì)算公式：題目的難度通常用P來表示，P值實(shí)際上指的是答對題目的比率。假設(shè)有10名考生，某道題有8人答對，那么該題的難度值為：適用于主觀性試題的公式假設(shè)某寫作題的滿分為20分，所有考生在這道題上的得分的平均分為16分，則該題的難度值為：正態(tài)分布圖

（劉潤清：P217）DiscriminationDiscriminationofatestisitscapabilitytodiscriminateamongthedifferentcandidatesandtoreflectthedifferencesintheperformanceoftheindividualsinthegroup.區(qū)分度指一個(gè)題目區(qū)分考生能力的程度。計(jì)算題目區(qū)分度的方法公式法點(diǎn)雙列相關(guān)系數(shù)法雙列相關(guān)系數(shù)法

(劉：P221)PracticalityAgoodtestispractical.Itiswithinthemeansoffinanciallimitations,timeconstraints,easeofadministration,andscoringandinterpretation.實(shí)用性是指試題是否便于使用以及實(shí)施起來是否可行。Factorsaffectingpracticalitythelengthoftimeavailablefortheadministrationofthetesttheanswersheetandthestationeryusedthetestsituationthenecessaryequipmentthepresentationofthetest paper

(Heaton:167)Backwasheffects

Thetermbackwash(alsosometimesreferredtoaswashback)referstotheeffectsofatestonteachingandlearning.Ifatesthasgoodbackwasheffects,itwillexertagoodinfluenceonthelearningandteachingthattakesplacebeforethetest.DiscussionWhat’stherelationshipamongtests,measurement,andevaluation?AccordingtoJ.B.Heaton,whatarethefourmainapproachestotesting?Andwhataretheirfeatures?Consideranytestswithwhichyou’refamiliar.Assesseachofthemintermsofthevariouskindsofvalidity.II.

StagesoftestconstructionDecidingontestpurpose,type,content,items,andframeworkWritingspecificationsforthetestWritingandrevisingthetestFurtherconsiderations1.Decidingontestpurpose,

type,content,items,andframeworkPurposeandtypeofthetest

Accordingtodifferentpurposes,testscanbeclassifiedintoseveraltypes:Progresstest進(jìn)步測試Achievement/Attainmenttest成績測試Proficiencytest水平測試Aptitudetest潛能測試Diagnostictest診斷測試Testcontent-1 Tim(2000):Establishingtestcontentinvolvescarefulsamplingfromthedomainofthetest,thatis,thesetoftasksorthekindsofbehaviorsinthecriterionsetting,asinformedbyourunderstandingofthetestconstruct.

(Tim:P25)Testcontent-2

B.Bloom:sixlevelsofeducationalobjectives

知識理解應(yīng)用分析綜合評估劉：P36ItemsofthetestSubjectiveandobjectiveitemsMultiple-choiceitems,true-falseitems,matchingitems,gap-fillingitems(cloze),dictation,compositionandessays,interviewAdvantagesanddisadvantagesofeach

（劉：P38，武：P25）FrameworkofthetestLanguageskillsandlanguageelementsRecognitionandproduction

Heaton:P10

Towhatextentshouldweconcentrateontestingstudents’abilitytohandletheelementsoflanguageandtowhatextentshouldweconcentrateontestingtheintegratedskills?Theanswertothisquestiondependsonboththelevelandthepurposeofthetest.

初三、高三試卷總體設(shè)計(jì)初三語音語法詞匯和閱讀滿分204555120高三語音語法和寫作詞匯和閱讀滿分103575120Recognition:

ChoosethecorrectanswerandwriteA,B,CorD. I’vebeenstandinghere

halfanhour. A.sinceB.duringC.whileD.forProduction:

Completeeachblankwiththecorrectword. I’vebeenstandinghere

halfanhour.Anexampleoftheframeworkoftest

第一部分：

第二部分：

完型填空或改錯(cuò)

第三部分：

試卷構(gòu)成測試內(nèi)容測試題型分值比例對話短對話多項(xiàng)選擇長對話多項(xiàng)選擇聽力理解

短文理解

多項(xiàng)選擇

35%

聽力短文

短文聽寫

復(fù)合式聽寫篇章閱讀理解多項(xiàng)選擇閱讀理解仔細(xì)閱讀理解

篇章詞匯理解

選詞填空

35%快速閱讀理解是非判斷+句子填空或其他多項(xiàng)選擇錯(cuò)誤辨認(rèn)并改正

綜合測試

簡短回答

15%

篇章問答或句子翻譯

中譯英第四部分：

寫作

寫作

短文寫作

15%2.Writingspecifications

forthetestWhataretestspecifications

Atest’sspecificationsprovidetheofficialstatementaboutwhatthetesttestsandhowittestsit.Thespecificationsaretheblueprinttobefollowedbytestanditemwriters,andtheyarealsoessentialintheestablishmentofthetest’sconstructvalidity.

考試規(guī)范（細(xì)則，細(xì)目表）是單個(gè)或一系列的正式文件，為考什么和如何考做出詳細(xì)規(guī)定。

曲：P34Differencesbetweentestspecificationandtestsyllabus-1Atestspecificationisadetaileddocument,andisoftenforinternalpurposesonly.Itissometimesconfidentialtotheexaminingbody.Itisforthetestdevelopersandthosewhoneedtoevaluatewhetheratesthasmetitsaim.考試規(guī)范的內(nèi)容詳細(xì)描述考試所有的部分，如語言范疇、具體語言技能和評分標(biāo)準(zhǔn)等。它的內(nèi)容有時(shí)是保密的。它的使用者是命題人員和評估人員。Differencesbetweentestspecificationandtestsyllabus-2Thesyllabusisapublicdocument,oftenmuchsimplified,whichindicatestotestuserswhatthetestwillcontain.Itisdirectedtoteachersandstudentswhowishtoprepareforthetest,topeoplewhoneedtomakedecisionsonthebasisoftestscores,andtopublisherswhowishtoproducematerialsrelatedtothetest.Specificationsfortestwriters-1

曲：P36Whatisthepurposeofthetest?Whatsortoflearnerwillbetakingthetest?Howmanysections/papersshouldthetesthave,howlongshouldtheybeandhowwilltheybedifferentiated?Whattargetlanguagesituationisenvisaged（設(shè)想，構(gòu)想）forthetest,andisthistobesimulatedinsomewayinthetestcontentandmethod?Whattexttypesshouldbechosen?Specificationsfortestwriters-2Whatlanguageskillsshouldbetested?Whatlanguageelementsshouldbetested?Whatsortsoftasksarerequired?Howmanyitemsarerequiredforeachsectionandwhatistherelativeweightforeachitem?Whattextmethodsaretobeused?Whatrubricsaretobeusedasinstructionsforcandidates?whichcriteriawillbeusedforassessmentbymarkers?Anexample

—specificationsforthereadingtestTestpurposeTestdomainTesttakersTestcontentTextlengthTestmethodTesttasksanditemtypesTestorganizationandweightingTimedurationScoringcriteriaTestadministrationTestdevelopmentchart

（曲：補(bǔ)充材料）例：英語水平測試雙向細(xì)目表從此表可以看出，考試重點(diǎn)是語言的使用能力，特別是讀、聽、寫。知識的比重為25%，理解、應(yīng)用、分析各種能力占69.4%，綜合能力占15.6%。3.Writingandrevising

thetestSampling（采樣）Itismostunlikelythateverythingfoundundertheheadingof‘content’inthe specificationscanbeincludedinany oneversionofthetest.Choiceshave tobemade.Theimportantthing istochoosewidelyfromthe wholeareaofcontent.

Hughes:P51ItemwritingandrevisingThebestwaytoidentifyitemsthathavetobeimprovedorabandonedisthroughteamwork.Criticalquestionsthatmaybeaskedinclude: (1)Isthetaskperfectlyclear? (2)Istheremorethanonepossiblecorrect response? (3)Cancandidatesshowthedesired behaviorwithouthavingtheskill supposedlybeingtested? (4)Cancandidateshaveenough timetoperformthetasks?WritingandrevisingofscoringkeyWherethereisintendedtobeonlyonecorrectresponse,thisisaperfectly straightforwardmatter.Wherethereare alternativeacceptableresponses, whichmaybeawardeddifferent scores,orwherepartialcreditmay begivenforincomplete responses,greatercareis necessary.4.Furtherconsiderations試卷的編排編排試卷時(shí)容易題目在前，較難題目在后客觀題在前，主觀題在后避免題目中出現(xiàn)誤導(dǎo)學(xué)生的陷阱和干擾項(xiàng)(Heaton:P14)

Theanimalstriedtofindfromthefirebyrunningintothelake. A.sanitation B.saturation C.safety D.salutationThisitemtrappedthemoreproficientstudentsbyencouragingthemtoconsiderthecorrectanswer,“safety”,astoosimpletoberight.Manyofthesestudentsselectedtheresponse“saturation”sincetheyknewvaguelythatthiswordwasconcernedwithimmersioninwater.Thelessproficientstudents,ontheotherhand,simplychose“safety”withoutfurtherthought.對試卷進(jìn)行審查

設(shè)計(jì)的題目是否如實(shí)地反映出考試細(xì)目表中的內(nèi)容和要求？題目的要求是否明白無誤？試題前后是否有提示？如果發(fā)現(xiàn)有這樣的問題，必須將這樣的題目換掉。題目的難度是否適中？題目的覆蓋面是否夠廣？

pretestingPretestingistoadministerthetestfirsttoagroupassimilaraspossibletotheoneforwhichitisreallyintended.Itisneededsometimestofindproblemsinadministrationandscoring.Itisoftennotfeasible.Insomesituationsa groupforpretestingmaysimply notbeavailable.Inother situations,itmaybethoughtthat thesecurityofthetestmightbe putatrisk.DiscussionWhataretestspecifications?Howcanwedrawuptestspecifications?III.TestinglanguageskillsandelementsTestinglisteningTestingoralabilityTestingreadingTestingwritingTestingvocabularyTestinggrammar1.TestinglisteningListeningskillsMacro-skills: -listeningforspecificinformation -obtaininggistofwhatisbeingsaid -followingdirections -followinginstructionsMicro-skills: -interpretationofintonationpatterns -recognitionoffunctionofstructures聽力能力包括以下微技能：＊掌握所聽材料的中心思想和重要細(xì)節(jié)＊理解所聽材料的隱含的意思＊判斷話語的交際功能＊判斷說話人的觀點(diǎn)、態(tài)度等＊理解句際間的關(guān)系，如比較、原因、結(jié) 果、程度、目的等＊從連續(xù)的話語中辨別語音＊理解重音和語調(diào)Selectingsamplesofspeech

聽力測試的選材聽力材料必須是口語材料，因?yàn)槁爼r(shí)接收的是口頭語言。聽力材料難度不要過高。聽力材料的量不要過大。聽力材料的類型要真實(shí)多樣。聽力材料的內(nèi)容要有新意。Testingmethodsoritems

聽力測試方法或題型利用圖畫、圖形或地圖，讓學(xué)生聽到指示后完成一項(xiàng)任務(wù)；讓學(xué)生聽一句話、簡單對話、較長對話、演說，用多項(xiàng)選擇檢查理解；用填空(gap-filling)或記筆記(note-taking)檢查學(xué)生聽力理解；用聽寫(partialdictation)檢查學(xué)生聽力理解。

劉：P141,Heaton:P64聽力技巧＊聽力能力測試有心理、瞬時(shí)、信息三個(gè)方 面的效應(yīng)，決定聽力能力高低的關(guān)鍵在于 能否盡快理解所聽材料的內(nèi)在聯(lián)系，領(lǐng)會(huì) 其大意，抓住其重點(diǎn)。＊考前：適應(yīng)環(huán)境，安定情緒，集中精力心理上做好充分的準(zhǔn)備 聽前：略讀題目，找出關(guān)鍵，預(yù)測內(nèi)容 聽中：捕捉信息，速記要點(diǎn)，優(yōu)化作答 聽后：連貫記憶，前后聯(lián)系，修正答案2.TestingoralabilityLanguagefunctions:ExpressingNarratingElicitingDirectingReporting

劉:P159口語測試的模式直接型口試：考官對考生(interview)半直接型口試：考生對磁帶(responsestotaperecorders)間接型口試：筆試直接型口試方法ReadingaloudAskingandansweringPicturedescriptionShorttalkRoleplayDiscussion

劉：P160口語測試的評分方式分析法(analyticapproach)：把口試的表現(xiàn)分解為若干個(gè)要點(diǎn)，如語音語調(diào)、語法、詞匯、內(nèi)容、流利程度、準(zhǔn)確性等，不同的要點(diǎn)可作不同的加權(quán)處理，各要點(diǎn)得分總和即為口試的總分。綜合法(holisticapproach)：評分員根據(jù)自己的總體印象給考生打一個(gè)分?jǐn)?shù)。

(口試評分標(biāo)準(zhǔn)—Hughes:P102,111)應(yīng)對口語測試的策略聽說結(jié)合，以聽帶說采用多種口語練習(xí)活動(dòng)：兩人對話，小組討論，背誦經(jīng)典句型，復(fù)述故事，描述圖片，就某一主題發(fā)表評論，準(zhǔn)備英語講演。有效地使用交際策略： （1）積極回應(yīng)對方（2）適當(dāng)使用補(bǔ)白語（3）迂回策略（4）回避策略（5）求助策略（6）借助形體語言（微笑、身體微微前 傾、目光交流、點(diǎn)頭等）3.Testingreading高層閱讀能力

—掌握所讀材料的主旨和大意；

—了解闡述主旨的事實(shí)和細(xì)節(jié)；

—根據(jù)上下文判斷某些詞匯和語法意義；

—理解上下文的邏輯關(guān)系；

—根據(jù)所讀材料進(jìn)行一定的判斷、推論；

—領(lǐng)會(huì)作者的觀點(diǎn)、意圖和態(tài)度。低層閱讀能力

—理解各種語法概念；

—理解主從句的句法結(jié)構(gòu)；

—理解句段的標(biāo)志；

—理解詞匯和/或語法的連貫關(guān)系；

—理解詞匯的意義。SelectingtextsTrytoselectasrepresentativeasampleaspossible.Choosetextsofappropriatelength.Lookforpassageswhichcontainplentyofdiscretepiecesofinformation.Choosetextswhichwillinterestcandidatesbutwillnotoverexcitedordisturbthem.Avoidtextsmadeupofinformationwhichmaybepartofcandidates’generalknowledge.Avoidtextswhicharetooculturallyladen.ItemsforreadingtestsTrue/falseitemsCompletionitemsShort-answerquestionsMultiple-choiceitemsRearrangementitemsCloze

劉：P109閱讀試題的設(shè)計(jì)原則考點(diǎn)設(shè)計(jì)要以信息為目標(biāo)，圍繞信息設(shè)計(jì)考點(diǎn)。設(shè)計(jì)考試時(shí)要以短文的信息為依據(jù)?？键c(diǎn)要盡量覆蓋文章的內(nèi)容。4.TestingwritingPrinciplesWritingtasksshouldbeproperlyrepresentativeofthepopulationoftasksthatthestudentsareexpectedtobeabletoperform.Thetasksshouldelicitsamplesofwritingwhichtrulyrepresentthestudents’ability.Itisessentialthatthesamplesofwritingcanandwillbescoredreliably.Topicsofwritingtasks -socialinteractionwithnativeandnon-native speakersofEnglish -dealingwithofficialandsemi-official bodies -shoppingandusingservices -visitingplacesofinterestandentertainment -travelingandarrangingfortravel -usingmediaforinformationandentertainment -medicalattentionandhealth -studyingforacademic/occupational/social purposesTypesofwritingtasksNarrationDescriptionExpositionExplanationComparisonArgumentationItemsfortestingwriting單句寫作組句成章有指導(dǎo)的寫作

(guided/controlledwriting)文體測試 劉：Ｐ176ScoringorgradingmethodsMechanicalmethod(error-countmethod)機(jī)械法（計(jì)算錯(cuò)誤法）Impressionmethod印象法Analyticalmethod分析法

Heaton:P1475.TestingvocabularySelectinglexicalitemsLexicalitemscanbeselectedfrom:thesyllabus(includingawordfrequencyifavailable);thestudents’textbook;thestudents’readingmaterial;lexicalerrorstakenfromstudents’free-writtenwork(orfromstudents’incorrectanswersinaclozetest).Typesofitems（1）配對型詞匯題：把所要考的（目標(biāo)語）單詞和它的意義配對。（2）取代型詞匯題：選取意義與劃線詞語最接近的選項(xiàng)。（3）填空型詞匯題：題干為一個(gè)或兩個(gè)連續(xù)的句子，中間留有空當(dāng)，要求考生從選項(xiàng)中選擇一個(gè)詞填入空當(dāng)中。

（劉：P83）幾個(gè)概念詞頻：單詞在正常語言環(huán)境中的使用率。高頻詞、低頻詞核心詞匯：是高頻詞，主要指在口頭語與書面語中使用范圍均衡的詞匯。核心詞匯幾乎不能夠用非核心詞匯來解釋。（武：P65）語法詞：又叫功能詞或虛詞，包括代詞、冠詞、助動(dòng)詞、介詞和連詞。詞匯詞：又叫內(nèi)容詞或?qū)嵲~，包括名詞、形容詞、動(dòng)詞和副詞。積極詞匯和被動(dòng)詞匯詞匯多項(xiàng)選擇題設(shè)置注意事項(xiàng)題干的語境設(shè)置要有真實(shí)的交際意義，符合學(xué)生年齡特點(diǎn)和心理發(fā)展特征。選項(xiàng)都應(yīng)屬于同一詞性。選項(xiàng)應(yīng)大致屬于同一語義范疇。選項(xiàng)應(yīng)避免使用同義詞。選項(xiàng)數(shù)目的考慮

武：P676.Testinggrammar兩種語法觀廣義上語法包括詞法(morphology)和句法(syntax)。規(guī)定性語法(prescriptivegrammar)指語法所依據(jù)的是語法家的觀點(diǎn)，是他們制定的規(guī)則。描述性語法(descriptivegrammar)則不依據(jù)認(rèn)為規(guī)定的規(guī)則，而是依據(jù)觀察到的慣用法(usage)?？紤]到中國英語教學(xué)的實(shí)際情況，命題時(shí)盡量依據(jù)傳統(tǒng)語法。語法項(xiàng)目的確定和分配詞法：名詞，代詞，冠詞，數(shù)詞，形容詞，副詞，動(dòng)詞的各種時(shí)態(tài)，動(dòng)詞的被動(dòng)語態(tài)，非謂語動(dòng)詞，動(dòng)詞的虛擬語氣，助動(dòng)詞與情態(tài)動(dòng)詞，連詞，介詞，短語動(dòng)詞，固定搭配……句法：主謂一致，動(dòng)詞句型，比較句型，It句型，詞序，疑問句，各種從句，陳述句與疑問句，肯定句與否定句……語法測試的題型多項(xiàng)選擇(multiple-choiceitems)識別錯(cuò)誤(error-recognitionite