英语测试理论与实践.doc

宁波大学硕士研究生2008/ 2009学年第 2 学期期末考试答题纸考试科目： 英语测试理论与实践 课程编号： 07G06329A 姓名： 卢晓娜 学号： G08B05020130 阅卷教师： 李奕 成绩： English Assessment: Theory and Practice1. Define the following terms in your own words1) TestingTesting which is often used for pedagogical purposes, is a procedure designed to elicit certain behavior from which one can make inferences about certain characteristics of an individual.2) AssessmentAssessment collects information of students learning for various purposes and using various techniques.3) EvaluationEvaluation applies the systematic ways to gather information for the purpose of making decisions.4) MeasurementMeasurement is the process of quantifying the characteristics of persons according to explicit procedures and rules. 5) ReliabilityReliability is a quality of test scores, and a perfectly reliable score would be one which is free from errors of measurement.6) ValidityValidity is an important quality of test interpretation, which concerns the extent to which the inferences or decisions we make on the basis of test scores are meaningful, appropriate and useful.7) Norm-referenced testsNorm-referenced tests are designed to enable the test user to make the interpretations of test results with reference to the performance of a given group or norm.8）criterion-referenced testsCriterion-referenced tests are designed to enable the test user to interpret a test score with reference to a criterion level of ability or domain of content.9） formative testFormative test is the test teachers use to check on the progress of their students , to see how far they have mastered what they should have learned and use this information to modify their future teaching plans, such as informal tests or quizzes.10) Summative testSummative test is used at the end of the term, semester or year in order to measure what has been achieved both by groups and by individuals.2Discussion questions (Answer each question in no less than 200 words.)1) How can we improve the test reliability?In order to develop the test reliability, we have to minimize the effects of measurement errors and to maximize the effects of the language abilities we want to measure. There are two kinds of reliability: test reliability and scorer reliability. And three categories affect test and score reliability: 1) test method facets;2) attributes of the test taker that are not considered part of the language abilities we want to measure;3) random factors that are largely unpredictable and temporary. The result of the effects of all these factors is that whenever individuals take a language test, they are not all likely to perform equally well, and so their scores vary. Because different factors affect different individual, the testers should use different methods of testing according to the different individuals. And we should use different approached to estimating the reliability of the tests. We can also apply the test-retest and split-half test to investigate the reliability in order to further improve it.2) How can we improve the test validity?Reliability is a necessary condition for validity. A perfectly valid measure must also be reliable. For a test score to be valid, it must be reliable. So to increase the test validity, we must first increase the reliability. There are four kinds of test validity: 1)content validity; 2) criterion-related validity; 3）construct validity; 4) face validity. In order to improve test validity, we must make sure the theoretical framework used to generate the empirical predictions is correct; second, the method or procedure used to test is appropriate; third, the relationship among multiple indicators designed should represent a given theoretical concept and theoretically relevant external variables should be similar in terms of direction, strength, and consistency. For example, two indicators, both of which are designed to measure social statue, should have similar correlations with political interest.3) Is communicative language testing applicable in Chinese context? Why and why not?Communicative language testing is applicable in Chinese context. Communicative language testing is intended to provide the tester with information about the testees ability to perform in the target language in certain context-specific tasks. The tests measure how the testees are able to use language in real life situations. As has been said, the communicative language testing is just a promised land in china as there is no real-life situation in Chinese context. So we lose both the reliability and validity. However, the aim of this test is to measure the testees communicative skills , so we can set up a real-life like situation and sample situations in performance tests to test the students communicative competence. In such a way, this test could be matched to abilities. So in Chinese context, we still can create a real-life situation to let students to finish the communicative tasks.4） How can we promote the positive washback of language testing?There are negative and positive washback of language testing. To promote the positive washback, we should inhibit the former and encourage the later. The negative washback includes that teachers may ignore subjects and activities that did not contribute directly to passing the exam, and students may be practicing exam techniques rather than language learning activities. According to these problems, the tests should be designed to reflect the learning principles and the course objectives to which they are supposedly related. Test program shouldnt take too much of time or else it will reduce the time available for instruction and narrow curricular offerings. Whats more, test should be properly designed to motivate the students and teacher, and to give them correct feedbacks.5) How would you apply performance assessment in your language teaching classroom?In applying the performance assessment in my language teaching classroom, I will design a task for the students to accomplish and measure their language ability according to the task performance. That is the “task-based” approach. I will first focus on the construct of interest and then develop tasks based on the performance attributes of the construct, score uses, scoring constraints, and so forth. Then I will begin the task-centered test by deciding which performances are the desired ones. Then, score uses, scoring criteria, and so forth become part of the performance test itself. So in applying task-based assessment, I can measure the students performance in the language teaching classroom and the scores are made according to the students performance.Specifications for the Oral TestTest purposeThis oral test is an achievement test designed to assess students progress on the oral course at the end of the term.Test domain Theoretical Construct:Students ability to process verbal or non-verbal information in oral texts as required in the teaching syllabus. Operations:a) be able to narrate or describe the information on everyday topics and common experiences or situations.b) be able to explain the specific information to the listener in the given context.c) be able to explain the specific information with an appropriate level of explicitness, including the explicit using of the grammar, words and accurate pronunciation.d) be able to speak at a length on a given topic, using appropriate language and organizing his/her ideas coherently.e) be able to recognize the right moment to get a turn.f) be able to express and justify opinions, analyze, discuss and speculate about issues.Test taker The second-year English major students who have been taking this course. Test contentText types:Interviews, dialogue, conversations at parties, speech, etc.Topic:College life, hobby, culture, sports, language, part-time job, ect.FocusTest tasks or items should focus on checking students knowledge, oral skills and communication competence, with more emphasis on speaking and communication.Test length There will be three texts with no more than 200 words each. Test methodDirect oral test is used in combination with emphasis on the latter.Test tasks and item typesAnswering questions: oralSpeech: oral Pair discussion: oralTest organization and weighting ComponentNumberTimingWeighting(total score 100)Part one: Answering questionsThe examiner asks the students questions about familiar topics.2 questions1-2 minutes30%Part two: SpeechThe students receive a task card with a topic. She/he has 1 minute to prepare and make notes before speaking about the topic for 1 to 2 minutes.3-4 minutes35%Part three: Pair discussionThe examiner require two students to discuss with each other of the topic they Receive from a task card. She/he has 1 minute to prepare and make notes before speaking about the topic for 2 to 3 minutes.4-5 minutes35%Time durationThe test should be completed within 100 minutes with 20 students.Scoring Criteria For this test, scoring criteria are provided as follows:Excellent: has full