Past-orientation回顾性测试

1、42-491Assessment Design: TestTeachingTestingPre-teaching:Placement test, aptitude testIn-teaching:Achievement test, diagnostic testAfter-teaching:Achievement testProficiency testCompetency testProgress testBack-wash effects:- Positive- Negative- NonePast-orientation回顾性测试, future-orientation前瞻性测试42-4

2、92Test SyllabusIntroduction:Target candidates, Test objectivesLevels & categoriesContents:Vocabulary range,Grammar&structures notions&functions,Skills, etc.Formats:Written, oral, components, length, subjective, objective, MC, T/F, Q/A, Cloze, matching,dictation, etc.Sample test:42-493Tes

3、t Item DesignPrinciples, Methods, Formats, CriteriaRubbish, Reliability, ValidityMultiple Choice, cloze, true or false, essay question and short answer, word/passage/spot dictation, error finding/correction, column matching, topic/task-based writing, information-gap/seeking conversation, group discu

4、ssion, translation, etc. 42-494Assessment Design: Evaluation Whats the difference between evaluating and testing? Whats the meaning of teaching evaluation? what should be evaluated? How are they evaluated? 42-495Evaluation Design formative evaluation / ongoing evaluation summative evaluation / end-o

5、f-course evaluation contrastive evaluation (experiment design, questionnaire design) observational evaluation(checklist design) mini-evaluation techniques (e.g. one-word/sentence response, comment on a piece of paper ) feedback sheet42-496Evaluation Checklists （夏纪梅夏纪梅2003：576-617）Classroom Observation Checklists: - teaching-focused, learner-focusedTeacher self-evaluation checklistsTeaching material checklistsEvaluation by teachersEvaluation by learnersResponse forms/checklistsFeedback sheet42-497Criterion-referenced Assessment InstrumentsJudging Criteria :- Can