英语测试理论与实践
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2021年01月17日 01:41
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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 Practice
1.
Define the following terms in your own words
1)
Testing
Testing
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) Assessment
-
Assessment collects information of
students’ learning for various pu
rposes and using
various techniques.
3) Evaluation
Evaluation
applies
the
systematic
ways
to
gather
information
for
the
purpose
of
making decisions.
4) Measurement
Measurement is the process of quantifying the characteristics of persons according
to explicit procedures and rules.
5) Reliability
Reliability
is
a
quality
of
test
scores,
and
a
perfectly
reliable
score
would
be
one
which is free from errors of measurement.
6) Validity
Validity 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 tests
{
Norm-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 tests
Criterion-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 test
Formative 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 test
Summative 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.
2
．
Discussion 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
testee’s
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 shouldn
’
t take too much of time or else it will reduce
the
time
available
for
instruction
and
narrow
curricular
offerings.
What
’
s
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.
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