中秋节祝福语图片-修养

2021年1月17日发(作者：毕武斌)
简答题

1.

What are the purpose of classroom test? (1)enabling teachers to increase their
own
effectiveness
by
making
adjustments
in
their
teaching
to
enable
certain
groups of students or individuals in the class to benefit more.(2)help to locate the
precise
areas
of
difficulty
encountered
by
the
class
or
by
the
individual
student.(3)enable
the
teacher
to
ascertain
which
parts
of
the
language
programme have been found difficulty by the class. In this way, the teacher can
evaluate the effectiveness of the syllabus as well as the methods and materials he
or she is using.
2.

What is the test of
vocabulary of concernt?(1)vocabulary(concerned with word
meanings,word
formation
and
collocations)
(2)A
test
of
vocabulary
measures
students
’
knowledge of the meaning of certain words.
3.

What
are
the
four
approaches
to
language
testing?(1)the
essay-translation
approach(2)the
structuralist
approach(3)the
integrative
approach(4)the
communicative approach.
4.

How should dictation be given?(1)read through the whole dictation passage at
approaching
normal
conversational
speed(2)dictate
in
meaningful
units
of
sufficient length to challenge the student
’
s short-term memory span.(3)after the
dictation,the
whole
passage
is
read
once
more
at
slightly
slower
than
normal
speed.
5.

Analysis
subjective
and
objective
testing(1)subjective
and
objective
are
terms
used
to
refer
to
scoring
of

test
items,no
matter
how
they
are
devised,require
candidates
to
exercise
a
subjective
judgement.(2)be
ability
reading and vocabulary are often measured by objective tests while be ability to
write and to speak can be measured by subjective.(3)objective tests require far
more
careful
preparation
than
subjective
tests,examiners
tend
to
spend
a
relatively short time on setting the questions but considerable time on
an objective test the tester spends a great deal of time constructing each test item

6.

What
’
s
kind
of
objective
is
a
poor
test?(1)the
test
items
are
poorly
written(2)irrelevant areas and skills are emphasized in test simply because they
are
’
testable
’
(3)it
is
confined
to
language-based
usage
and
neglects
the
communicative skills involved.
7.

Principles should be observed when multiplechoice items are constructed(1)each
multiple-choice item should have only one answer(2)only one feature at a time
should be tested(3)each option should be grammatically correct when placed in
the
stem(4)all
multiple-choice
items
should
be
at
a
level
appropriate
to
the
proficiency level of the testees(5)multiple-choice items should be as brief and as
clear as possible(6)in many tests,item are arranged in rough order of increasing
difficulty.
8.

What are the types of subjective items to test grammar? Multiple-choice items.
Error-recognition items. Rearrangement items. Completion items. Transformation
items. Items involving the changing of words.
‘
broken sentence
’
items. Pairing
and matching items. Addition items.
9.

to compare
and assess
three
types of
types 2 and 3 are
preferable to 1 because the options do not interrupt the flow of meaning in the
sentence:
these
items
present
the
entire
sentence
so
that
it
can
be
read at
a
glance. Unfortunately,type 1 confuses the reader because of the long parenthesis.
Item type 4 shows the correct form as part of the sentence in such a way that it
cannot be compared on equal terms with the other options.
10.

why
is
passage
is
taken
straight
from
a
newspaper
article
good
?
the
context
provides
students
with
enough
background
knowledge
and
details
to
avoid
ambiguity and alternative interpretations, and the newspaper report itself is very
interesting, does it really matter if it will not allow us the opportunity to test every
point of grammar which we may want to test?students taking this test are being
given a real feel for the language they are learning.
11.

比较
type1 and type2.(1)item type 2 allows the test writer to test errors caused by
omission,
this
type
of
error
cannot
be
tested
by
the
first
item
of
the
r,
there
are
different
ways
of
correcting
many
sentences.(2)for this reason, the test writer is strongly advised to avoid items of
the second type.
12.

what can not be tested by rearrangement? (1)structure,inversion.(2)the order of
adjectives and the position of adverbs can be tested in this way, as indeed can
several other grammatical areas.
13.

what are the three ways of restricting the choice available to the testees?(1)by
providing a context(2)by providing data(3)by using multiple-choice techniques.
14.

what are the two advantages in using a passage of continuous prose rather than
separate
sentences?(1)the
use
of
context
often
avoids
the
kinds
of
ambiguity
referred
to
in
the
previous
paragraphs.(2)the
students
experience
the
use
of
grammar in context, being required to use all the context clues available in order
to guess many of the missing words.
15.

lexical
items
can
be
selected
from:
the
syllabus.
The
students
’

textbook.
The
students
’
reading material. Lexical errors taken from students
’
free-written work
16.

what are the guidelines for writing items?(1)if the problem area being tested is
located in the options(2)each option should belong to the same word class as the
word
in
the
stem.(3)the
correct
option
and
the
distractors
should
be
at
approximately
the
same
level
of
difficulty.(4)there
is
some
disagreement
concerning the relationship of the options to the problem area being tested.(5)all
the options should be approximately the length.
17.

what are the three ways administered the listening con?(1)the testees receive note
paper and
take
notes
while
they
listen
to
the
lecture.
They are
then
given
the
question paper.
（
2
）
the testees listen to the lecture and then receive the question
paper.
18.

what
should
we
know
using
written
texts
as
the
basis
of
a
listening
comprehension?(1)keep
to
the
normal
delivery
rate
,
increasing
the
length
of
pauses at the end of breath segments.(2)the written text itself should be adapted
to assume the features of speech as far as possible.(3)it is most inadvisable to
attempt to introduce other essential features of spoken discourse when adapting
written texts for the purposes of reading aloud.
19.

what are the types of listening comprehension test? Multiple-choice items than
others.
Questions
set
in
a
tabular
form.
Visuals.
Open-ended
questions.
True/false items
20.

what
are
the
some
difficulties
in
testing
the
speaking
skills?(1)as
it
is
far
too
complex
a
skill
to
permit
any
reliable
analysis
to
be
made
for
measuring
the
speaking
skills
and
to
the
weighting
given
to
such
components
as
correct
pronunciation remain largely unanswered.(3)in many tests of oral production from
the listening skills.(4)this very interdependence of the speaking and listening skills
increases the difficulty of any serious attempt to analyse precisely what is being
tested at any one time.(5)since the spoken language is transient, it is impossible
without
a
tape
recorder
to
apply
such
procedures
as
in
the
marking
of
compositions.(6)another difficulty in oral testing is that of administration.
21.

what
are
the
four
main
types
of
oral
tests?
Reading
aloud.
Conversational
exchanges. Using pictures for assessing oral production. The oral interview.
22.

how do linguists argue for and against the method of oral interview in oral tests?
Supporters of the oral interview claim that the examination at least appears to offer
a realistic means of assessing the total oral skill in a
‘
natural
’
speech situation.
Others,
however,
argue
that
the
examination
nevertheless
is
artificial
and
unrealistic: students are placed not in natural, real-life speech situation s but in
examination situations. They are thus susceptible to psychological tensions and
also to constraints of style and register necessary in such a situation.
23.

what are the solutions to solve the conproversail idea of linguists on oral interview
in oral test?(1)one solution to this problem is to have the class teacher as the
interviewer.(2)the
interviewer
should
never
attempt
to
note
down
marks
or
comments while the student is still engaged in the interview.(3)another solution to
problems caused by tension and language constraints is to interview students in
pairs
or
even
threes,
thus
not
only
putting
them
more
at
ease
through
the
presence of a friend or classmate but also enabling them to speak to each other
as members of the same peer group.(4)the oral interview should be scored only
after the student has left the room.
24.

what is the detail marking scheme? It is a marking method involving accuracy of
pronunciation, grammar, vocabulary, appropriacy, fluency and ease of speech.
25.

what is comprehensive and balanced examination of oral production might thus
consist of?(1)an oral interview involving two students,(2)a short problem-solving
activity involving the comparison or sequencing of pictures,etc.(3)a longer activity
comprising group discussion or a role play.
26.

what are the types of reading confrehension? Multiple-choice items, ture/false
items,
matching
items,
rearrangement
items,
ordinary
completion
items,
completion of information in tables, open- ended questions.
27.

the
true/false
test,
however
,
has
two
main
disadvantages
:
firstly,
it
can
encourage guessing, secondly, as the base score is 50 per cent.
28.

how do teachers publish students for essay? Each correct answer will be awarded
two marks, however, for each wrong answer, one mark will be deducted from your
score. It is better, therefore, not to guess blindly and to leave a blank if you do not
know the correct answer.
29.

what are the two types of true/false tests?(1)those which are independent of a
reading text,(2)those which depend on a text.
30.

what are types of completion items?(1)type1 consisting of blanks for completion
in the items following the text. (2)type2 consisting of blanks in the text itself.
31.

why
don
’
t
we
recommend
to
provide
only
the
initial
letter
of
the
missing
in
comprehension test? This item is not to be recommended for most purposes as
the inclusion of letters can often create mental blocks and only confuse students
if they fail to think of the exact word required. This is clearly disadvantageous for
reliable
assessment
as
a
student
might
understand
the
passage
and
would
otherwise have been able to complete the passage with a suitable synonym.
32.

five
writing
skills(1)language
use:
the
ability
to
write
correct
and
appropriate
sentences(2)mechanical
skills:
the
ability
to
use
correctly
those
conventions
peculiar to the written language-e.g. punctuation, spelling(3)treatment of content:
the
ability
to
think
creatively
and
develop
thoughts,
excluding
all
irrelevant
information.(4)stylistic skills: the ability to manipulate sentences and paragraphs,
and
use
language
effectively.(5)judgement
skills:
the
ability
to
write
in
an
appropriate manner for a particular purpose with a particular audience in mind,
together with an ability to select, organize and order relevant information.
33.

how
to
achieve
face
validity
in
reading
comprehension?
Most
designers
of
communicative tests regard face validity as the most important of all types of test
validity,
indeed,
many
argue
that
a
test
must
look
valid
even
as
far
as
the
reproduction
of
the
material
itself
is
concerned:
thus,
a
test
of
reading
comprehension using such authentic tasks as reading and skimming newspapers
must contain actual newspapers or, at least, articles printed in exactly the same
way as they appeared in the newspaper from which they were taken.
34.

how to manage content validity?
（
1
）
first draw up a table of test specifications,
describing in very clear and precise terms the particular language skills and areas
to be included in the test. If the test or sub-test being constructed is a test of
grammar,
each
of
the
grammatical
areas
should
then
be
given
a
percentage
weighting as touched upon previously(2)if the test or sub-test concerns reading,
then each of the reading sub-skills should be given a weighting in a similar way.
(3)it scarcely matters what the total percentage is: the important point is that the
test writer has attempted to quantify and balance the test components.
35.

factors affecting the reliability of a test are: (1)the extent of the sample of material
selected for testing(2)the administration of the test
36.

what is the method of measuring the reliability?(1)is to re-administer the same
test after a lapse of time(2)another means of estimating the reliability of a test is
by administering parallel forms of the same group(3)the split-half method is yet
another means of measuring test reliability.(4)the split-half method is based on
the principle that, if an accurate measuring instrument were broken into two equal
parts,
the
measurements
obtained
with
one
part
would
correspond
exactly
to
those obtained with the other.
37.

how to solve the problem of writing clumsy rubrics?(1)one possible solution is to

中秋节祝福语图片-修养

中秋节祝福语图片-修养

中秋节祝福语图片-修养

中秋节祝福语图片-修养

中秋节祝福语图片-修养

中秋节祝福语图片-修养

中秋节祝福语图片-修养

中秋节祝福语图片-修养