初中書面表達(dá)的命題思路

1、初中書面表達(dá)的命題思路廣州市教育局教學(xué)研究室 黃麗燕2007年12月14日內(nèi)容提要n一、題型概說n二、命題思路n三、評(píng)分標(biāo)準(zhǔn)制定n四、實(shí)例點(diǎn)評(píng)一、題型概說n1. 考查目標(biāo) 1) 語言能力2）語篇能力3）策略能力n2. 題目類型2. 題目類型nFree/creativeFree/creative For example: For example: “Its a womans job and duty to follow her husband “Its a womans job and duty to follow her husband everywhere and do whatever h

2、e wants without complaining.” everywhere and do whatever he wants without complaining.” How far do you agree or disagree with this statement in How far do you agree or disagree with this statement in a world of changing ideals?a world of changing ideals?(Taken from: Sudan Examinations, Secondary Sch

3、ool Certificate, (Taken from: Sudan Examinations, Secondary School Certificate, March 1984)March 1984)nGuidedGuidednControlledControlledFree/ Creative writingn(A)話題表述話題表述：為配合“構(gòu)建和諧校園，和諧班級(jí)，人人爭當(dāng)文明學(xué)生”的活動(dòng)，作為一名中學(xué)生，你認(rèn)為該做些什么？請(qǐng)用簡短的英語寫出你的建議。n要求：語言規(guī)范，字跡工整，意思完整。30-40個(gè)詞。（滿分6分）n(B)書面表達(dá)：書面表達(dá)：n 緊張忙碌的初中生活即將結(jié)束，你一定想好好

4、放松一下。你將怎樣度過一個(gè)既充實(shí)又有意義的假期呢？請(qǐng)用英語寫下來。n要求：語言規(guī)范，字跡工整，意思完整。50-60個(gè)詞。（滿分9分）(山西省山西省2007年高中階段教育學(xué)校招生統(tǒng)一考試年高中階段教育學(xué)校招生統(tǒng)一考試 )二、命題步驟nStages of test developmentnMake a full and clear statement of the testing problem.nWrite complete specifications for the test.nWrite and moderate items.nTrial the items informally on n

5、ative speakers and reject or modify problematic ones as necessarynTrial the test on a group of non-native speakers similar to those for whom the test is intended.nAnalyze the results of the trial and make any necessary changes.nCalibrate scales.nValidate.nWrite handbooks for test takers, test users

6、and staff.nTrain any necessary staff (interviewers, raters, etc.)三、命題思路 1. When designing a writing task, item writers will take a number of factors into consideration, including:n1)thetesttakersleveloflanguageabilityn2)othercharacteristicsofthetesttakers(e.g.age)n3)thepurposeofthetestn4)theresource

7、savailabletotesttakersduringthetestn5)constraintsofthetestingsituationn6)theadvantagesanddisadvantagesofthevarioustasktypes 三、命題思路2. Checklist (based on Cushing Weigle, 2002: 90 107):nSubject matter, e.g.:Does the task rely on background knowledge that might not be available to all the test takers?

8、Does the subject matter require the test taker to use relevant aspects of their language ability? Might the subject matter arouse emotions that are counter-productive to a good test performance? Is it interesting/motivating? (see Hedge, T. 1988/1991, Writing. Oxford: OUP) 三、命題思路2. Checklist (based o

9、n Cushing Weigle, 2002: 90 107):Stimulus material, e.g.:Does the stimulus draw on background knowledge that might not be available to all the test takers? Is there enough scaffolding (i.e. support for the test-taker) or too much? Does the stimulus material introduce construct irrelevant factors (for

10、 instance, reading)?三、命題思路2. Checklist (based on Cushing Weigle, 2002: 90 107):Genre, e.g.:Is the intended form and/or function of the output appropriate? Is the task authentic? Could the discourse mode adversely affect test performance? Will the genre require the test taker to use relevant aspects

11、of their language ability?三、命題思路2. Checklist (based on Cushing Weigle, 2002: 90 107):Time allotment, e.g.: Is the time allowed stated? Is the time allowed sufficient or too much? nInstructions, e.g.:Are the instructions clear? Do the instructions contain enough detail without being over long? 三、命題思路

12、nInstructions, e.g.:nDo the instructions provide a context for the response, a statement of audience, the required length and explain how the response will be scored?nUse of reference materials, e.g.:Will it be beneficial for test takers to consult reference materials (such as dictionaries)? Does th

13、is introduce a construct irrelevant factor? 四、評(píng)分標(biāo)準(zhǔn)制定n制定評(píng)分標(biāo)準(zhǔn)時(shí)要考慮的要素nA survey of Weir (1993), Heaton (1990), the rating scales used in the University of Cambridge Local Examination Syndicate examinations and the Test of Written English has revealed that writing rating scales typically draw on the foll

14、owing criteria: Task achievement n Relevance and adequacy n Organisation n Unity, coherence, progression n Cohesion n Fluency n Context n Complexity (of syntax and vocabulary) n Range/variety (of syntax and vocabulary) n Grammatical accuracy nSpelling nPunctuation 三、評(píng)分標(biāo)準(zhǔn)制定n評(píng)分標(biāo)準(zhǔn)的分類nHolistic using a s

15、et of criteria to assign a single mark based on an overall impression of a writing performance.nAnalytic the scale lists several criteria for judging the writing performance. Each performance is rated separately on each of these criteria. These ratings can either be reported separately or aggregated

16、 to give an overall score.n廣州市中考書面表達(dá)評(píng)分標(biāo)準(zhǔn)四、實(shí)例點(diǎn)評(píng)n1. 試題評(píng)價(jià)標(biāo)準(zhǔn)n2. 2007國內(nèi)中考書面表達(dá)題的主要特點(diǎn)n3. 部分題目評(píng)析What is a good test?nIt consistently provides accurate measures of precisely the abilities in which we are interested:n Validity: content, test techniques (e.g., MC, writing)n Reliability: inter-rater, intra-raternIt has a beneficial effect on teaching (in those cases where the test is likely to influence teaching): n Impactn Washback (backwash)nIt is economical in terms of time and money.2007國內(nèi)中考