TestSpecificationsforCET4

1、Test Specifications for CET-4 (June, 2015)Test PurposeCollege English Test Band 4(CET4) is the norm-referenced and criterion-referenced test which is designed to assess college students English proficiency accurately and objectively. It focuses the test of overall ability including writing, listenin

2、g, reading and translating skills and so on. CET4 aims to promote the implement of syllabus and level of English teaching.Test DomainTheoretical Construct: To test students ability to listen verbal information, process information and solve problems in reading text, translate Chinese into English ac

3、curately and frequently and express ones idea correctly and clearly in English.Test Takers Test takers are the undergraduates and graduates who have finished the college English Band 4 curriculum required by syllabus. Test Method Discrete-point test and integrative test are&

4、#160;used in combination with emphasis on the latter.Test organization and weighting ComponentContentQuestion TypePercentage Score(%)Time Duration(minutes)Writingwritingwriting15%30 Listening comprehensionconversationsshort conversationsmultiple-choice questions8%3

5、0 long conversationsmultiple-choice questions7%passagesshort passagesmultiple-choice questions10%dictationWords and phrases dictation10%Reading comprehensionbanked clozecloze5%40 long passage readingmatching10%reading in depthmultiple-choice questions20%Translation Chinese-English Translationpassage

6、 translation15%30 Total100%130 Test AdministrationThe students should be informed of the procedures of test administration beforehand. Test instructions should be read to student before the test. When the test begins, the students should first finish the writing section on Answer Sheet 1 within 30 m

7、inutes. Later, when Listening Comprehension begins, students should write their answer on Answer Sheet 1. 30 minutes later, supervisors should collect the Answer Sheet 1 within 5minutes and students should finish the rest of the test on Answer Sheet 2. Supervisors are expected to administer the test

8、 strictly in accordance with the stated procedures.Measures should be taken to maintain a supportive testing environment throughout the test.Specifications for WritingTest purpose The writing test is a proficiency test designed to assess students English Writing ability. Test domain Theoretical Cons

9、truct: To test students ability to produce different types of English writings in limited time as required in the syllabus.Operations:a) Be able to produce writing at an efficient rate of speed and required number of words to suit the purposeb) Be able to produce correctly spelling words and use app

10、ropriate words and phrasesc) Be able to use acceptable grammatical system, patterns and rulesd) Be able to express a particular meaning in different grammatical formse) Be able to use cohesive devices in written discoursef) Be able to use the rhetorical forms and conventions of written discourseg) B

11、e able to develop the writing logicallyh) Be able to appropriately accomplish the communicative functions of written texts according to form.Test content Text types: Picture description, form completion tasks, letters, reports, advertisements, notes, argumentation, etc. Topics: history, customs, cul

12、ture and society, school life, environment, technology, etc. Focus: Test task should focus on checking students ability to express particular meaning with grammatical system and develop the writing logically and cohesively and coherently, with more emphasizes on the communicative functions of writte

13、n texts.Test task and item typeTypeExpected ResponseModewritingconstructedwrittenTime duration The test should be completed within 30 minutes.Scoring criteria 13-15 points. The passage is relevant to the given topic and expresses the idea clearly with coherent writing, and without linguistic errors,

14、 or only with few errors. 10-12 points. The passage is relevant to the given topic and expresses the idea clearly with relatively coherent writing. But the passage has a small number of errors. 7-9 points. The passage is basically relevant to the given topic. Some expressions are not clear enough an

15、d the discourse is barely coherent with a large number of linguistic errors, especially some of which are fatal. 4-6 points. The passage is basically relevant to the given topic with unclear expressions of ideas and a large amount of fatal errors. The discourse is poorly coherent 1-3 points. The pas

16、sage is improperly arranged. The language in writing is disordered and most of sentences have errors, some of which are fatal. 0 point. Unanswered or only a few isolated words. Or the passage has no relevance to the given topic.Specifications for Listening ComprehensionTest purpose The listening tes

17、t is a proficiency test designed to assess students listening skills and ability.Test domain Theoretical Construct: To test students ability to get information, comprehend the given listening material and solve the problems with the help of the basic listening skills, such as scanning and skimming,

18、etc.Operations a) Be able to detect the specific information, such as time, space, participants, etc.b) Be able to grasp the key wordsc) Be able to infer the links and connections a of events and deduce causes and effectsd) Be able to distinguish the literal information from implied informatione) Fr

19、om the events and ideas described, predicts the outcomes and the behavior or attitude of peoplef) Be able to detect the main idea, supporting ideag) Be able to generalize h) Be able to dictate the specific words, phrases correctly Test content Text types: Conversations, reports, dictation Topics: Da

20、ily conversation, news, reports, stories, advertisements, radio program, etc. Focus： Test task or items should focus on checking students knowledge, comprehension, application of specified skills, with more emphasis on comprehension and application.  Text length The who

21、le test consists of three sections, including 35 questions. Section A has 8 short conversations and 2 long conversations. Section B includes 3 passages. Section C is a passage with 10 items.Test task and item typeTypeExpected ResponseModeMultiple-choice questionsSelectedwrittendictationsconstructedw

22、rittenTime duration The test should be completed within 30 minutes.Scoring criteria A standard key is provided for the selected-response type task or items and the constructed-response type task or items. Test development chartComponentSkill(see operations)NumberTest focus Number of Items for Each F

23、ocusA. conversation listening (15 items)abcdef215331Knowledge3Comprehension12B. passage listening (10 items)abcdefg622Knowledge6Comprehension4C. dictation (10 items)h10Comprehension &Application 10Specifications for Reading ComprehensionTest purpose The reading test is a proficiency test designe

24、d to assess students reading ability and skills.Test domain Theoretical Construct: To test students ability to process information in reading texts, comprehend the target text and use different reading strategies for different purposes as required.Operations a) Be able to scan

25、60;text to locate specific information. b) Be able to search through text to establish which part is relevant to a specified need. c) Be able to deduce the meaning o

26、f an unknown word from context. d) Be able to distinguish the different forms of the same idea.e) Be able to understand the relations within sentences. f) Be able to search through text to e

27、valuate the content in terms of previously received information.g) Be able to distinguish the literal information from implied information. h) Be able to comprehend the text globally and detect the topic and ma

28、in idea. i) Be able to generalize and draw the conclusion.Test contentText types: Cloze, essay, arguments, newspaper articles, reports.etc Topics: Education, economy, agriculture, medical, technology, etc Focus： Test task or items should focus on checking

29、 students knowledge, comprehension, application of specified skills, with more emphasis on comprehension and application.  Text length The test consists of three sections. Section A has a cloze with 10 items. Section B includes 10 short paragraphs, each has around 50 wo

30、rds. There are two texts of no more than 350 words. Test task and item typeTypeExpected ResponseModeMultiple-choice questionsSelectedwrittenTime duration The test should be completed within 40 minutes.Scoring criteria A standard key is provided for this selected-response type test.Test development c

31、hartComponentSkill (see operations)NumberTest FocusNumber of Items for Each FocusSection A:Cloze (10 items) g10Application 10Section B: Matching (10 items)a bdehi235Comprehension10C:Multiple-choice questions(10 items)abcdefghi231211Knowledge5Comprehension5Specifications for TranslationTest purpose T

32、he translating test is a proficiency test designed to assess students translating ability and skills.Test domain Theoretical Construct: To test students ability to process translation between Chinese and English according to certain contexts as required in the translation syllabus.Operations a) Be a

33、ble to use appropriate words and phrases.b) Be able to analyze the sentence structures.c) Be able to comprehend the text globally. d) Be able to grasp language transformation strategies.e) Be able to understand Bilingual culture. f) Be able to translate the source

34、text into target text faithfully and smoothly.Test contentText types: Short essays, etc Topics: History, stories, customs, education, social development, etc Focus： Test task or items should focus on checking students knowledge, comprehension an application of translation skills, with

35、 more emphasis on application and translation.Text length There is a Chinese text of 140-160 words in the test. Test task and item typeTypeExpected ResponseModetranslationconstructedwrittenTime duration The test should be completed within 30 minutes.Scoring criteria13-15 points. The t

36、ranslation is smooth and faithful to the original with appropriate wording. The whole translation does not have language errors, or just have a few errors.10-12 points. The translation is basically smooth and faithful to the original without fatal language errors. 7-9 points. The translation is bare

37、ly faithful to the original with a number of language errors, especially some of which are fatal. The wording in translation is not accurate enough.4-6 points. The translation is partly faithful to the original with inaccurate wording and a large number of language errors. 1-3 points. The translatio

38、n is improperly arranged. Except for a few words or sentences, most of the translation fails to be faithful to the orginal. 0 point. Unanswered or only a few isolated words. Or the translation has no relevance to the original.An analysis of the design of CET-4(June, 2015)CET-4 is the norm-referenced

39、 and criterion-referenced test sponsored by Ministry of Education, aiming to assess college students English proficiency accurately and objectively. It mainly tests students overall language ability, including writing, listening, reading and translating skills and so on. Based on the analysis above,

40、 CET-4 on June, 2015 basically follows 5 cardinal criteria for language assessment: practicality, reliability, validity, authenticity and washback. As for practicality of the test, CET-4 is sponsored by Ministry of Education who ensures the budgetary, strict administration, available human resources

41、 and material resources. Besides, all questions are designed as required in the syllabus. So most test takers can complete the test in the limited time. CET-4 combines multiple-choice test and constructed test, such as writing, translation, which avoids the subjectivity in the scoring, but also allo

42、w test takers to creativity. Thus, CET-4 on June, 2015 has relatively high practicality. Regardless of the personal differences of scorers, CET-4 is basically reliable by the design of test. At first, the specifications and directions of the test strive to be simple, clear and accurate, avoid ambigu

43、ity that may mislead test takers. Then, the test gives clear directions and uniform rubrics for scoring. Even writing and translation have strict scoring level in accordance with different scoring rubrics. Language is an integrated discipline which includes listening, speaking, reading, writing and

44、translating. CET-4 involving listening, reading, writing and translating 4 important skills can measure exactly the overall language ability of students accurately and objectively. On the one hand, the test is divided into different isolated parts, such as writing, listening. So the results of the t

45、est can reflect test takers disadvantages in different parts. On the other hand, each parts of the test integrate at least two different skills, which reinforce the overall ability of students. Therefore, CET-4 is reliable in terms of the design of test. As for authenticity, the selection of the mat

46、erials are broaden, involving a variety of topics, such as education, technology, medical, economy, social development, history, and so on. These materials come from real context, reflect the situations of different fields and provoke reflective thoughts. CET-4 will impel students to review English

47、systematically from perspective of 5 different skills, which will definitely enhances students language ability. Besides, the results of the test will reflect the disadvantages of English learning and teaching. So students and teachers can make adjustments accordingly. To sum up, CET-4 contributes t

48、o the implement of syllabus and the enhancement of English teaching.2015年6月大學(xué)英語四級(jí)考試真題Part 1 Writing (30 minutes)(請(qǐng)于正式開考后半小時(shí)內(nèi)完成該部分，之后將進(jìn)行聽力考試)Directions: For this part, you are allowed 30 minutes to write an essay based on the picture below. You should start your essay with a brief description of the

49、picture and then comment on this kind of modern life. You should write at least 120 words but no more than 180 words.THIS MODERN LIFE: picture omitted hereWORK HOME PLAY SLEEP請(qǐng)用黑色簽字筆在答題卡1指定區(qū)域作答作文題，在試題冊(cè)上的作答無效。Part II Listening Comprehension (30minutes)Section ADirections: In this section, you will be

50、ar 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each questions there will be a pause. During the pause, you must read the four choices

51、marked A), B),C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer sheet 1 with a single line through the center.注意：此部分試題請(qǐng)?jiān)诖痤}卡1上作答1. A) He is pleased to sit on the committee B) He is willing to offer the woman a handC) He will tell the woman his decision later

52、 D) He would like to become a club member 2. A) Their planned trip to Vancouver is obviously overpriced B) They should borrow a guide book instead of buying one C ) The guide books in the library have the latest information D) The library can help order guide books about Vancouver3. A) He regrets ha

53、ving taken the history course B) He finds little interests in history books C) He has trouble finishing his reading assignments D) He has difficulty in writing the weekly book report4. A) The man had better choose another restaurant B) The new restaurant is a perfect place for dating C) The new rest

54、aurant caught her fancy immediately D) The man has good taste in choosing the restaurant 5. A) He has been looking forward to springB) He has been waiting for the winter sale C) He will clean the womans boots for springD) He will help the woman put things away6. A) At a tailors C) In a cloth store B

55、) At Bobs home D) In a theatre7. A) His guests favor Tibetan drinksB) His water is quite extraordinary C) Mineral water is good for healthD) Plain water will serve the purpose8. A) Report the result of a discussion B) Raise some environmental issues C) Submit an important documentationD) Revise an e

56、nvironmental reportQuestions 9 to 12 are based on the conversation you just heard9. A) They pollute the soil used to cover them B) They are harmful to nearby neighborhoods C) The rubbish in them takes long to dissolve D) The gas they emit is extremely poisonous10. A) Growing populations C) Changed eating habits B) Packaging materials D) Lower production cost11. A) By saving energy C) By reducing poisonous wastes B) By using less aluminum D) By making the most of materials12. A) We are running out of natural resources soon B) Only combined efforts can make a difference C) The waste problem wil