語言測試Week 1 Language Testing Introduction

1、Language Testing Course introductionSpring semester, 2015What is language testing?What activities are involved in testing?What is language testing?n Language abilityTesting specificationsTesting paperStudents performanceTesting scoresTest useDesignAdministrate Score Make decisions DesignersTest make

2、rsDecision-makersRaters Test-takersn語言測試是對語言能力的一次抽樣推理過程，即，通過一份試卷（抽樣過程）的考試組織，使用其考試成績推導考生的目標語言能力 （推理過程）。n考試分數(shù) 語言能力 ？What to be expected How to design a testCriteria of a good testHow to grade a testHow to analyze test itemsHow to analyze students performanceHow to report the results of a testWhy do we

3、 need this course?n考試大國nPracticalitynInfluence on teaching and learning interpreting test results knowing how to choose a good testn英語社會化考試我國將建立統(tǒng)一英語能力測評標我國將建立統(tǒng)一英語能力測評標準準 本報北京10月30日電（記者姚曉丹）能用英語熟練溝通是什么等級？能同步聽說、無障礙收看英語節(jié)目又處在什么等級？如何科學衡量學生的英語能力？這些問題即將得到解答。教育部黨組成員、部長助理林蕙青30日表示，我國即將出臺一套“覆蓋大中小學各教育階段、覆蓋聽說讀寫譯綜

4、合能力、覆蓋各種形式外語學習成果的評價系統(tǒng)，使我國英語教學和測評車同軌、量同衡”。 林蕙青是在30日召開的“國家外語能力測評體系建設(shè)啟動會暨中國英語能力等級量表研制總體方案論證會”上做出這番表述的。她進一步闡釋：“目前，我國外語考試種類多，標準不一，功能各異?？荚囍g橫向縱向均不具可比性，互不溝通，造成學生在畢業(yè)、升學、就業(yè)、出國、鑒定外語水平時不得不參加各種名目的英語考試。一方面加重了學習者的負擔，另一方面造成了社會資源浪費。而且，考試多、證書多，教學單位、用人單位也難以了解證書的含義。建立國家統(tǒng)一制定的能力測評標準，有利于科學選材、促進教育公平，也為政府行政決策、學校教學改革、用人單位外語

5、評價等不同需求提供服務(wù)?！?據(jù)悉，中國英語能力等級量表以交際語言能力為基礎(chǔ)，在“聽、說、讀、寫、譯”等方面都有詳細規(guī)定。僅“聽”就分為“聽對話、聽口頭通知和指令、聽學術(shù)講座、聽廣播、電視等不同種類”。教育部高等學校外國語言文學類專業(yè)教學指導委員會、英語專業(yè)教學指導委員會等專家就量表的細節(jié)進行了深入探討。教育部外語能力量表保障高考英語一年多教育部外語能力量表保障高考英語一年多考考 晨報訊（記者 李小娟 劉佳）昨日，北京晨報記者從教育部新聞辦獲悉，目前，教育部正在建立首個統(tǒng)一外語能力測評體系，該體系將覆蓋大中小學各教育階段，并針對聽說讀寫等綜合能力的考查分別制定標準。教育部考試中心相關(guān)負責人表示，

6、該體系或?qū)⒋蛲ㄓ⒄Z四六級考試、研究生英語入學考試間的“互認”。同時，制定國家外語能力量表。 教育部黨組成員、部長助理林蕙青表示，中國英語能力等級量表將推動高考英語考試考查的能力更全面，進一步促進基礎(chǔ)英語教學立足于學生聽說讀寫等各方面能力的全面協(xié)同發(fā)展；要有利于高考英語題庫建設(shè)，保障一年多次考試的實施；要能為分省命題機構(gòu)提供統(tǒng)一的能力標準，使各省試卷有一個對比的基礎(chǔ)，提高分省命題的質(zhì)量和科學性。Assessment nMid-term (50%) theory + test design It will be given around Week 9.nTest and item analysis

7、 (50%) Due in Week 16. Week 4 7Week10 16Week 1 3kinds of TestsFunctions of testsApproaches to test constructionways of interpreting the test resultsTypes of tests in terms of scoring1.Functions of TestingnTo place students in appropriate classes in a course or programnTo locate students strengths an

8、d areas of learning difficulties or diagnose Ss needs & weaknessesnTo evaluate class achievement at the end of a term or a course (e.g., graduate program)nTo select students for certain courses or programsnTo find out proficiency/progress1.Functions of TestingnProficiency testsnAchievement testsnDia

9、gnostic Tests nPlacement Tests Proficiency Tests (水平測試）nto measure the learners competence in a LanguagenNot based on the content or objectives of a language course nbut based on certain specified abilities that successful candidates should demonstratene.g., CET4, TEM4, Cambridge Exams, TOEFL, etcAc

10、hievement Tests（學業(yè)成就測試） degree of success in some past learning activity.nIt is limited to particular material covered in a curriculum within a particular time frame (Brown, 1994). nEg. FinalsDiagnostic Tests（診斷測試） to find out what language skills or knowledge the learner knows and what he/she dose

11、not know so as to diagnose his/her difficulties in learning.Placement Test（分級測試） to put the learners at an appropriate level in a course and sort new students into different levels of teaching groups so that they can receive training proper to their level.2. Approaches to test constructionDirect tes

12、ting: Indirect testing: it requires the candidate to perform precisely the skill that we wish to measure. it attempts to measure the abilities that underlie the skills in which we are interested. Eg. Writing tasks, speaking tasksTesting to grammar, MC to measure writing ability.Discrete vs. integrat

13、ive testingnaccording to approaches to test construction Discrete Point Testing (分立型測試） one language element at a time (e.g., grammar, vocabulary, reading, writing, etc) the assumption L can be broken down into its component parts and adequately tested. Integrative Testing（綜合型測試） A language test tha

14、t attempts to test/assess a learners capacity to use language (many bits all at the same time (e.g., Cloze, dictation) the assumption L competence cannot be separated requires the learner to use several language skills at the same time.3. ways of interpreting the test resultsnCriterion-referenced Te

15、sts（標準參照性測試）Criterion-referenced T:a students score is interpreted with reference to an agreed criterion score Eg. Tests for driving license, CET 4, finals. nNorm-referenced Tests (常規(guī)參照性測試） Norm-referenced T: a students score is interpreted with reference to the scores of other students or group of

16、students. NMET, examinations for postgraduateNorm-referenced tests nMeasure global language abilities (e.g. listening, reading speaking, writing)nScore on a test is interpreted relative to the scores of all other students who took the testnNormal distributionNormal Distribution高考標準分算法：T= 500 + 100ZN

17、orm-referenced testsnStudents know the format of the test but do not know what specific content or skill will be testednA few relatively long subtests with a variety of question contentsCriterion-referenced testsnMeasure well-defined and fairly specific objectivesnInterpretation of scores is conside

18、red absolute without referring to other students scoresnDistribution of scores need not to be normalnStudents know in advance what types of questions, tasks, and content to expect for the testnA series of short, well-defined subtests with similar question contents“略帶偏見略帶偏見”的中西方教育比較的中西方教育比較4. Types o

19、f tests in terms of scoringnObjective testsnSubjective testsWhat is an Objective test?nA test that can be marked without the use of the examiners personal judgment.nA test item that requires the choice of a single correct answer.Objective Test Itemsnmultiple choice itemsnthe true-false itemnmatching itemnshort answer itemncomplet