周六英語教育測量與評價-基本課件201131intro to language test

III)LanguageTesting1)IntroductionToLanguageTest2)TypesofTesting3)ApproachestoTesting語言測試

作為語言教學評價的一個組成部分

---asadiscipline

內(nèi)容（ContentSciences):

1)研究語言本身系統(tǒng)的科學(語言學,語義學等);

2)研究語言運用的科學

(語言哲學,語用學);

3)語言學科與其它學科結(jié)合的科際學科(心理語言學,神經(jīng)語言學)

4)對語言學有決定作用的學科(哲學,心理學,教育學)

方法/手段(MethodologySciences):

1)測量科學(教育測量學,心理測量學)

2)實驗方法論

3)信息技術(計算機科學,計算機語言學)

Source:

李筱菊,《語言測試科學與藝術》,湖南教育出版社,1997

I)IntroductionToLanguageTestTestingAndTeachingWhatShouldBeTestedAnd

toWhatStandard?TestingTheLanguageSkills

TestingLanguageAreasLanguageSkillsAndLanguageElementsRecognitionAndProductionProblemsofSamplingAvoidingTrapsForTheStudentsReference:WritingEnglishLanguageTest,P6-

TestingAndTeaching

BothtestingandteachingaresocloselyinterrelatedthatitisvirtuallyImpossibletoworkineitherfieldwithoutbeingconstantlyconcernedwiththeother;Testsareconstructedprimarilyasdevicesto1)motivatestudentsandreinforcelearning---thetestisgeared/adjustedtotheteachingthathastakenplace&2)assessthestudents’performance---theteachingisoftengearedlargelytothetest;Standardizedtestsandpublicexaminationsmayexertsuchaconsiderableinfluenceontheaverageteacherthattheyareofteninstrumental(decisive/essential)indeterminingthekindofteachingthattakesplacebeforethetest.TestingAndTeachingTeachingcontentTesting

TeachingmethodTeachingAimHowcanLTandSLAbenefitfromeachother?ContributionsofLTtoSLA1)Definingtheconstructoflanguageability;2)ApplyingLTfindingtotestSLAhypotheses;3)ProvidingSLAresearcherswithqualitycriteriafortestsandtasks;ContributionsofSLAtoLT1)Identifyinglanguagecomponentsforelicitationandcriteriafortheirassessment;2)Informinglanguagetestersaboutdifferencesandmodating(使適應,調(diào)節(jié))thesedifferencesSource:P156-170,Bachman&Cohen,InterfacesbetweenSecondlanguageAcquisitionandLanguageTestingResearch,外研社2002ABasicModelofTestBackwash

participantsprocessproducts

TESTStudentsLearningTeachersTeachingResearchersResearchresultsMaterials,Writers&CurriculumdesignersNewmaterialsAndNewcurriculaBackwashmechanism

byAlderson&WallWashbackonteaching:Atestwillinfluenceteaching;Atestwillinfluencewhatteachersteach;Atestwillinfluencehowteachersteach;AtestwillinfluencetherateandsequenceofteachingAtestwillinfluencethedegreeanddepthofteaching;Atestwillinfluenceattitudestothecontent,method,etc.ofteachingandlearning;Washbackonlearning:Atestwillinfluencelearning;Atestwillinfluencewhatlearnerslearn;Atestwillinfluencehowlearnerslearn;Atestwillinfluencetherateandsequenceoflearning;Atestwillinfluencethedegreeanddepthoflearning;attitudestotheattitudestothecontent,method,etc.ofteachingandlearning;Strengthofwashback:Teststhathaveimportantconsequenceswillhavewashback;andconverselyTeststhatdonothaveimportantconsequenceswillhavenowashback;Testwillhavewashbackonalllearnersandteachers;Testwillhavewashbackeffectsforsomelearnersandsometeachers,butnotforothers;

ContentandStandardoftesting

Importanceofanalyzingthelanguagebeingtested;Takeintoconsiderationthewholecomplexsystemoflanguageskillsandpatternsoflinguisticbehaviorinaparticularsituation(context)andataparticulartime---substitutemoderndescriptivegrammarforolderprescriptiveone;TestTheLanguageSkillsandLanguageElements,andbothRecognitionandProductionskills;Beforeatestisconstructed,questionthestandardswhicharebeingset---toodemanding?Realistic?Equivalenttosomestandardizedgrade/band?

Specificationsfortestwriters1)Whatisthepurposeofthetest:mainlyplacement,progress,achievement,Proficiency,diagnostic.2)Whatsortoflearnerwillbetakingthetest:age,levelofproficiency/stageoflearning,likelylevelofbackground(world)knowledge?3)Howmanysections/papersshouldthetesthave,howlongshouldtheybeandhowwilltheybedifferentiated(e.g.Listeningandwritingintegratedintoonepaper)?4)Whattargetlanguagesituationisenvisagedforthetest,andisthistobesimulatedinsomewayinthetestcontentandmethod?*reference:Alderson,LanguageTestConstructionandEvaluation5)Whattexttypesshouldbechosen–writtenand/orspoken?Whatshouldbethesourceofthese,thesupposedaudience,thetopics,thedegreeofauthenticity?Howlongordifficultshouldtheybe?Howcomplexshouldthelanguagebe?6)Whatlanguageskillsshouldbetested?Aremicroskillsspecified,andshoulditemsbedesignedtotesttheseindividuallyorinsomeintegratedfashion?7)Whatlanguageelementsshouldbetested?Aregrammaticalstructures,lexis,notionsandfunctions,speechactsorpragmaticfeaturesspecified?8)Whatsortoftasksarerequired–discretepoint,integrative,simulated‘a(chǎn)uthentic’,objectivelyassessable?

9)Howmanyitemsarerequiredforeachsection?Whatistherelativeweightforeachitem–equalweighting,extraweightingformoredifficultitems?10)Whattestmethodsaretobeused–multiplechoice,gapfilling,matching,transformation,shortanswerquestion,picturedescription,roleplaywithcuecards,essay,structuredwriting?11)Whatrubricsaretobeusedasinstructionsforcandidates?Willexamplesberequiredtohelpcandidatesknowwhatisexpected?Shouldthecriteriabywhichcandidateswillbeassessedbeincludedintherubric?12)Whichcriteriawillbeusedforassessmentbymarkers?Howimportantisaccuracy,appropriacy,spelling,lengthofutterance/script,etc.

UnderstandingRubricsWhatIsaRubric?

Arubricisascoringtoolthatliststhecriteriaforapieceofwork,or"whatcounts"(forexample,purpose,organization,details,voice,andmechanicsareoftenwhatcountinapieceofwriting);italsoarticulatesgradationsofqualityforeachcriterion,fromexcellenttopoor.Rubric:intestsandinstructionalmaterial,theinstructiontothestudentwhatheorshehastodotocompleteataskoractivity(新版朗文語言教學與應用語言學詞典，2003)rubric即可作為考生答題指南，又可作為教師評卷依據(jù)。example:Thereportmustexplain(1)thepurposesoftheinvention,(2)thefeaturesorpartsoftheinventionandhowtheyhelpitserveitspurposes,(3)theprosandconsofthedesign,and(4)howthedesignconnectstootherthingspast,present,andfuture.Therubriccouldeasilyincludecriteriarelatedtopresentationstyleandeffectiveness,themechanicsofwrittenpieces,andthequalityoftheinventionitself.

WhyUseRubrics?

Rubricsappealtoteachersandstudentsformanyreasons:First,theyarepowerfultoolsforbothteachingandassessment.Rubricscanimprovestudentperformance,aswellasmonitorit,bymakingteachers'expectationsclearandbyshowingstudentshowtomeettheseexpectations.Theresultisoftenmarkedimprovementsinthequalityofstudentworkandinlearning.Thus,themostcommonargumentforusingrubricsistheyhelpdefine"quality."Asecondreasonthatrubricsareusefulisthattheyhelpstudentsemorethoughtfuljudgesofthequalityoftheirownandothers'work.Whenrubricsareusedtoguideself-andpeer-assessment,studentseincreasinglyabletospotandsolveproblemsintheirownandoneanother'swork.Repeatedpracticewithpeer-assessment,andespeciallyself-assessment,increasesstudents'senseofresponsibilityfortheirownwork.Andrubricsprovidestudentswithmoreinformativefeedbackabouttheirstrengthsandareasinneedofimprovement.

Third,rubricsreducetheamountoftimeteachersspendevaluatingstudentwork.Teacherstendtofindthatbythetimeapiecehasbeenself-andpeer-assessedaccordingtoarubric,theyhavelittlelefttosayaboutit.Whentheydohavesomethingtosay,theycanoftensimplycircleanitemintherubric,ratherthanstrugglingtoexplaintheflaworstrengththeyhavenoticedandfiguringoutwhattosuggestintermsofimprovements.Fourth,teachersappreciaterubricsbecausetheir"accordion"natureallowsthemtomodateheterogeneousclasses.Theexamplesherehavethreeorfourgradationsofquality,butthereisnoreasontheycan'tbe"stretched"toreflecttheworkofbothgiftedstudentsandthosewithlearningdisabilities.Finally,rubricsareeasyforbothstudentsandtheirparentstouseinexplainingwhattheyhavelearned.Howtocreaterubrics?

1.Lookatmodels:Showexamplesofgoodandnot-so-goodwork.Identifythecharacteristicsthatmakethegoodonesgoodandthebadonesbad.2.Listcriteria:Usethediscussionofmodelstobeginalistofwhatcountsinqualitywork.3.Articulategradationsofquality:Describethebestandworstlevelsofquality,thenfillinthemiddlelevelsbasedonyourknowledgeofcommonproblemsandthediscussionofnot-so-goodwork.4.Practiceonmodels:Usetherubricstoevaluatethemodelsgiven.5.Useself-andpeer-assessment:Givestudentstheirassignment.Astheywork,stopthemoccasionallyforself-andpeer-assessment.6.Revise:AlwaysgivestudentstimetorevisetheirworkbasedonthefeedbacktheygetinStep5.7.Useteacherassessment:Usethesamerubricstudentsusedtoassesstheirworkyourself.

Problemsinlanguagetesting1)Nosingleapproachtolanguagetestingisuniversallyaccepted.2)Languagetestingisusuallybasedonlimitedsamplesofbehavior.3)Themeasurementobtainedisalwayssubjecttoerror:samplingerrors,scoringerrors,etc.4)Theunitsofscoresarenotwellde