周六英語教育測量與評價201132types of testing

2)

TypesofTesting

1)PurposesofLanguageTests:a)DiagnosisandFeedbackb)ScreeningandSelectionc)Placementd)ProgramEvaluatione)ProvidingResearchCriteriaf)AssessmentofAttitudesandSocio-psychologicalDifferences*Reference:1.AGuideToLanguageTesting:Development,EvaluationandResearch,P1-

Testsclassifiedaccordingto

theireducationalpurposes

1)ProficiencyTests2)AchievementTests3)

ProgressTests4)DiagnosticTests5)AptitudeTests6)PlacementTestsReference:王振亞，語言測試河南大學(xué)出版社，2009（P-12）

2)

TYPESOFLANGUAGETESTS(1)a)Objectivevs.SubjectiveTestsb)Discrete-Pointvs.IntegrativeTestsc)Teacher-madevs.StandardizedTestsd)Criterion-Referencedvs.Norm-ReferencedTestse)SpeedTestsvs.PowerTestsf)Abilityvs.PerformanceTestsg)Directvs.IndirectTestsh)Formativevs.SummativeEvaluations

Reference:1)AGuideToLanguageTesting:Development,EvaluationandResearch,P4-92)TestingforLanguageTeachers,P9-19

3)王振亞，語言測試河南大學(xué)出版社，2009（P9-23）

TYPESOFLANGUAGETESTS(2)

Morea)LanguageSkillsTests:Listening,speaking,reading,Writing,GeneralIntegrative(Cloze,Dictation)b)LanguageFeaturesTests:VocabularyTest,GrammarandUsageTest,otherDiscretePointsc)ObjectivelyScoredTests:MultipleChoice,True/False,Matching,SetAnswerCompletiond)SubjectivelyScoredTests:Interviews,Stylistics(register),CommunicativePerformance(Holistic),CohesionandCoherence

Diagnostic&PlacementTestsDiagnosticTestsaretopinpointstrengthsandweaknessesinthelearnedabilitiesofthestudentsandidentifythoseareasinwhichtheyneedfurtherhelp.AchievementandProficiencyTestsareoftenusedfordiagnosticpurposes,sincepure/specificDiagnosticTests

arenoteasytodesign;PlacementTestsaredesignedtoassessstudents’leveloflanguageabilitysothattheycanbeplacedintheappropriatecourseorclass;Objective&SubjectiveTestsTheyaredistinguishedonthebasisofthemannerinwhichtheyarescored;ObjectiveTestsarescoredbycomparingexamineeresponseswithanestablishedsetofacceptableresponsesorscoringkey,sonoparticularknowledgeortrainingisneededforscoring;Multiple-choicerecognitiontestsaremostcommonexamples;SubjectiveTestsaresaidtorequirescoringbyopinionatedjudgment,hopefullybasedoninsightandexpertise,onthepartofthescorer;Manytests,suchasClozetestspermittingallgrammaticallyandsemanticallyacceptableresponsestosystematicdeletionsfromacontext,liesomewherebetweentheextremesofobjectivityandsubjectivity;

AptitudeTestsAptitudetestsaremostoftenusedtomeasurethesuitabilityofacandidateforaspecificprogramofinstructionoraparticularkindofemployment.Forthisreasontheseareoftenusedsynonymouslywithintelligencetestsorscreen-ingtests.Alanguageaptitudetestmaybeusedtopredictthelikelihoodofsuccessofacandidateforinstructioninaforeignlanguage.E.g.:Exhaustedafterswimmingtheriver,Freddecidedtogetsomesleep,butthe

boollesmadeitimpossible,andeventhesmokefromhiscampfiredidn’tkeepthemaway.Whatisaboolle?a)awildanimalb)agiantmosquitoc)akindofnoised)don’tknow

[a):5,b):10,c):0,d):0]

AchievementTestsItisusetomeasuretheextentoflearninginaprescribedcontentdomain,ofteninaccordancewithexplicitlystatedobjectivesofalearningprogram.Itmaybeuseforprogramevaluationaswellasforcertificationoflearnedcompetence.Itfollowsthatsuchtestsnormallycomeafteraprogramofinstructionandthatthecomponentsoritemsofthetestsaredrawnfromthecontentofinstructiondirectly;Twoapproaches:1)thecontentofaachievementtestisbaseddirectlyonadetailedcoursesyllabusoronthebooksandothermaterialsused;2)tobasethetestcontentdirectlyontheobjectivesofthecourse(TestingforLanguageTeachers,P10-11)Ifthepurposeofachievementtestingistoisolatelearningdeficiencyinthelearnerwiththeintentionofremediation,suchtestsmayalsobetermeddiagnostictests.ProficiencyTestsTheyaremostoftenglobalmeasuresofabilityinalanguageorothercontentarea.Theyarenotnecessarilydevelopedoradministeredwithreferencetosomepreviouslyexperiencedcourseofinstruction.Theyarebasedonaspecificationofwhatcandidateshavetobeabletodointhelanguageinordertobeconsideredproficient.Thisraisedthequestionofwhatwemeanbyproficiency;Theyareoftenusedforplacementorselection,andtheirrelativemeritliesintheirabilitytospreadstudentsoutaccordingtotheirabilityonaproficiencyrangewithinthedesiredareaoflearning.

DirectTests

Testingissaidtobedirectwhenitrequiresthecandidatetoperformpreciselytheskillwhichwewishtomeasure;Attractions:authorityofformandcloseresemblancetocontent&lang.context;easytotestproductiveskills;clearpurposeonthepartoftesters;Drawbacks:difficulttomark,lackofreliability&interpretabilityduetosubjectivescoringfeatures

IndirectTestsItattemptstomeasuretheabilitieswhichunderlietheskillsweareinterested;Features:Nostressonauthenticityofforms&context;Testresultsmoregeneralisable;objectiveandmorereliable;Notsureaboutwhathavebeentested;@Itispreferabletoconcentrateondirecttestingasfarasproficiencyandfinalachievementtestsareconcerned.

Reference:TestingforLanguageTeachers,P9-19Criterion-Referenced

and

Norm-ReferencedTests1)Criterion-orDomain-ReferencedTest:testisdevisedbeforetheinstructionisdesigned–”teachtothetest”;Thestudentsareunabletocomparetheirperformancewithotherstudentsinthepopulationofinterest;（雅思）2)Norm-ReferencedorStandardizedTests:Itrelatesonecandidate’sperformancetothatofothercandidates,socomparisoncanbeeasilymade;Whatthestudentiscapableofdoingisnotdirectlyknown;Suchtestsarevalidonlywiththepopulationonwhichtheyhavebeennorm;(托福)王振亞，現(xiàn)代語言測試模型河南大學(xué)出版社，2009（P10-）Discrete-Pointvs.IntegrativeTestsDiscretepointtesting

testsoneelementatatime,itembyitem(grammar,vocabulary,etc);Integrativetestingrequiresthecandidatetocombinemanylang.elementsinthecompletionofatask;Discretepointtestswillalmostalwaysbeindirect,whileIntegrativetestswilltendtobedirect(butcloze

areindirect);