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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);
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