Language_Testing語言測試資料講解.ppt

1、Language Testing,Course introduction,Spring semester, 2014,What to be expected ,How to design a test Criteria of a good test How to grade a test How to analyze test items How to analyze students performance How to report the results of a test,Preparation: Microsoft Excel 2003 in your computer Basic

2、knowledge about statistics,Why do we need this course?,考試大國 Practicality Influence on teaching and learning 英語社會化考試,Course project,Test design Item grading Item analysis Test report 80% of final scores,Classroom quiz (20%),It will be given around week 8.,Introduction,Testing: the use of tests, or th

3、e study of the theory & practice of their use, development, evaluation, etc. Test: Its a method of measuring a learners competence (ability or knowledge) in a given area (Brown, 1994).,Relationship Between testing & teaching,Testing & teaching are closely related. Tests may be constructed primarily

4、as devices to reinforce learning (geared to teaching) Primarily as a means of assessing the students performance in the language (Teaching is often geared largely to the test.) Tests have both positive & negative effects on learning & teaching.,Functions of Testing,Functions of Testing,To place stud

5、ents in appropriate classes in a course or program To locate students strengths and areas of learning difficulties or diagnose Ss needs & weaknesses To evaluate class achievement at the end of a term or a course (e.g., graduate program) To select students for certain courses or programs To find out

6、proficiency/progress,Classification of Tests,Types of Tests (purpose of tests),Proficiency tests Achievement tests Diagnostic Tests Placement Tests,Proficiency Tests,to measure the learners competence in a Language Not based on the content or objectives of a language course but based on certain spec

7、ified abilities that successful candidates should demonstrate e.g., CET4, TEM4, Cambridge Exams, TOEFL, etc,Achievement Tests,degree of success in some past learning activity. It is limited to particular material covered in a curriculum within a particular time frame (Brown, 1994). Eg. Finals,Diagno

8、stic Tests,to find out what language skills or knowledge the learner knows and what he/she dose not know so as to diagnose his/her difficulties in learning.,Placement Test,to put the learners at an appropriate level in a course and sort new students into different levels of teaching groups so that t

9、hey can receive training proper to their level.,Approaches to test construction,Direct testing: 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 ta

10、sks, speaking tasks,Testing to grammar, MC to measure writing ability.,Discrete vs. integrative testing,according 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 in

11、to its component parts and adequately tested.,Integrative Testing（綜合型測試） A language test that 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 langu

12、age skills at the same time.,Types of tests : ways of interpreting the test results,Criterion-referenced Tests（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. Norm-referenced Tests (常規(guī)參照性測試） Norm-refere

13、nced T: a students score is interpreted with reference to the scores of other students or group of students. NMET,Norm-referenced tests,Measure global language abilities (e.g. listening, reading speaking, writing) Score on a test is interpreted relative to the scores of all other students who took t

14、he test Normal distribution,Normal Distribution,/stark/Java/NormHiLite.htm,高考標準分算法： T= 500 + 100Z,Norm-referenced tests,Students know the format of the test but do not know what specific content or skill will be tested A few relatively long subtests with a variety of quest

15、ion contents,Criterion-referenced tests,Measure well-defined and fairly specific objectives Interpretation of scores is considered absolute without referring to other students scores Distribution of scores need not to be normal Students know in advance what types of questions, tasks, and content to

16、expect for the test A series of short, well-defined subtests with similar question contents,Types of tests in terms of scoring （5）,Objective tests Subjective tests,What is an Objective test?,A test that can be marked without the use of the examiners personal judgment. A test item that requires the c

17、hoice of a single correct answer.,Objective Test Items,multiple choice items the true-false item matching item short answer item completion item,Subjective test & its items,Subjective tests that are marked according to the personal judgment of the scorer. There may be several possible answers for each question. Essay questions Restricted-response essay Q. Extended-response essay Q. E.g., Composition Oral tests,Types of tests classified by linguistic levels and skills （7)