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itenablestheteachertoascertainwhichpartsofthelanguageprogramhavebeenfounddifficultbytheclass.Theteachercanevaluatetheeffectivenessofthesyllabusaswellasthemethodsandmaterialsheorsheisusing.
(4)Testingthelanguageskills
Fourmajorskillsincommunicatingthroughlanguagearelistening,speaking,reading,andwriting.
Therewouldbenorigiddistinctiondrawnbetweenthefourdifferentskills.
Inmosttraditionaltestsinthepast,testofreadingnowbeingusedtoprovidethebasisforarelatedtestofwritingorspeaking.
listening(auditory)comprehension----
Shortutterances,dialogues,talksandlectures
speakingability----intheformofaninterview,apicturedescription,roleplay,andaproblem-solvingtaskinvolvingpairworkorgroupwork.
readingcomprehension------questionsaresettotestthestudentsabilitytounderstandthegistofatextandtoextractkeyinformationonspecificpointsinthetext.
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writingability------intheformofletters,reports,memos,messages,introductionsandaccountsofpastevents.
1.5语言测试的层面
Aconsiderabletestincludessectionson:
grammarandusages;
Vocabulary;
Phonology
2.Vocabulary----atestofvocabularyisconcernedwithwordmeanings,wordformationandcollocation.
3.Phonologyisconcernedwithphonemes,stressandintonation.
1.6Languageskillsandlanguageelements
IfthestudentshavebeenlearningEnglishforonlyarelativebriefperiodthatweshallbechieflyconcernedwiththeirabilitytohandlethelanguageelementscorrectly.
However,atalllevels,butthemostelementary,itisadvisabletoincludetestitemswhichmeasuretheabilitytocommunicateintargetlanguage.
1.7Recognitionandproduction
Methodsoftestingtherecognitionofcorrectwordsareoftenintheformofmultiple-choice.
Agoodlanguagetestmaycontaineitherrecognition-typeitemsorproduction-typeitems,oracombinationofboth.
2APPROACHESTOLANGUAGETESTING
2.1Whatarethefourapproachestolanguagetesting?
(1)Theessay-translationapproach
(2)Thestructuralistapproach
(3)Theintegrativeapproach
(4)Thecommunicativeapproach
2.2Theessay—translationapproachoftestusuallyconsistsofessaywriting,translation,andgrammaticalanalysis.
2.3Thestructuralistapproach----thepsychometricapproachtomeasurementwithitsemphasisonreliabilityandobjectivityformsanintegralpartofstruaturalisttesting.
2.4Theintegrativeapproachinvolvesthetestingoflanguageincontextandisthusconcernedprimarilywithmeaningandthetotalcommunicativeeffectofdiscourse.
Theintegrativetestsdonotseektoseparatelanguageskillsintoneatdivisionsinordertoimprovetestreliability.
Integrativetestarebestcharacterizedbytheuseofclozetestingandofdictation.
Oralinterview,translationandessaywritingarealsoincludedinmanyintegrativetests.
TheprincipleofclozetestingisbasedontheGestalttheoryofclosure.
Thetextusedfortheclozetestshouldbelongenoughtoallowareasonablenumberofdeletionsideally40or50blanks.
Howshoulddictationbegiven?
Itisadvisabletoreadthroughthewholedictationpassageatapproachingnormalconversationalspeedthendictateinmeaningfulunitsofsufficientlengthtochallengethestudent’sshort-termmemoryspan.
Finally,afterthedictation,thepassageisreadoncemoreatslightlyslowerthannormalspeed.
2.5Thecommunicativeapproach
Thecommunicativetestsareconcernedprimarilywithhowlanguageisusedincommunicationandreflectthecultureofaparticularcountrybecauseoftheiremphasisoncontextandtheuseofauthenticmaterials.
3OBJECTIVETESTING
3.1subjectiveandobjectivetesting
(1)Subjectiveandobjectivearetermsusedtorefertothescoringoftests.Alltestitems,nomatterhowtheyaredevised,requiredcandidatestoexerciseasubjectivejudgment.Itisonlythescoringofatestthatcanbedescribedasobjective.
(2)Theabilityofreadingandvocabularyareoftenmeasuredbyobjectivetests.Whiletheabilitytowriteandtospeakcanbemeasuredbysubjectivetests.
(3)Sinceobjectivetestsusuallyhaveonlyonecorrectanswer,theycanbescoredmechanically.Objectivetestsneednottobeconfinedtoanyoneparticularskillorelement.
Readingandvocabulary,oftenlendthemselvestoobjectivemethodsofassessment.Objectivetestsrequireformorecarefulpreparationthansubjectivetests.Inthesubjectivetest,examinerstendtospendarelativelyshorttimeonsettingthequestionsbutconsiderabletimeonmarking.
Inanobjectivetest,thetesterspendsagreatdealoftimeconstructingeachtestitemascarefullyaspossible.Theeffortisrewarded,inthecaseofthemarking.
3.2Objectivetest
Amuchwidersampleofgrammar,vocabularyandphonologycangenerallybeincludedinanobjectivetestthaninasubjectivetest.
Anobjectivetestwillbeaverypoortestif:
(1)Thetestitemsarepoorlywritten;
(2)Irrelevantareasandskillsareemphasizedinthetestsimplybecausetheyaretestable;
(3)Itisconfinedtolanguage-basedusageandneglectsthecommunicativeskillsinvolved.
3.3Multiple-choiceitems
(1)Itisoneofthemostwidelyusedtypesofitemsinobjectivetest.
(2)Multiple-choiceitemscanprovideausefulmeansofteachingtestinginvariouslearningsituationsprovidedthatitisalwaysrecognizedthatsuchitemstestsknowledgeofgrammar,vocabulary,etc,ratherthantheabilitytouselanguage.
Contextisoftheutmostimportanceinalltests.Bothlinguisticcontextandsituationalcontextareessentialinusinglanguage.
Theinitialpartofeachmultiple-choiceitemisthestem.
Thechoicesfromwhichthestudentsselecttheiranswersarereferredtoasoptionsresponses/alternatives.
Oneoptionistheanswer,correctoptionorkeywhichtheotheroptionsaredistractors.
Thegeneralprinciplesofmultiple-choiceitemsare:
(1)eachmultiple-choiceitemshouldhaveonlyoneanswer.
(2)onlyonefeatureatatimeshouldbetested.
(3)eachoptionshouldbegrammaticallycorrectwhenplacedinthestem,exceptofcourseinthecaseofspecificgrammartestitems.
(4)allmultiple-choiceitemsshouldbeatalevelappropriatetoproficiencylevelofthetestees.
(5)multiple-choiceitemsshouldbeasbriefandasclearaspossible.Thoughitisdesirabletoprovideshortcontextsforgrammaritems.
(6)inmanytests,itemsarearrangedinroughorderofincreasingdifficulty.
3.4.1STEM
Theprimarypurposeofthestemistopresenttheproblemclearlyandconcisely.
Whataretheformsofstem?
Anincompletestatement;
acompletestatement;
aquestion.
Thestemshouldusuallycontainthosewordsorphraseswhichwouldotherwisehavetoberepeatedineachoption.
Thestemshouldallowforthenumberofchoiceswhichhavebeendecideupon.
3.4.2thecorrectoption
Thecorrectoptionistheanswerorkeyinmultiple-choiceitems.Thereshouldbeonecorrectoptionineachstem.
Thecorrectoptionshouldbeapproximatelythesamelengthasthedistractors.
3.4.3thedistractors
Eachdistractor,orincorrectoptionshouldbereasonablyattractiveandplausible;
Eachdistractorshouldbegrammaticallycorrectwhenitstandsbyitself;
Distractorsshouldnotbetoodifficultnordemandahigherproficiencyinthelanguagethanthecorrectoption.
4testofgrammarandusage
4.1introductions
Typesofobjectiveitemstotestgrammar
Multiple-choiceitems;
error-recognitionitems;
rearrangementitems;
completionitems;
transformationitems;
itemsinvolvingthechangingofwords;
brokensentenceitems;
combinationitems;
additionitems.
4.2multiple-choicegrammaritems:
itemtypes
Thetypeofmultiple-choiceitemfavoredbymanyconstructorsofgrammartestsistheincompletestatementtypewithachoiceoffourorfiveoptions
Compareandassessthefollowingthreetypesofmultiple-choice?
P34.35
Distractorsshouldgenerallybecorrectbothinwritingandinspeech.
为什么要从新闻报道内选择?
Thelanguageisauthenticandunalteredinanyway.Thecontextprovidesstudentswithenoughbackgroundknowledgeanddetailstoavoidambiguityandalternativeinterpretation,andthenewspaperreportitselfisveryinteresting.
4.4whatarethetwotypesoferror-recognitionmultiple-choiceitems?
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Type1eachsentencecontainsfourwordsorphrasesunderlined,markedA,B,CandD.selecttheunderlinedwordorphrasewhichisincorrectorunacceptable.
例如Idohopeyouwouldn’tmind
ABCD
Type2thereisamistakeingrammarineachofthefollowingsentences.Writetheletterofthatpartofthesentenceinwhichitoccurs.
sun/isshining/brightlytoday/isn’t?
compareType1andType2,youcanfindthat
(1)type2allowsthetestwritertotesterrorscausedbyomission.Thistypeoferrorcantbetestedbythefirstitemoftheerror-recognitiontype.
thetestwriterisstronglyadvisedtoavoiditemsofthesecondtype.
4.5Howtoconstructrearrangementitems?
(1)wordorderitemsareusefulfortestingotherstructuresandfea