test of english for mine.docx

test of english for mine.docx

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testofenglishformine

1introductiontolanguagetesting

（1）Bothtestingandteachingaresocloselyinterrelatedthatitisvirtuallyimpossibletoworkineitherfieldwithoutbeingconstantlyconcernedwiththeother.

（2）Whytest?

Theevaluationofstudentperformanceforpurposesofcomparisonorselectionisonlyoneofthefunctionsofatest.

（3）Whatarethepurposesofclassroomtests?

<1>itenablesteacherstoincreasetheirowneffectivenessbymakingadjustmentsintheirteachingtoenablecertaingroupsofstudentsorindividualsintheclasstobenefitmore.

<2>itcanhelptolocatethepreciseareasofdifficultyencounteredbytheclassorbytheindividualstudent.

<3>itenablestheteachertoascertainwhichpartsofthelanguageprogramhavebeenfounddifficultbytheclass.Theteachercanevaluatetheeffectivenessofthesyllabusaswellasthemethodsandmaterialsheorsheisusing.

（4）Testingthelanguageskills

Fourmajorskillsincommunicatingthroughlanguagearelistening,speaking,reading,andwriting.

Therewouldbenorigiddistinctiondrawnbetweenthefourdifferentskills.

Inmosttraditionaltestsinthepast,testofreadingnowbeingusedtoprovidethebasisforarelatedtestofwritingorspeaking.

<1>listening（auditory）comprehension----

Shortutterances,dialogues,talksandlectures

<2>speakingability----intheformofaninterview,apicturedescription,roleplay,andaproblem-solvingtaskinvolvingpairworkorgroupwork.

<3>readingcomprehension------questionsaresettotestthestudentsabilitytounderstandthegistofatextandtoextractkeyinformationonspecificpointsinthetext.

<4>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?

12/29/20089:

57:

59AM

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