英语教学中的测试与评价方法.ppt
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英语教学中的测试与评价方法.ppt
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Testing&AssessmentinELT英英语教学中的教学中的测试与与评价方法价方法Outline1.Asketchyhistory2.Typesoflanguagetests3.Testingtechniques4.Criteriaforgoodlanguagetests5.Constructingmultiple-choicequestions6.Criticaldiscussion1.HistoryofLangaugeTestingandAssessmentASketchyHistory1.1Pre-scientificStage前科学阶段1.2Psychometric-StructuralistTestingStage心理测量学-结构主义测试阶段1.3Integrative-SociolinguisticTestingStage综合-社会语言学测试阶段1.4PragmaticandCommunicativeTestingStage语用交际测试阶段1.1Pre-scientificStageBeforethe1940sGrammar-translationmethod语法翻译法TraditionaltestingapproachTraditionalTestingApproachWhat:
grammaticalrules,wordformation,wordusageHow:
writtentest,nooraltestQuestiontype:
subjective,liketranslation,composition,writtenquestions1.2Psychometric-StructuralistTesting心理心理测量量-结构主构主义测试Sincethe1950sTheoreticalguidanceFeaturesAudiolingualmethod听说法Discrete-pointtestingapproach(分分项测验/分立式分立式测验)理论基础:
语言学中的结构主义语言观:
语言=语音+词汇+句式+语法,语言能力可以分解为具体的部分来考查。
心理学中的行为主义教育论:
刺激反应式学习方式,反复练习。
心理测量学:
依据一定的心理学理论,运用一定的操作程序,把人的知识、能力、性格、态度等心理特性和行为进行量化。
Emphasizingreliability(信度)andvalidity(效度)Emphasizingobjectiveandaccurateassessment,Objectivequestionsdominate,particularlymultiplechoices.AnalyzingtestingresultsstatisticallyEnjoyingahighreliability信度高Discrete-pointTestingAquestiononlyassessesonelanguagepointTesting:
conductedatdifferentlevelsoflanguagestructure语言层面Languageproficiency:
beingassessedfromtheaspectsoflistening,speaking,readingandwriting技能层面1.3Integrative-SociolinguisticTesting综合合-社会社会语言学言学测试Sincethemid-1970s(动态语言观)Integrativeskilltests综合技能测试Assessalearnersabilitytousemanybitsatthesametime.Questiontypes:
cloze/composition/oralinterview,etc.1.4Pragmatic&CommunicativeTestingStage语用交际测试阶段语用交际测试阶段Fromthe1980s(功能语言观)CommunicativeapproachFromlanguageusagetolanguageusePragmaticapproachIntegrityoflanguage/wholelanguageAssessingwithtasksAccuracy,fluencyandappropriatenessCommunicativecompetence2.TypesofLanguageTestsTypesofLanguageTestsFormative&SummativeTests;形成性和总结性Objective&SubjectiveTests;客观性和主观性Criterion-referenced&Norm-referencedTests;标准参照性和常模参照性TestsClassifiedAccordingtoTestingPurposesDiscrete-point&IntegrativeTests分立式和综合测试Highstakes&Low-stakesTests高风险和低风险2.1Formative&SummativeFormativeAssessment:
Beingcarriedoutthroughtoutthecourse;Diagnosticpurpose;Assessmentforlearning;Teacherorlearner-initiatedSummativeAssessment:
Beingcarriedoutattheendofacourse;Gradingpurpose,assignacoursegrade;Assessmentoflearning;Teacher-initiated2.2Criterion-referenced&Norm-referencedCriterion-referencedAssessment:
Awayofmeasuringcandidatesagainstdefined(andobjective)criteria;RelativelyconsistentBeingusedtoestablishapersonscompetence;Examples:
Drivingtests,IELTS,TEM,etc.Norm-referencedAssessment:
Awayofcomparingcandidatestoidentifywhetherthetesttakerperformedbetterorworsethanothertesttakers;Varyingfromyeartoyear;Beingusedforselection;Examples:
CEE(gaokao),TOEFL2.3Objective&SubjectiveObjectiveAssessment:
Asinglecorrectanswer;Objectivescoring,nojudgmentonthepartofthescorer.Examples:
true/false,multiplechoice,matchingquestions.SubjectiveAssessment:
Morethanonewayofexpressingthecorrectanswer;Subectivescoring,callingforjudgmentonthepartofthescorer.Examples:
extended-responsequestionsandessays.2.4TestsClassifiedAccordingtoTestingPurposeslProficiencyTest水平测试、能力测试lAchievementTest成绩测试、学业测试lPlacementTest分级测试、分班测试lAptitudeTest能力倾向测试、学能测试lDiagnosticTest诊断测试ProficiencyTestlMeasuringlanguageproficiencylThecontent考试内容:
Notbasedonthecontentofalanguagecoursewhichpeopletakingthetestmayhavefollowed.Itisbasedonaspecificationofwhatcandidateshavetobeabletodointhelanguageinordertobeconsideredproficient.Examples:
SAT,ACT,CEE,IELTS,PSC,PETS,BECAchievementTestExamininghowsuccessfulastudent,ateacher,orasyllabus,oramethodis.Beingcloselylinkedtothecoursematerialusedinclass.Finalachievementtestsarethoseadministeredattheendofacourseofstudy.Progressachievementtestsareintendedtomeasuretheprogressthatstudentsaremaking.PlacementTestlToidentifytheappropriatestageoflanguagecourseaccordingtostudentsability.lToassignstudentstotheappropriatelevelofclassestheyshouldtake.AptitudeTestMeasuringtheextenttowhichanindividualpossessesspecificlanguagelearningabilityBeingusuallyusedforselectionanddiagnosisandforpredictionoflanguagelearningsuccess.Componentsoflanguageaptitude:
phoneticcodingability(sounddiscriminationandmemory),grammaticalsensitivity(recognizingthegrammaticalfunctionofwords),rotelearningabilityfornewsoundandmeaninginductivelearningabilityforlanguagepatternsDiagnosticTestlToshowstudentsstrengthsandweaknesses.2.5Discrete-point&IntegrativeDiscrete-pointTest:
multiple-choicequestionsIntegrativeTest:
Dictation,translation,composition,etc.Whenhesawhismother,thelittleboystopped_.A.cryingB.cryC.tocryD.criedOneday,thewifeofaChinesekingsatwatchingawormasitatesomemulberryleaves.Soonitstopped_.Then,asitslowlyturneditsheadfromside_side,averyfinethreadcameoutofits_.Itwrappedthethreadaroundandarounditselfuntilitwasshut_alittlecocoon.2.6High-&Low-stakesTestsArelativeconceptHigh-stakes:
atestwithimportantconsequencesforthetesttaker.Examples:
CEE,TEMLow-stakes:
End-termExam测试种类
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