英语教学中的测试与评价方法

Testing&AssessmentinELT英语教学中的测试与评价方法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-scientificStage•Beforethe1940s•Grammar-translationmethod语法翻译法•TraditionaltestingapproachTraditionalTestingApproach•What:grammaticalrules,wordformation,wordusage•How:writtentest,nooraltest•Questiontype:subjective,liketranslation,composition,writtenquestions1.2Psychometric-StructuralistTesting心理测量-结构主义测试•Sincethe1950s•Theoreticalguidance•Features•Audiolingualmethod听说法•Discrete-pointtestingapproach(分项测验/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.•Analyzingtestingresultsstatistically•Enjoyingahighreliability信度高Discrete-pointTesting•Aquestiononlyassessesonelanguagepoint•Testing:conductedatdifferentlevelsoflanguagestructure语言层面•Languageproficiency：beingassessedfromtheaspectsoflistening,speaking,readingandwriting技能层面1.3Integrative-SociolinguisticTesting综合-社会语言学测试•Sincethemid-1970s（动态语言观）•Integrativeskilltests综合技能测试•Assessalearner'sabilitytousemanybitsatthesametime.•Questiontypes：cloze//composition/oralinterview,etc.1.4Pragmatic&CommunicativeTestingStage语用交际测试阶段•Fromthe1980s(功能语言观)•Communicativeapproach•Fromlanguageusagetolanguageuse•Pragmaticapproach•Integrityoflanguage/wholelanguage•Assessingwithtasks•Accuracy,fluencyandappropriateness•Communicativecompetence2.TypesofLanguageTestsTypesofLanguageTests•Formative&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•TestsClassifiedAccordingtoTestingPurposes•Discrete-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;•Relativelyconsistent•Beingusedtoestablishaperson'scompetence;•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.2.4TestsClassifiedAccordingtoTestingPurposesProficiencyTest水平测试、能力测试AchievementTest成绩测试、学业测试PlacementTest分级测试、分班测试AptitudeTest能力倾向测试、学能测试DiagnosticTest诊断测试ProficiencyTestMeasuringlanguageproficiencyThecontent考试内容:•Notbasedonthecontentofalanguagecoursewhichpeopletakingthetestmayhavefollowed.•Itisbasedonaspecificationofwhatcandidateshavetobeabletodointhelanguageinordertobeconsideredproficient.•Examples:SAT,ACT,CEE,IELTS,PSC,PETS,BECAchievementTest•Examininghowsuccessfulastudent,ateacher,orasyllabus,oramethodis.•Beingcloselylinkedtothecoursematerialusedinclass.•Finalachievementtestsarethoseadministeredattheendofacourseofstudy.•Progressachievementtestsareintendedtomeasuretheprogressthatstudentsaremaking.PlacementTestToidentifytheappropriatestageoflanguagecourseaccordingtostudents'ability.Toassignstudentstotheappropriatelevelofclassestheyshouldtake.AptitudeTest•Measuringtheextenttowhichanindividualpossessesspecificlanguagelearningability•Beingusuallyusedforselectionanddiagnosisandforpredictionoflanguagelearningsuccess.•Componentsoflanguageaptitude:•phoneticcodingability(sounddiscriminationandmemory),•grammaticalsensitivity(recognizingthegrammaticalfunctionofwords),•rotelearningabilityfornewsoundandmeaning•inductivelearningabilityforlanguagepatternsDiagnosticTestToshowstudents'strengthsandweaknesses.2.5Discrete-point&Integrative•Discrete-pointTest:multiple-choicequestions•IntegrativeTest:Dictation,translation,composition,etc.•Whenhesawhismother,thelittleboystopped____.•A.cryingB.cryC.tocryD.cried•Oneday,thewifeofaChinesekingsatwatchingawormasitatesomemulberryleaves.Soonitstopped_____.Then,asitslowlyturneditsheadfromside_____side,averyfinethreadcameoutofits_____.Itwrappedthethreadaroundandarounditselfuntilitwasshut_____alittlecocoon.2.6High-&Low-stakesTests•Arelativeconcept•High-stakes:atestwithimport