語(yǔ)言項(xiàng)目中的測(cè)試與評(píng)價(jià)

前言

　　根據(jù)教育部大學(xué)英語(yǔ)教學(xué)改革的精神，《大學(xué)英語(yǔ)課程要求》提出要培養(yǎng)“學(xué)生的英語(yǔ)綜合應(yīng)用能力，特別是聽(tīng)說(shuō)能力”，這其中包含了一些教學(xué)理念和教學(xué)模式的創(chuàng)新。要達(dá)到大學(xué)英語(yǔ)教學(xué)改革的預(yù)期效果，教師是十分關(guān)鍵的因素。大學(xué)英語(yǔ)教學(xué)改革的實(shí)踐者是在教學(xué)第一線的廣大英語(yǔ)教師，因此，針對(duì)目前我國(guó)大學(xué)英語(yǔ)教學(xué)師資短缺等問(wèn)題，加強(qiáng)大學(xué)英語(yǔ)師資培訓(xùn)是擺在我們面前的一項(xiàng)刻不容緩的任務(wù)。為此，高等教育出版社策劃引進(jìn)出版了《外語(yǔ)教師教育與發(fā)展叢書——體驗(yàn)英語(yǔ)教學(xué)系列》。　　這是一套開放性的大型系列叢書，收入多位世界級(jí)語(yǔ)言教學(xué)專家的作品，具有權(quán)威性；內(nèi)容涉及到外語(yǔ)教學(xué)方法、測(cè)試、評(píng)估等多個(gè)方面。叢書不僅系統(tǒng)介紹外語(yǔ)教學(xué)相關(guān)理論，更結(jié)合作者多年的教學(xué)經(jīng)驗(yàn)，提供了大量實(shí)踐案例，希望能夠開拓我國(guó)外語(yǔ)教師教學(xué)及科研視野，培養(yǎng)教師在教學(xué)問(wèn)題上獨(dú)立思考、研究和創(chuàng)新的能力，成為我國(guó)外語(yǔ)教師教育與發(fā)展的助力器。　　《外語(yǔ)教師教育與發(fā)展叢書——體驗(yàn)英語(yǔ)教學(xué)系列》充分體現(xiàn)了體驗(yàn)式的教育理念，配合教育部大學(xué)英語(yǔ)教學(xué)改革推薦教材《大學(xué)體驗(yàn)英語(yǔ)》立體化系列教材及學(xué)習(xí)系統(tǒng)而出版，目的在于推薦新的教學(xué)理念，完成教學(xué)理念向教學(xué)實(shí)踐的轉(zhuǎn)化?！　〗谖疑邕€將出版一系列為師范類學(xué)生、英語(yǔ)教師和英語(yǔ)研究者使用的英語(yǔ)語(yǔ)言教學(xué)叢書。我們由衷地希望這些教材的出版，對(duì)各高等院校的英語(yǔ)教學(xué)有所促進(jìn)和幫助。

內(nèi)容概要

　　《語(yǔ)言項(xiàng)目中的測(cè)試與評(píng)價(jià)》全書共十一章，另附練習(xí)題答案、術(shù)語(yǔ)匯編、索引和參考文獻(xiàn)等附錄。全書大致可以分為五個(gè)部分：第一部分（第一章）為基礎(chǔ)理論和基本概念部分；第二部分（第2-4章）討論了開發(fā)、選用測(cè)試的宏觀因素和微觀因素，主要簡(jiǎn)述語(yǔ)言測(cè)試類型的選用、開發(fā)、和試題的設(shè)計(jì)，題項(xiàng)分析等；第三部分（第5-6章）講述了如何報(bào)告測(cè)試結(jié)果，以及如何對(duì)測(cè)試結(jié)果進(jìn)行解釋，其中著重講述描述統(tǒng)計(jì)方法及其含義，以便為選擇基于常模的語(yǔ)言測(cè)試或基于標(biāo)準(zhǔn)的語(yǔ)言測(cè)試提供依據(jù)；第四部分（第7-10章）主要講述了相關(guān)性分析、語(yǔ)言測(cè)試的信度檢驗(yàn)和語(yǔ)言測(cè)試的效度檢驗(yàn)，對(duì)相關(guān)性分析及其應(yīng)用、信度和效度的檢驗(yàn)方法等進(jìn)行了詳細(xì)的描述；第五部分（第11章）將語(yǔ)言測(cè)試與語(yǔ)言教學(xué)聯(lián)系起來(lái)，主要闡述語(yǔ)言測(cè)試與課程規(guī)劃、課程實(shí)施等之間的關(guān)系。

書籍目錄

導(dǎo)讀PrefaceChapter 1 Types and Uses of Language TestsTwo Families of Language TestsNorm-Referenced TestsCriterion-Referenced TestsType of InterpretationType of MeasurementPurpose of the TestingDistributions of ScoresTest StructureMatching Tests to Decision PurposesProgram-Level Proficiency DecisionsProgram-Level Placement DecisionsClassroom-Level Achievement DecisionsClassroom-Level Diagnostic DecisionsWhy a Single Test Cannot Fulfill All Four FunctionsDifferences in Ranges of AbilityDifferences in Variety of ContentUsing Spreadsheet Programs in Language TestingWhat Is a Spreadsheet Program?How Will You Personally Benefit from Using a Spreadsheet Program in This Book?Review QuestionsApplication ExercisesChapter 2 Adopting, Adapting, and Developing Language TestsTheoretical IssuesLanguage Teaching Methodology IssuesAn Exceptionally Short History of Language TestingWhy Knowing about These Movements Is ImportantThe Competence/Performance IssueThe Discrete-Point/Integrative IssuePractical IssuesThe Fairness IssueThe Cost IssuesEase of Test ConstructionEase of Test AdministrationEase of Test ScoringInteractions of Theoretical IssuesAdopt, Adapt, or Develop?Adopting Language TestsAdapting Language TestsDeveloping Language TestsPutting Sound Tests in PlaceGetting Started with Your Spreadsheet ProgramMoving Around the SpreadsheetCreating a Sample SpreadsheetEntering Test Score Data to Create a SpreadsheetReview QuestionsApplication ExercisesChapter 3 Developing Good Quality Language Test ItemsWhat is a Test Item?Guidelines for Item Format AnalysisGeneral GuidelinesReceptive Response ItemsProductive Response ItemsPersonal Response ItemsWhy Bother with Item Format Analysis?Review QuestionsApplication ExercisesChapter 4 Item Analysis in Language TestingNorm-Referenced Item AnalysisItem Facility AnalysisItem Discrimination AnalysisCalculating Item Facility and Discrimination with Your SpreadsheetNRT Development and Improvement ProjectsCriterion-Referenced Item AnalysisItem Quality AnalysisCRT Development and Improvement ProjectsRole of Item FacilityDifference IndexThe B-IndexCRT Item SelectionReview QuestionsApplication ExercisesChapter 5 Describing Language Test ResultsDisplaying DataGraphic Display of FrequenciesCreating Graphs in ExcelTMScales of MeasurementNominal ScalesOrdinal ScalesContinuous ScalesDescriptive StatisticsCentral TendencyMeanModeMedianMidpointDispersionRangeHigh and LowStandard DeviationVarianceThe Spreadsheet Approach to Descriptive StatisticsReporting Descriptive StatisticsWhat Should Be Included?How Should Descriptive Test Statistics be Displayed?Review QuestionsApplication ExercisesChapter 6 Interpreting Language Test ScoresProbability DistributionsNormal DistributionCharacteristics of Normal DistributionsCentral TendencyDispersionPercents/PercentagesLearning from DistributionsUsing Percents/PercentagesPercentilesStandardized Scoresz ScoresT ScoresCEEB ScoresComputer-based TOEFL ScoresStandardized and Percentile ScoresThe Importance of Standardized ScoresSkewed DistributionsSkewednessPeaked DistributionsNRT and CRT DistributionsThe Spreadsheet Approach to Standardized ScoresReview QuestionsApplication ExercisesChapter 7　Correlation in Language TestingPreliminary DefinitionsCalculating the Pearson Product-Moment Correlation CoefficientAssumptions of the Pearson-Moment Correlation CoefficientCalculating the Pearson Correlation Coefficient with a SpreadsheetInterpreting Correlation CoefficientsStatistical SignificanceMeaningfulnessCorrelation MatrixesPotential Problems with Correlational AnalysisRestriction of RangeSkewednessCausalityAnother Useful Type of Correlational AnalysisPoint-Biserial Correlation CoefficientCalculating the Point-Biserial Correlation Coefficient with a SpreadsheetReview QuestionsApplication ExercisesChapter 8 Language Test ReliabilitySources of VarianceMeasurement ErrorVariance Due to EnvironmentVariance Due to Adminstration ProceduresVariance Attributable to ExamineesVariance Due to Scoring ProceduresVariance Attributable to the Test and Test ItemsReliability of NRTsTest-Retest ReliabilityEquivalent-Forms ReliabilityInternal-Consistency ReliabilitySplit-Half ReliabilityCronbach AlphaKuder-Richardson FormulasChapter9 Language Test DependabilityChapter10 Language Test ValidityChapter11 Language Testing in RealityReview Questions Answer KeyGlossaryIndexReference

章節(jié)摘錄

　　3. Have students selected and collected meaningful work？　　The work that the students collect together into the portfolios should be meaningful to them. This can be accomplished by allowing them to make the selection decisions, at least to some degree. That way they can decide what is meaningful or not to them. For example, if the students will be writing nine compositions during the semester, you might negotiate with them and decide together that they will select one composition from the first set of three, one from the second set of three, and one from the last set of three （including all associated rough, second, and final drafts） to include in their portfolios so their progress in writing ability will be displayed. It may also be a good idea to encourage students to add illustrations, collages, photos, etc. to make the work more personal and meaningful to them.　　4. Have students periodically reflected in writing on their portfolios？　　Another important component of the portfolio development process is to have students periodically reflect in writing on their portfolios. They might reflect on how much progress they have made in their writing abilities, what they still need to work on, how their attitudes toward writing have changed in the process of developing the portfolio, etc. These reflections need not be lengthy, but they should probably be done on a regular basis, and they should be included in the portfolio.　　5. Have other students, teachers, outsiders, etc., periodically examined the portfolios？　　Yet another aspect of the portfolio process that is often mentioned in the literature is the importance of having other students, teachers, outsiders, etc. periodically examine the portfolios. Such examination of portfolios can be done at an open house or simply by arranging for classes that are doing portfolios to visit each other and have a look at what the members of the other class did in their portfolios. The purposes for displaying the portfolios in this way are to encourage students to take pride in them, to help students feel ownership in their work, and to make the whole process more meaningful to the students.　　6. Have you scored the portfolios by applying Numbers 1-6 under Task in Table 3.3？　　Grading portfolios may also encourage the students to take them more seriously. The principles described in Numbers 3-5 under Task in Table 3.3 （p. 51） and the associated prose will be helpful in setting up a holistie or analytic scoring grid for portfolios. You might find it useful to work out the scoring grid in discussions with the students.

編輯推薦

　　《語(yǔ)言項(xiàng)目中的測(cè)試與評(píng)價(jià)》是外語(yǔ)教師培訓(xùn)和外語(yǔ)本科生及研究生學(xué)習(xí)語(yǔ)言與測(cè)試的核心教材，可以用于入學(xué)考試、水平考試和分級(jí)測(cè)試等語(yǔ)言測(cè)試項(xiàng)目設(shè)計(jì)，也可以用于課堂教學(xué)目的，如通過(guò)診斷性測(cè)試和成績(jī)考試來(lái)評(píng)價(jià)學(xué)生的學(xué)習(xí)結(jié)果。

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