English testing for writing
雅思考试内容和形式详解
雅思考试内容和形式详解雅思考试，全称International English Language Testing System，是一个全球通用的英语语言测试，旨在评估非英语国家的学生和移民的英语语言能力。
雅思考试主要分为四个模块：听力、阅读、写作和口语。
本文将详细介绍每个模块的内容和形式。
一、听力（Listening）雅思听力考试主要测试考生听懂英语的能力。
考试分为四个部分，共40道题，总时长为40分钟。
听力考试的内容包括日常生活场景、学术场景和社交场景等。
考生需要通过听取录音，在答题纸上回答相关问题或完成相应的任务。
题型包括选择题、填空题、匹配题等。
二、阅读（Reading）雅思阅读考试主要测试考生阅读理解和获取信息的能力。
考试分为三个部分，共40道题，总时长60分钟。
阅读考试的内容包括各种文本，如新闻报道、学术论文、广告宣传、说明书等。
考生需要通过阅读文本，在答题纸上回答相关问题或完成相应的任务。
题型包括选择题、填空题、判断正误题等。
三、写作（Writing）雅思写作考试主要测试考生书面表达的能力。
考试分为两个任务，总时长为60分钟。
第一部分是图表描述，考生需要根据给定的图表或图表组合，对数据进行描述和分析。
第二部分是论点陈述，考生需要根据给定的主题，写一篇250字左右的短文表达自己的观点。
写作考试的题目涵盖各个领域，如教育、环境、科技、社会等。
四、口语（Speaking）雅思口语考试主要测试考生口语交流的能力。
考试分为三个部分，总时长11-14分钟。
第一部分是考官对考生的简单提问，考生需要回答一些基本问题。
第二部分是给考生一个题目，准备1分钟后进行2分钟的个人陈述，主要考察考生的口头表达能力。
第三部分是与考官进行讨论，就给定的主题进行对话，考察考生的交流能力。
综上所述，雅思考试包括听力、阅读、写作和口语四个部分，分别对应不同的语言能力。
考生可以通过熟悉考试内容和形式，并进行针对性的练习，提高自己的英语水平，取得更好的考试成绩。
English+Writing+Test+for+the+College+Entrance+Exam
Content
The content should be relevant, clear, and well developed,
addressing the topic or question directly
A
B
C
D
Conventions
Skills and Strategies in the Writing Process
Clear introduction
Start with a clear introduction that captures the reader's attention and provides a context for the essay
Analysis of real questions in argumenheme of argumentative writing questions in the college entrance examination is usually about social issues, such as education, the environment, technology, etc
Structure
Negative writing questions often require the candidate to tell a story with a clear beginning, middle, and end, using Vivid details and dialogue to develop the plot
Students should follow standard written English conventions, such as presence structure and paragraph
关于书写测试的作文英语
关于书写测试的作文英语Writing tests are an important part of the education system. They are used to evaluate students' understanding of the material they have learned and their ability to communicate their ideas effectively. In this essay, I will discuss the importance of writing tests, the strategies for writing an effective test, and the benefits of test preparation.Writing tests are important because they provide a way for teachers to evaluate students' knowledge and skills. Tests can be used to assess a variety of skills, such as grammar, vocabulary, and writing style. They can also be used to evaluate a student's ability to analyze and interpret information, as well as their ability to express their ideas clearly and effectively.When writing a test, it is important to consider the purpose of the test and the audience it is intended for. The test should be designed to assess the specific skillsand knowledge that are being taught in the class. It should also be designed to challenge students and encourage them to think critically and creatively.One effective strategy for writing a test is to include a variety of question types. This can include multiple-choice questions, short answer questions, and essay questions. Each question type assesses a different skill, and including a variety of question types can help ensure that students are evaluated on a range of skills.Another important strategy for writing an effectivetest is to provide clear instructions and expectations. Students should know exactly what is expected of them and what they need to do to succeed on the test. This can include providing rubrics or grading criteria that outline the specific skills and knowledge that will be evaluated.Test preparation is also an important part of the writing process. Students should be encouraged to study and review the material that will be covered on the test. This can include reviewing notes, completing practice exercises,and working with classmates to review key concepts and ideas.In conclusion, writing tests are an important part of the education system. They provide a way for teachers to evaluate students' knowledge and skills, and they help students develop critical thinking and communication skills. By using effective strategies for writing tests and preparing for them, students can improve their chances of success and achieve their academic goals.。
小作文万能模板套用雅思
小作文万能模板套用雅思英文回答：Introduction。
The IELTS (International English Language Testing System) exam is a standardized English language proficiency test designed to assess non-native English speakers' abilities in listening, reading, writing, and speaking. It is widely used for academic and professional purposes, and it is recognized by over 10,000 organizations worldwide.The IELTS writing section consists of two tasks. Task 1 requires test takers to write a short report or letter in response to a given prompt, while Task 2 requires them to write an essay that presents their opinion or观点 on a particular topic.While there is no one-size-fits-all approach to writing an effective IELTS essay, there are certain strategies andtechniques that can help test takers improve their performance. One common approach is to use a pre-written template or framework. Templates can provide a structured outline for the essay, helping test takers to organizetheir thoughts and ideas in a logical and coherent manner.Body Paragraph Structure。
社会工作人员可以考的英文证书
社会工作人员可以考的英文证书English Certifications for Social Workers.In the globalized world, proficiency in English has become a prerequisite for professionals across various industries, including social work. English certifications not only demonstrate proficiency in the language but also act as a testament to a professional's commitment to continuous learning and development. For social workers, having an English certification can open doors to international opportunities, enhance communication skills, and improve their overall professional profile.Here are some of the English certifications that social workers can consider pursuing:1. IELTS (International English Language Testing System):IELTS is one of the most widely recognized Englishproficiency tests globally.It assesses listening, reading, writing, and speaking abilities.The test is available in both academic and general training versions, making it suitable for social workers seeking to work in both academic and practical settings.A high IELTS score can increase a social worker's chances of being selected for international positions or exchange programs.2. TOEFL (Test of English as a Foreign Language):TOEFL is another popular English proficiency test.It focuses on reading, listening, speaking, and writing skills.TOEFL is often required by universities and employers in English-speaking countries.For social workers aiming to pursue further education or work in these countries, obtaining a good TOEFL score is crucial.3. TESOL (Teaching English to Speakers of Other Languages):TESOL is a certification course designed for teachers of English as a second language.It equips individuals with the skills and knowledge to teach English effectively to non-native speakers.Social workers who want to work with migrant communities or in cross-cultural settings can benefit from this certification.TESOL courses often include practical teaching experiences, which can help social workers apply their language skills in real-world situations.4. CAE (Certificate of Advanced English):CAE is a high-level English proficiency certificate offered by Cambridge English.It评估听、说、读、写四个方面的技能，特别注重在实际环境中的语言应用。
英语测试_总结_范文
Introduction:The English test, conducted recently, served as a comprehensive evaluation of the candidates' proficiency in the English language. This summary aims to provide an overview of the test format, key areas assessed, and the overall performance of the candidates.Test Format:The English test was structured into four sections: Reading, Writing, Listening, and Speaking. Each section was designed to assess different aspects of language skills, ensuring a well-rounded assessment.1. Reading Section:The reading section tested the candidates' ability to comprehend and analyze written texts. It included a variety of passages ranging from informative articles to literary excerpts. Candidates were required to answer multiple-choice questions based on the content and tone of the passages. The reading section also emphasized the importance of skimming and scanning techniques to locate specific information efficiently.2. Writing Section:The writing section aimed to evaluate the candidates' ability to express their thoughts and ideas coherently in written form. Candidates were given two tasks: an essay and a letter. The essay required them to write on a given topic, demonstrating their ability to organize ideas, support arguments with evidence, and use appropriate language. The letter task focused on writing a formal or informal letter, emphasizing clarity, coherence, and the correct use of language.3. Listening Section:The listening section tested the candidates' ability to understand spoken English. It consisted of a variety of audio clips, including dialogues, monologues, and lectures. Candidates were required to answer questions based on the audio material, demonstrating their ability to identify main ideas, understand details, and infer meaning.4. Speaking Section:The speaking section was an oral examination that evaluated the candidates' ability to communicate effectively in English. Candidates were tested on their fluency, pronunciation, grammar, and vocabulary. They were asked to speak on a variety of topics, including their interests, experiences, and opinions. The examiner assessed theirability to express themselves clearly, use appropriate language, and engage in a meaningful conversation.Overall Performance:The overall performance of the candidates was mixed. While some demonstrated strong language skills and a thorough understanding of the test format, others faced challenges in certain areas.Strengths:- The candidates' reading skills were generally strong, with many showing the ability to comprehend complex texts and answer questions accurately.- The writing section showcased the candidates' ability to express their ideas clearly and coherently, with a good command of grammar and vocabulary.- The listening section highlighted the candidates' ability to understand spoken English and answer questions based on the audio material.Weaknesses:- Some candidates struggled with the speaking section, particularly with fluency and pronunciation. They often hesitated or paused frequently, impacting their overall performance.- A few candidates faced difficulties in the writing section,specifically with organizing their thoughts and structuring their essays effectively.- In the listening section, some candidates found it challenging to identify the main ideas and details in the audio clips, leading to incorrect answers.Conclusion:The English test provided a valuable assessment of the candidates' language skills, identifying their strengths and areas for improvement. While the overall performance was mixed, the candidates demonstrated a commendable level of proficiency in reading, writing, and listening. However, they need to focus on improving their speaking skills, particularly fluency and pronunciation, to enhance their overall performance. By addressing these weaknesses and building upon their strengths, candidates can continue to develop their English language skills and achieve their academic and professional goals.。
如何写实验报告英文版
Writing an Experiment ReportWriting an experiment report is a very stylized genre of writing. It should be as efficiently written as possible and should provide each item of information just where readers will expect it to be. Nothing redundant. The paper should contain 6 sections: a short Abstract, an Introduction, Methods（Process）, Results（Data）, Discussion and Conclusions. The Bibliography, Tables, Figures and typically come at the end (though the Tables and Figures can also be inserted within the text).ABSTRACT:Always include an abstract for ANY paper (in my opinion). Write it as one paragraph, about 200 words or less. This is a concise summary of the entire experiment. Include the rationale, method, results, and significance in highly abbreviated form (but using full sentences). Look at some published journal abstracts or Society Meeting abstracts to get the idea of how to write one.INTRODUCTION:Give background rationale for the experiment. Why were you motivated to do this experiment? Or more accurately, given what you actually found, why MIGHT you have wanted to do this experiment? Your report, in other words, should not be biographical or historical. Experiments are often exploratory; we often are not testing a specific hypothesis. And, in any case, readers really don't care what you THOUGHT you might find but did not. The paper should tell a story about what the data actually show. Summarize results of earlier research that are necessary to account for the conduct of the experiment (as relevant to the interesting aspects of your results) and help the reader to able to have some expectations about what the experiment will show (whether right or wrong).Pay attention to your use of verb tenses in the text. It is easy (but confusing to readers) to slip back and forth between `The subject read the words at two speaking rates' and later `We measure the duration of the vowels by ....’Avoid this.The last paragraph before the Methods should sketch in readable style the basic logic of the experimental design to come. Eg, “Thus, in the following experiment, Ss were asked to read words with both voicing values in position X at two speaking rates in order to see whether rate has an effect on the ratio of the vowel duration to consonant duration. Weexpected to find no difference in ratio due to speaking rate.'' (Or whatever.)METHODS:There are 3 logical parts to the methods: the Independent Variables(input variables, the things you controlled: place of article, word length, speaking rate, etc or whatever), the Task performed by the subjects, and the Dependent Variables. You have a task (eg, reading these phrases in a some way) for which certain values of the IV s are set (eg, +/-voice, +/- front, final stops at two speaking rates, etc.). Then you measure the DV s (eg, vowel durations, F0 contours, whatever). Finally you look for ways in which the DV s are structured by (influenced by) the IV s. This section should be tight and business-like in style.Of course, you need to tell your readers about at least the following: •characteristics of your subjects (sex, native language, age range, etc.; and the instructions you gave them),•how the recordings were made, including major equipment items, •analysis of the recordings; the measurement procedures; the software employed. Describe any special problems in measurementthat arose and your solution to them,•describe the statistics you performed, if any.RESULTS:Systematically go through the relevant aspects of your data. Present tables and graphs of the DV s. The organization of these paragraphs will probably be in terms of the IV s. For example, "The change in value of IV affects both DV1 and DV2,".)Describe the important features of the data in the text. Lead the reader through the tables and figures (eg, "As can be seen in the left side of Figure 1,..."). Devise data presentation techniques that make the real meaning of the data as clear as possible. Be sure to label graphs and figures clearly. Organization of paragraphs would normally be in terms of the independent variables.DISCUSSION:1) Organization of paragraphs (subsections) may often be in terms of independent variables (i.e. the factors varied in the experimental design).2) Compare your results to previous similar experiments. To what extent do your results resemble those found before?3) What new discoveries have you found? What is their significance to specific and more general issues in the area?CONCLUSIONS:Review and summarize very briefly what was done in this experiment and what you found in the results. State in general terms the most important discovery in the experiment. You may also want to suggest follow-up experiments.Notes on Experimental Writing Style1) Avoid first person pronouns no matter how awkward it may seem. "I asked the Ss to..." => "The Ss were asked to...".2) Paper is cheap! It is easier to spread out your text and figures and use many separate pages.3) Be as pithy as possible. Learn to use standard verbal formulas to abbreviate descriptions of methods, statistics, etc. Never be concerned that your paper is too short. It can only be too long. Say everything you have to say and no more. If you want to stretch out your paper, do it in the Discussion-- keep the Methods and Results tight, systematic and predictable.4) Make a careful outline that you update as you write. It's generally easiest to write the Methods first, then Results (starting a new page), then sketch out the Discussion (starting a new page), and finally create an easily read and descriptive title. Then write the Introduction last.5) When completed, the order of parts should be: Abstract, Text, References, Tables (on a separate pages unless very small), Figures (each on a separate page unless very small and labeled at the bottom). All tables and figures need a legend (on the page or listed on a separate page). Staple on diagonal in upper left hand corner. No fancy covers or plastic folders! Typed, of course, and EVERYTHING DOUBLE SPACED.6) Use plenty of Figures! Be creative with figures to facilitate the reader's understanding.But most of all HAVE FUN.。
英语测试与评估作文
英语测试与评估作文Testing and Assessment in English Writing。
Testing and assessment are important components in English writing education. They are used to evaluate students’ writing abilities and track their progress. In this essay, I will discuss the importance of testing and assessment in English writing, the different types of tests and assessments, and the challenges that come with them.Firstly, testing and assessment are essential in English writing education because they provide feedback to students on their writing abilities. This feedback helps students to identify their strengths and weaknesses, and to work on improving their writing skills. It also helps teachers to evaluate the effectiveness of their teaching methods and adjust their teaching strategies accordingly.Secondly, there are different types of tests and assessments that are used in English writing education. Onecommon type of test is the standardized test, which is used to measure students’ writing abilities against a predetermined set of standards. Another type of assessment is the portfolio assessment, which involves collecting and evaluating a student’s writing samples over a period of time. This type of assessment is useful in evaluating a student’s progress and growth in writing.Despite the benefits of testing and assessment, there are also challenges that come with them. One challenge is that tests and assessments can be time-consuming and labor-intensive. Grading essays, for example, can be a time-consuming process, especially if there are many students in a class. Another challenge is that tests and assessments can be subjective. Different teachers may have different standards for evaluating writing, which can lead to inconsistencies in grading.In conclusion, testing and assessment are important components in English writing education. They provide feedback to students on their writing abilities, help teachers to evaluate their teaching methods, and trackstudents’ progress. While there are challenges that come with testing and assessment, the benefits outweigh the drawbacks. It is important for teachers to use a variety of tests and assessments to evaluate students’ writing abilities and to ensure that their grading is fair and consistent.。
关于英语考试的英语作文：AnEnglishTest
关于英语考试的英语作文：AnEnglishTest关于英语考试的英语作文：An English T est无论是身处学校还是步入社会，大家都尝试过写作文吧，通过作文可以把我们那些零零散散的'思想，聚集在一块。
一篇什么样的作文才能称之为优秀作文呢？下面是小编帮大家整理的关于英语考试的英语作文：An English Test，希望对大家有所帮助。
English is one of the most important subjects.I like English very much.However, I am not good at English because I always make some mistakes in the English test.It was the time for an English test yesterday.Our English teacher, Emmy, came into the classroom with some test papers under her arm.She wore a smile on her face, and then she said, “OK.The test will begin.I hope that you will try your best to do it well.If you are careful enough, you will get a good result.” At first, I felt a little nervous.But when I heard her words, I calmed down.I said to myself, “I can do better than before.” At the beginning of the test, I came across some difficult problems.I did not know what to do.I was very worried.I kept saying to myself, “I must calm down.Then I c an work them out.” A few minutes later I worked these problems out.I felt very happy.Then I went on working on my test.Thirty minutes later, I finished my test.I thought I could get more than 97 points for this test because the questions were not very hard.But when I saw my points, I couldn’t believe my eyes.I only got 93 points.I was very surprised.I made some careless mistakes in the English test.I thought hard but I only got 93 points.There are two reasons.Firstly, although I worked hard, I di dn’t work hard enough.Other students work harder than I did.Secondly, I wasn’t careful enough.I am a careless girl.I think if I can become a careful girl, I will get more points.I believe I can.I will try my best to learn English well.。
英检初级写作(English Writing)
英檢初級寫作（English Writing）前言：☞英文寫作的步驟：1. 先從主題判斷時態●敘述現在或平常的事，用「現在簡單式」EX: My Day at SchoolEX: My Favorite Sports●敘述過去的事實或經驗，用「過去簡單式」EX: An Unforgettable ExperienceEX: My College Life●敘述未來的願望、希望等等，用「未來式」2. 利用brainstorming 去思考這題目●構思（getting idea, brainstorming）：分為「叢集式clustering」，「網式web」及「圖表式chart」，最常用的為叢集式●把所有想到的字都寫下來，不用考慮他們的關係，在用clustering, chart, web等方式去過濾、篩選，而擬出大綱（outline）EX: 以「叢集式clustering」為例，若題目為【My Childhood Places】，作者就可想出以下的地方：之後，再把同一類或相似idea連串起來，便可得出一些大地方（EX: School, Home,Park…），作為主旨，在把其他的idea歸在不同的主旨下，來支持主旨3. 根據大綱，完成寫作，但必需要用適當的連接詞把句子串起來，也要用合適的連接詞把段落連起來，達到合乎邏輯，且組織嚴謹而不鬆散【請参考作文常用連接詞及副詞】☞作文前必須有大綱（outline）☞大綱指導：【參考寫作範例1】☞所以作文基本可分三部份，「開頭Introduction」，「主體Body」，「結尾Conclusion」☞如何開啟文章：1. 直接了當的把本身寫作的用意表達出來（破題），直接告訴讀者你的文章要說什麼，中心思想是什麼（thesis statement）☞如何結束文章（Conclusion）1. 將你的論點或關念作一個摘要陳述或總結：將之前所說過的話作一番整理段落寫作第十講配合課本英檢一路通（第二冊）寫作測驗第一回（P. 3）題目：請用大約50字描述下圖海邊的活動Prewriting thinking:●You should define what tense you want to use. You can use either the present continuoustense or the past (continuous) tense throughout the entire writing●Identify each activity●You can also describe the background in the picture (such as the weather, ocean,…)●You should use proper transitions to connect each activityNeeded vocabulary:beach, play volleyball, sunbathe, play with sand, ocean wave, palm tree, swim, have a good time, have fun, sun is shining, relax, build a castle, chase each otherSample outline:Teacher’s sample answer:It is a wonderful day today and the sun is shining. There are a lot of people at the beach, and they are doing different activities. I am swimming in the ocean and thewaves are so big. A boy is sunbathing under a palm tree and he looks so relaxed. Moreover, two boys are playing volleyball and a little boy is a playing with sand. The little boy is trying to build a castle and it is so interesting. Also, one father and his son are chasing each other. Everyone is very relaxed and having a good time at the beach.✐You would open the door.Would you mind? (mind + 動名詞).翻譯：1. 我把杯子放在這兒你不介意吧?2. 請把電視轉到音樂頻道好嗎?（switch, music channel）3. 她不會介意照料我們的狗的I . won’t/ help me/ you/ do it/ unless✐You will be late for school.You must hurry up.You will miss your flight.You have to take a cab.翻譯：1. 除非你小心，否則你將犯錯（make mistakes）2. 除非你守法，否則你會被處罰（obey laws, punish）3. 除非你少吃一點，否則你無法減肥（lose weight）Everyone has his own dream, but to make it 1.___ is not easy. Let's take Peter for example.He wanted to be a boss but he came from a poor family. So, after he 2.______ junior high school, he didn't go to senior high school.3._____ , he became a factory worker. Although he was a factory worker, he worked hard and used every minute to learn new things. After working hard for fifteen years, he4.____ became the boss of a factory. It is true that hard work5.___ success and Peter is a good example.( ) 1. A. to come true B. come true C. coming true D. came true( ) 2. A. graduated from B. came from C. returned to D. returned from ( ) 3. A. Besides B. Instead C. Especially D. Also( )4. A. real B. certain C. finally D. suddenly( )5. A. takes B. grows C. needs D. bringsBABCDCats and dogs have different ways 1. ___showing their feelings. If a dog barks, you know someone is 2.___ the door of your house. But cats never do that. Although both of them wag their tails, it means different feelings. If a dog wags its tail, you know it's 3.___ . However, when a cat wags its tail, it is angry. Dogs also 4._____ their owners. It is a way dogs show their love 5.____ their owner. But not for cats. If cats lick your hand, they just want to eat the salt on the hand. Nothing more. To show they love you, they may sit on your lap.( )l .A. of B. for C. as D. on( )2. A. at B. in C. on D. to( )3. A. angry B. happy C. sad D. tired( )4. A. bark B. bite C. eat D. lick( )5. A. of B. on C. with D. forAABDDIn many cities, towns and villages throughout Taiwan, you can phone the same number for police, fire, and ambulance service. Usually that number is 119. Incidentally, in most places in North America, the free emergency phone number is 911, the reverse order of 119. It has been said that the terrorists who planned the horrible attacks in the United States on September 11, 2001 had the number 911 in mind. On one hand, this particular number means a call for help in an emergency. On the other hand, this number also represents the date of the terrorist attacks: the eleventh day of the ninth month. 911 is a number that the world will likely never forget. Whether you use 119 or 911 to phone for help in an emergency, protect the number from abuse and use it only in a real emergency.( ) l. What is important about the numbers 119 and 911?A. They are important dates in history.B. They are emergency phone numbers.C. They are two sets of three numbers.D. They are exactly the same number but in the reverse order.( )2. Where is the 911 number available?A. In the United States.B. In most places throughout North America.C. In Canada and Mexico.D. In villages, towns, and cities in Taiwan.( ) 3. Whose idea was it to carry out terrorist attacks on the United States on 911 ?A. An ambulance service.B. The police.C. An emergency phone call.D. The terrorists.( ) 4. What date does 911 represent?A. An emergency number in Taiwan.B. The ninth day of the eleventh month.C. An emergency number in North America.D. The eleventh day of the ninth month.( )5. How should we act toward the use of 911 and 119 phone numbers?A. Use the numbers in reverse order.B. Use the number zero instead.C. Use them only in a real emergency.D. Use them in Taiwan and North America.BBDDCAlice asked Cynthia how she liked school and the teachers. She wanted toknow what Cynthia thought of the boys in their class. Talking to Alice made Cynthia feel very happy. She began to think that maybe she had finally found a friend. Later at home, Cynthia thought about Alice. "She isn't pretty," Cynthia thought. "But she's got a really good personality. She makes you want to talk to her, and she listens while you're talking." Cynthia began to wonder about her own personality. She knew that she was shy. "The only one I can talk to is my aunt. If I had brothers and sisters, it might be easier for me to be friendly. But Ican still be a lot friendlier than I am. At least I can try. Tomorrow in school I'm going to talk to every body!"( ) 1. Who is the only person Cynthia is able to talk to?A. Her motherB. Her aunt.C. Her sister.D. Her friend.( ) 2. What is something we have learned about Cynthia's family?A. She has brothers and sisters.B. She wants a mother and a father.C. She wants Alice to join her family.D. She has an aunt but no brothers or sisters.( ) 3. What does Cynthia say about Alice?A. She always thinks of the boys in her class.B. She doesn't have a nice personality.C. She is pretty and kind to Cynthia.D. She is not pretty but she is a nice person.( ) 4. When Cynthia goes to school tomorrow what will she do differently?A. She will talk to everyone. .B. She will talk to her teachers.C. She will talk to the boys.D. She will talk to her friends.( ) 5. What did Cynthia begin to wonder about after thinking about Alice?A. Alice's personality.B. Her own personality.C. Her aunt's personality.D. Her brothers' and sisters' personalities.BDDABLast ChristmasWham! Chorus:Last ChristmasI gave you my heartBut the very next day you gave it awayThis yearTo save me from tearsI'll give it to someone specialOnce bitten and twice shyI keep my distanceBut you still catch my eyeTell me babyDo you recognize me?WellIt's been a yearIt doesn't surprise meI wrapped it up and sent itWith a note saying "I love you"I meant itNow I know what a fool I've beenBut if you kissed me nowI know you'd fool me againChorusA crowded roomFriends with tired eyesI'm hiding from youAnd your soul of iceMy god I thought you wereSomeone to rely onMe?I guess I was a shoulder to cry onA face on a lover with a fire in his heartA man under cover but you tore me apartNow I've found a real love you'll never fool me again Chorus x2A face on a lover with a fire in his heartA man under cover buy you tore him apartMaybe next year I'll give it to someoneI'll give it to someone special.(return to top)。
英文测试用例模板-概述说明以及解释
英文测试用例模板-范文模板及概述示例1:Title: English Test Case TemplateIntroduction:In software testing, test cases play a crucial role in ensuring the quality and functionality of a software application. To effectively conduct English language testing, it is essential to have awell-defined test case template. This article provides a comprehensive guide on creating an English test case template.1. Test Case Identification:- Test Case ID: A unique identifier for each test case.- Test Case Name: A brief and descriptive title for the test case.- Test Objective: The objective or goal of the test case.2. Test Case Description:- Test Scenario: A detailed description of the scenario or situation that the test case focuses on.- Pre-conditions: Any specific prerequisites or conditions that must be met prior to running the test case.- Test Steps: A step-by-step guide outlining the actions to beperformed during the test.- Expected Results: The expected outcome or result after executing the test steps.- Post-conditions: Any specific conditions that should be met after executing the test case.3. Test Data:- Input Data: The sample data or values required for performing the test.- Output Data: The expected output or response that should be generated.4. Test Execution Details:- Test Environment: The specific configuration or setup required for executing the test case.- Test Execution Date: The date when the test case is executed.- Test Execution Status: The status of the test case (e.g., Pass, Fail, Blocked, In Progress).5. Test Case Notes:- Any additional notes or comments related to the test case.6. Test Case Review and Approval:- Test Case Reviewer: The person responsible for reviewing and ensuring the accuracy and completeness of the test case.- Test Case Approver: The person responsible for approving the test case and validating its suitability.Conclusion:A well-structured and standardized test case template is essential for effective English language testing. It provides a systematic approach to create, execute, and track test cases, ensuring the quality and accuracy of the software application. By following the guidelines outlined in this article, testers can enhance their testing efficiency and contribute to the success of the software development process.示例2:Writing an Article: Template for English Test CasesIntroduction:English testing is a crucial part of language assessment for evaluating the proficiency and skills of non-native English speakers. Test cases serve as standardized evaluation tools to measure aperson's understanding and command of the English language. In this article, we will explore and discuss the essential elements of an English test case template.1. Test Case Identifier:Each test case template should have a unique identifier or name assigned to it. This identifier helps in the identification and organization of different test cases, making it easier to track and manage them.2. Test Case Description:A comprehensive description should be provided to explain the purpose and objective of the test case. This description should clearly outline what the test aims to assess and what skills or knowledge it focuses on.3. Pre-conditions:Pre-conditions are the necessary conditions that must be met before executing the test case. These may include having a specific language level, completing a certain course, or possessing particular knowledge. Pre-conditions ensure that the test taker is adequately prepared to attempt the test.4. Test Steps:Test steps outline the sequence of actions or tasks that the test taker needs to perform during the assessment. These steps should be specific and clear, leaving no room for interpretation or ambiguity. Each step should be numbered and should include instructions on what the test taker needs to do.5. Expected Results:Expected results describe the anticipated outcomes or answers that a test taker should produce for each test step. These results should be measurable and objectively evaluate the test taker's performance. It is essential to provide clear criteria for grading or scoring the results to ensure consistency and fairness in evaluation.6. Test Data:Test data refers to the resources or information required to complete the test case. It may include texts, images, audio files, or any other materials necessary to test a particular skill or competency. Providing accurate and relevant test data is crucial for conducting a fair assessment.7. Test Environment:The test environment includes details of the setting in which the test case is conducted. This information may include the location, time constraints, specific tools or software used, and any other relevant factors that may affect the outcome of the test.Conclusion:Creating a standardized template for English test cases helps ensure fairness, consistency and facilitates effective evaluation of non-native English speakers. The elements discussed above provide a foundation for designing comprehensive andwell-structured test cases. Utilizing a proper test case template contributes to the overall success and validity of English language assessments.示例3:Introduction:In today's digital era, software testing has become a crucial part of the development cycle. Performing proper testing ensures that the software or application functions efficiently while meeting the desired requirements. One essential aspect of testing is creating detailed and well-structured test cases. In this article, we willdiscuss the template for creating test cases specifically for English language testing.Objective of English Language Testing:English language testing primarily aims to verify that the functionality related to language, grammar, and vocabulary within the software meets the expected standards. It ensures that users can effectively interact with the application, understand the provided information, and have a seamless experience while using it.Test Case Template:To ensure the effectiveness and efficiency of English language testing, the following template can be used:Test Case ID: [Unique identifier for the test case]Test Case Description: [A brief description of the test case]Preconditions: [Any necessary conditions that must be fulfilled before executing the test case]Test Steps:1. [Step-by-step instructions on how to execute the test]2. [Additional steps, if required]Expected Results: [Expected outcome or behavior of the software]Actual Results: [Outcome observed during test execution]Pass/Fail: [Determine if the test passed or failed]Comments: [Any additional comments or observations]Example Test Case:Test Case ID: ETL001Test Case Description: Verify that the spell-check feature works correctly.Preconditions: The spell-check feature is enabled in the application settings.Test Steps:1. Open the application and navigate to the text editor.2. Type a sentence containing mis-spelled words.3. Activate the spell-check feature.4. Observe if mis-spelled words are highlighted or underlined in red.5. Right-click on the mis-spelled word and check if suggestions are provided.6. Choose one of the suggestions and replace the mis-spelledword.7. Repeat steps 2-6 for multiple mis-spelled words.Expected Results:- Mis-spelled words should be highlighted or underlined in red.- Right-clicking on a mis-spelled word should display relevant suggestions.- Replacing the mis-spelled words with the correct suggestions should update the sentence.Actual Results:- Mis-spelled words are highlighted in red.- Right-clicking on a mis-spelled word provides relevant suggestions.- Replacing mis-spelled words correctly updates the sentence.Pass/Fail: PassComments: The spell-check feature is working as expected, ensuring accurate spellings within the application.Conclusion:Developing an effective English language testing strategy is crucial to ensure smooth user experience and reduce potential errors. By utilizing the provided test case template, testers can create comprehensive and structured test cases for English language testing. This facilitates efficient testing, guaranteeing that the software meets user expectations and delivers a high-quality product.示例4:Title: English Test Case Template: Strengthening Language Proficiency1. Introductiona. Purpose of the Test Case Template:- Provide a systematic approach to testing English language skills.- Ensure consistent evaluation criteria across different English proficiency tests.b. Importance of using a Test Case Template:- Ensures fairness and objectivity in testing.- Allows for accurate assessment of language proficiency.2. Test Case Template Structure:a. Test Information:- Test name and version.- Test objective and intended audience.- Test duration and format.b. Test Components:- Listening:- List of audio files or dialogues to be analyzed.- Questions to evaluate comprehension, vocabulary, and inference skills.- Scoring rubric for assessing listening ability.- Speaking:- Speaking prompts or tasks to be performed.- Criteria for evaluating pronunciation, fluency, and coherence.- Scoring guidelines for assessing speaking proficiency.- Reading:- Passage excerpts or reading materials to beanalyzed.- Questions to assess reading comprehension, vocabulary, and inference.- Marking scheme for evaluating reading ability.- Writing:- Writing prompts or essay topics to be addressed.- Evaluation criteria for assessing grammar, vocabulary, organization, and coherence.- Scoring rubric for assessing writing proficiency.c. Test Administration:- Guidelines for test administrators.- Instructions for test takers.- Test environment requirements.d. Scoring and Reporting:- Scoring methodology for each test component.- Conversion table to convert raw scores into interpretable results.- Reporting format for test scores.3. Benefits of Using the Test Case Template:a. Standardization:- Consistency in test structure and evaluation criteria.- Facilitates benchmarking and comparison of language skills.b. Evaluation Accuracy:- Allows for precise measurement of language proficiency.- Eliminates bias and subjectivity in scoring.c. Fairness:- Provides equal opportunities for all test takers.- Ensures an unbiased assessment process.4. Conclusion:The English Test Case Template serves as a valuable framework for designing and implementing English language proficiency tests. By adhering to this template, test developers can ensure fairness, objectivity, and accuracy in evaluating language skills. Utilizing the template will also promote standardization andenable benchmarking across different English tests, ultimately benefiting both test administrators and test takers.。
英语作文,一次英语测试英语作文
英语作文,一次英语测试英语作文The Journey of Mastering English: My Experience in an English Test.English, a global language that connects people across borders and cultures, has always fascinated me. From itsrich vocabulary to its intricate grammar, every aspect of this language intrigued me, making me eager to learn and explore. My journey in English learning has been anexciting and challenging adventure, and one particular English test stands out as a significant milestone in my learning journey.The test was an intensive assessment of my English proficiency, designed to push me beyond my comfort zone.The preparation phase was rigorous, involving hours of studying, practicing, and revising. I delved into textbooks, reference guides, and online resources,吸收 the knowledge like a sponge. I practiced writing essays, listened to English podcasts, and watched documentaries to improve mycomprehension and fluency.The day of the test arrived, and I was nervous but excited. As I sat down to write, the words flowed freely, reflecting the hard work and dedication I had put in. The reading comprehension section tested my ability to understand complex texts, while the listening section challenged my ability to interpret spoken English. The writing section, in particular, was a test of my creativity and critical thinking skills.After submitting my answers, I felt a sense of accomplishment. The test was not just an assessment of my English skills; it was also a test of my perseverance and determination. The entire experience was a valuable lesson in the importance of hard work and preparation.Reflecting on the test, I realized that the real value lay not in the score I received but in the journey I took. The process of preparing for the test taught me the importance of dedication, discipline, and continuous learning. It also helped me identify areas where I neededto improve, such as expanding my vocabulary and enhancing my listening skills.The test was a reminder that learning English is not just about passing exams or achieving certain scores. It's about opening doors to new opportunities, understanding different cultures, and connecting with people across the globe. The English language has given me a window to the world, and the journey of learning it has been nothing short of enriching and rewarding.In conclusion, the English test was a significant milestone in my learning journey. It taught me the value of hard work, preparation, and continuous learning. It also reminded me that the true essence of learning English lies in the expanse of opportunities it unlocks and the connections it enables. As I continue on my journey of mastering English, I am excited about the new horizons it will open up and the opportunities it will present.。
英语测试与评估作文范文
英语测试与评估作文范文英文回答：As I sat there, staring at the blank test paper, a sense of dread crept over me. The weight of the impending English test pressed down on my shoulders, threatening to crush my confidence. But amidst the swirling emotions, a flicker of determination ignited within me. I was not going to let this assessment define my worth.With trembling hands, I picked up my pen, my mind racing through the lessons and assignments of the past months. I had poured my heart and soul into every class, eager to grasp the intricacies of language and literature. The knowledge I had acquired would now be put to the test.As I worked through the multiple choice questions, I felt a surge of confidence. My instincts guided me as I recalled the concepts and rules we had discussed in class. The short answer section proved more challenging, but Idrew upon my understanding of grammar and vocabulary to construct coherent and concise responses. However, it was the essay portion that truly tested my mettle.Time seemed to slip away as I immersed myself in the task of analyzing a literary passage. My fingers danced across the page, translating my thoughts into words. I wanted to convey the depth of my understanding, to explore the nuances of the text and share my insights with the reader.As the final bell rang, I finished my essay with a sense of accomplishment. I had poured my heart and soul into that exam, and while I couldn't be certain of the outcome, I knew I had done my best. The English test had not been merely an assessment of my knowledge; it had been a testament to my resilience, my passion for language, and my unwavering belief in my abilities.中文回答：当我坐在那里，盯着空白的试卷，一种恐惧感向我袭来。
2024年浙江丽水成考专升本英语试卷作文
2024年浙江丽水成考专升本英语试卷作文全文共3篇示例，供读者参考篇12024 Zhejiang Lishui College Entrance Examination for Adult Students English Writing TestPart I: Short Essay Writing (50 points)Instructions: Write an essay on one of the following topics in about 200 words.Topic 1: The Impact of Technology on EducationWith the rapid development of technology, students have access to a wide range of educational resources. Discuss how technology has changed the way we learn and the advantages and disadvantages of technology in education.Topic 2: My Dream JobDescribe your dream job and explain why you are interested in pursuing this career. Discuss the skills and qualifications required for this job and how you plan to achieve your career goals.Part II: Long Essay Writing (50 points)Instructions: Write an essay on one of the following topics in about 400 words.Topic 1: The Importance of Environmental ProtectionDiscuss the importance of environmental protection and the role individuals can play in preserving the environment. Provide examples of environmental issues and propose solutions to address these challenges.Topic 2: The Benefits of TravelingTraveling allows people to explore new cultures, broaden their horizons, and learn about different perspectives. Discuss the benefits of traveling and how it can contribute to personal growth and development.Part III: Argumentative Essay Writing (50 points)Instructions: Write an argumentative essay on one of the following topics in about 500 words.Topic 1: Should Animal Testing be Banned?Animal testing has been a controversial issue for many years. Some argue that animal testing is necessary for scientific research, while others believe it is cruel and unnecessary. Discussboth sides of the argument and present your opinion on whether animal testing should be banned.Topic 2: The Impact of Social Media on RelationshipsSocial media has transformed the way we communicate and interact with others. Discuss the impact of social media on relationships, including the benefits and drawbacks of using social networking sites.Remember to organize your ideas logically, use appropriate vocabulary and grammar, and provide supporting evidence to strengthen your arguments. Good luck!篇22024 Zhejiang Lishui Adult College Entrance Examination (Specialized Undergraduate) English Writing Test PaperSection A: Short Answer Questions1. Choose one of the following topics and write a short paragraph (approximately 150 words) expressing your opinion on it:a) The impact of technology on our daily livesb) The importance of preserving the environmentc) The benefits of learning a second language2. Write a brief dialogue (approximately 200 words) between two friends discussing their plans for the future. Include details such as career goals, further education, and personal aspirations.Section B: EssayWrite an essay (approximately 800 words) on the following topic:"Education is the key to success." Discuss the importance of education in achieving personal and professional goals. Include examples from your own experience or observations to support your argument.Section C: Creative WritingChoose one of the following options and write a short story (approximately 800 words) based on it:a) A mysterious stranger arrives in town and changes the lives of the residentsb) A young person discovers a hidden talent and decides to pursue it as a careerc) Two childhood friends reconnect after many years and reminisce about their past adventuresGood luck with your exam!篇32024 Zhejiang Lishui College Entrance Examination for Adults (CEEA) Upgrading to Undergraduate English CompositionPart I WritingDirections: For this part, you are allowed 30 minutes to write a short essay on the topic of Should College Education Be Free? You should write at least 150 words but no more than 200 words.In recent years, the issue of whether college education should be free has been a hot topic of debate. Some people argue that college education should be provided free of charge to all students, while others believe that students should pay for their higher education. In my opinion, I believe that college education should not be free for several reasons.Firstly, providing free college education would put a huge financial burden on the government. The cost of running colleges and universities is high, and if the government were to foot the bill for all students, it would have to divert funds from other important areas, such as healthcare and social welfare.Secondly, making college education free would devalue the degrees earned by students. When something is free, it is often seen as less valuable. If college education were free, employers may no longer see a degree as a sign of hard work and dedication, leading to a decrease in the value of a college education.Lastly, students who do not pay for their education may not take it as seriously as those who do. When students pay for their education, they are more likely to appreciate the opportunities they are given and work hard to succeed. If college education were free, some students may not see the value in their education and may not work as hard to achieve their full potential.In conclusion, while the idea of free college education may seem appealing, it is not a practical solution. College education should be paid for by students to ensure its value and to encourage students to take their education seriously.Part II TranslationDirections: Translate the following text from Chinese into English.坚持自己的梦想，勇敢地去追逐，不要让任何人阻碍你的前进步伐。
英语语言测试心得体会作文
英语语言测试心得体会作文Testing is an essential part of the education system. It is a way to measure student knowledge and understanding, and it helps teachers to identify areas where students may need extra help. As an English learner, I have had many experiences with testing, and I have learned a lot about how to prepare for and approach these exams.The first thing I have learned is that preparation is key. The best way to prepare for a test is to study consistently over time, rather than cramming at the last minute. This means reviewing material regularly, completing homework assignments, and participating in class discussions. It also means seeking help from teachers or tutors when needed, and asking questions when something is unclear.Another important aspect of test preparation is understanding the format and content of the exam. This includes knowing the types of questions that will be asked,the time limit for each section, and the grading criteria. It is also helpful to practice with sample tests or past exams, in order to get a sense of what to expect on test day.When it comes to taking the test, there are a few strategies that can be helpful. One is to read the instructions carefully, and make sure to understand what is being asked before beginning each section. It is also important to manage time effectively, by pacing oneself and not spending too much time on any one question.In addition, it can be helpful to approach the test with a positive attitude. This means staying calm and focused, and not letting anxiety or stress get in the way of performance. It also means believing in oneself andone's abilities, and approaching the test as an opportunity to demonstrate what has been learned.Finally, after the test is over, it is important to reflect on the experience and learn from any mistakes that were made. This means reviewing the test results andunderstanding where points were lost, as well as seeking feedback from teachers or tutors. It also means using this information to improve future performance, by focusing on areas that need more attention and continuing to practice and study consistently.In conclusion, testing can be a challenging but valuable part of the education experience. By preparing effectively, understanding the format and content of the exam, approaching the test with a positive attitude, and reflecting on the experience afterwards, students can improve their performance and achieve success.。
英语语言测试作文模板
英语语言测试作文模板Essay Template in English Language Testing。
Introduction。
The English language is one of the most widely spoken languages in the world, and proficiency in English is essential for communication, education, and employment opportunities. As a result, English language testing has become an important tool for assessing individuals' language skills. In this essay, we will discuss the structure and content of a typical English language testing essay, as well as provide tips for writing a successful essay.Structure of an English Language Testing Essay。
An English language testing essay typically consists of three main parts: an introduction, body paragraphs, and a conclusion. The introduction should provide a brief overview of the topic and introduce the main points that will be discussed in the essay. The body paragraphs should present the main arguments and evidence to support the thesis statement, and the conclusion should summarize the main points and provide a final thought on the topic.Introduction。
English Write 测试版
The purpose of studying in UniversityNowadays, the purpose of studying in University has caught been t he headline in many famous newspapers such as Xinhua newspaper an d Peoples daily. A survey shows that students and teachers have differe nt opinions on this topic, but I don’t agree with both of them. I think that growing and making progress in ourselves is the most desirable t o many student.Many students may treat studying in University as a way to learn some knowledge for future work. As we all know, everyone will step into the society and find a job. Through studying in university, we will be more educated and easier to deal with work. Because university can provide us a good environment and resource, and we are easier to study and research. With reading kinds of books, we are laying the foundation for future work, even though we will choose different jobs after graduating.Many teachers think that mastering the method of communicating, thinking and realizing their ideals is the purpose of studying in University. When students step into society, interpersonal skills can give you an easier way to work and have a better life, because everyone will face many problems and something difficult in the society. If one man has interpersonal skills, he can solve many problems successfully and also have a bright future.Otherwise, he will have more trouble before achieve his goals.I think that even though everyone has his own special interests and different attitude towards life, students are growing and making progresswhen studying in the University, which perhaps is the answer that many people finding. If he can look before you leap and everyone who work together wants cooperation with him, this student have gotten succeed in University studying.。
语言测试书目
语言测试学书籍Cambridge Assessment Series (全有)Assessing V ocabulary John Read (2000)Assessing Reading J Charles Alderson (2000)Assessing Languages f or Speci f ic Purposes Dan Douglas (2000)Assessing Writing Sara Cushing Weigle (2002)Assessing Listening Gary Buck (2001)Assessing Grammar James E Purpura (2004)Statistical Analyses f or Language Assessment Lyle F Bachman (2004)Assessing Language through Computer Technology Carol A Chapelle and Dan Douglas (2006)Assessing Speaking Sari Luoma (2004)Assessing Y oung Language Learners Penny McKay (2006)Statistical Analyses f or Language Assessment (Workbook) Lyle F Bachman and Antony J Kunnan (2005)Studies in Language Testing (黑体表示我有的)V olume 1: An Investigation into the Comparability of Two Tests of English as a Foreign Language: The Cambridge TOEFL Comparability Study, Lyle F. Bachman, Fred Davidson, Katherine Ryan, Inn-Chull Choi (1995)V olume 2: Test taker Charact eristics and Test Perf ormance: A structural modeling approach, Anthony John Kunnan (1995)V olume 3: Perf ormance Testing, Cognition and Assessment: Selected papers f rom the 15th Language Testing Research Colloquium, Cambridge and Arnhem, Michael Milanovic and Nick Saville (1996)V olume 4: The Development of IELTS:A study of the effect of background knowledge on reading comprehension, Caroline Clapham (1996)V olume 5: V erbal Protocol Analysis in Language Testing Research: A handbook, Alison Green (1998)V olume 6: Multilingual Glossary of Language Testing Terms, AL TE Members (1998)V olume 7: Dictionary of Language Testing, Alan Davies, Annie Brown, Cathie Elder, Kat hryn Hill, Tom Lumley, Tim McNamara (1999)V olume 8: Learner Strategy Use and Performance on Language Tests: A structural equation modeling approach, James E. Purpura (1999)V olume 9: Fairness and V alidation in Language Assessment: Selected papers from the 19th Language Testing Research Colloquium, Orlando, Florida, Antony John Kunnan (2000)V olume 10: Issues in Computer-Adaptive Testing of Reading Proficiency: Selected papers, Micheline Chalhoub-Deville (1999)V olume 11: Experimenting with Uncertainty: Essays in honour of Alan Davies, C. Elder, A. Brown, E. Grove, K. Hill, N. Iwashita, T.Lumley, T. McNamara, K. O'Loughlin (2001)V olume 12: An Empirical Investigation of the Componentiality of L2 Reading in English f or Academic Purposes, Cyril J Weir, Y ang Huizhong, Jin Y an (2000)V olume 13: The Equivalence of Direct and Semi-direct Speaking Tests, Kieran O'Loughlin (2001)V olume 14: A Qualitative Approach to the V alidation of Oral Language Tests, Anne Lazaraton (2002)V olume 15: Continuity and Innovation:Revising the Cambridge Proficiency in English Examination 1913-2002, Cyril Weir and Michael Milanovic (2003)V olume 16: A Modular Approach to Testing English Language Skills: The development of the Certif icat es in English Language Ski lls (CELS) examinations, Roger Hawkey (2004)V olume 17: Issues in Testing Business English: The revision of the Cambridge Business English Certificates, Barry O'Sullivan (2006)V olume 18: European Language Testing in a Global Context: Proceedings of the ALTE Barcelona Conference July 2001, Michael Milanovic and Cyril Weir (2004)V olume 19: IEL TS Collected Papers: Research in speaking and writing assessment, Lynda Taylor and Peter Falvey (2007)V olume 20: Testing the Spoken English of Y oung Norwegians: A study of test validity and the role of‗smallwords‘in contribut ing to pupils‘ f luency, Angela Hasselgreen (2004)V olume 21: Changing Language Teaching t hrough Language Testing: A washback study, Liying Cheng (2005)V olume 22:The Impact of High-stakes Testing on Classroom Teaching:A case study using insights from testing and innovation theory, Dianne Wall (2005)V olume 23: Assessing Academic English: Testing English prof iciency, 1950-1989 - the IELTS solution, Alan Davies (2008)V olume 24: Impact Theory and Practice: Studies of the IELTS test and Progetto Lingue 2000, Roger Hawkey (2006)V olume 25: IELTS Washback in Context: Preparation for academic writing in higher education, A nthony Green (2007)V olume 26: Examining Writing: Research and practice in assessing second language writing, Stuart D Shaw and Cyril J Weir (2007)V olume 27:Multilingualism and Assessment: Achieving transparency, assuring quality, sustaining diversity –Proceedings of the ALTE Berlin Conference, May 2005, Lynda Taylor and Cyril J Weir (2008)V olume 28: Examining FCE and CAE: Key issues and recurring themes in developing the First Certif icate in English and Certif icate in Advanced English exams, Roger Hawkey (2009)V olume 29: Examining Reading: Research and practice in assessing second language reading, Hanan Khali fa and Cyril J Weir (2009)Brief Introduction to Studies in Language TestingV olume 1 An Investigation into the Comparability of Two Tests of English as a Foreign Language: The Cambridge TOEFL Comparability StudyThis book documents a major study, which compares the Cambridge First Certif i cate in English (FCE) with the Test of Engli sh as a Foreign Language (TOEFL) and investigates similarities in test content, candidature and use.V olume 2 Test taker Characteristics and Test Performance: A structural modeling approachThis book investigates the inf luence of test taker characteristics on test perf ormance in tests of English as a f oreign language by exploring the relationships between these two groups of variables. Data f rom a test taker questionnaire and perf ormance on several test s including the FCE and the TOEFL were used f or the study.V olume 3 Performance Testing, Cognition and Assessment: Selected papers from the 15t h Language Testing Research Colloquium, Cambridge and ArnhemThis book contains a selection of research papers presented at the 15th Annual Language Testing Research Colloquium (LRTC). The Colloquium was jointly hosted by the University of Cambridge Local Examinations Syndicate (UCLES) in Cambridge and CITO in Arnhem, in the Netherlands. At the Cambridge venue, the papers were presented on the themes of perf ormance testing, and at Arnhem they covered aspects of communication in relation to cognition and assessment. A selection of papers has been made in order t o achieve a balanced coverage of these themes.―The book thus provides a valuable resource f or readers interes ted in a variety of approaches to investigating and understanding L2 perf orm ance assessment…a usef ul collection of research summaries and a source f or relevant ideas.‖John Norris (1999) Language Testing 16 (1), 121-125.V olume 4 The Development of IELTS: A study of t he effect of background knowledge on reading comprehensionThis book investigates the ESP claim that tertiary level ESL students should be given reading prof i ciency tests in their own academic subject areas, and studies the eff ect of background knowledge on reading comprehension. It is set against a background of recent research into reading in a f irst and second language, and emphasises the impact schema theory has had on this. The book is a usef ul resource f or those involved with IELTS and others interested in the testing of English f or academic purposes.―Caroline Clapham has written a major, seminal book. She has examined a dangerous f ield of landmines, detected them, and disa rmed them. This book will serve as a map of that minef ield f or years to come. Higher-education language departments …who are seriously considering special-f i elds testing should read this book caref ully.‖Fred Davidson (1998) Language Testing 15 (2), 289-301.V olume 5 V erbal Protocol Analysis in Language Testing Research: A handbookV erbal protocol analysis (VPA) is a methodology that is being used extensively by researchers. Recently, individuals working in the area of testing, and in language testing in particular, have begun to appreciate the rol es VPA might play in the development and evaluation of assessment instruments. This book aims to provide potential practitioners of VPA with the background to the technique and a g ood understanding of what is entailed in using VPA in the context of language testing and assessment. Tutorial exercises are present ed which enable the reader to try out each of the different steps involved in VPA.―The book is successf ul in providing a practical guide f or graduat e students and researchers wishing a better understanding o f VPA in lan guage testing…it f ul f ils the need f or a basi c introduction to the application of VPA … a stimulating guide f or researchers in terested in language testing.‖ Abdoljavad Jaf arpur (1999) Language Testing 16 (4), 483-486.V olume 6 Multilingual Glossary of Language Testing TermsA multilingual glossary has a particularly signif icant role to play in encouraging the development of language testing in les s widely taught languages by establishing terms which may be new alongside their well-known equivalents in the commonly used languages. The glossary contains entries in ten languages: Catalan, Danish, Dutch, English, French, German, Irish, Italian, Portuguese and S panish. This volume will be of use to many working in the context of European languages who are involved in testing and assessment.―…exploration of the MG reveals it, in my opinion, to be of real value in its own right, both as a working glossary of language testing terms, and, perhaps more importantly, as an invaluable aid to speakers of the ten represe nt ed languages…represents an invaluable resource f or the tester and student of testing alike.‖Barry O‘Sullivan (2002) Applied Linguistics 23 (2), 273-275.V olume 7 Dictionary of Language TestingThis volume constitutes a valuable resource for anyone seeking a better understanding of the terminology and concepts used in language testing. It contains some600 entries, each listed under a headword with extensive cross-ref erencing and suggestions f or f urther reading. The selection of headwords is based on advice f rom speci alists in language testing around the world, combined with the scanning of current textbooks in this f ield and of dictionaries and encyclopaedias in adjacent f ields (e.g. psychometrics, applied lingui stics, statistics).―Multilingual Glossar y of Language Testing Terms (Studies in Language Testing 6, AL TE [1998], CU P and UCLES)and Dictionary of Language Testing (Studies in Language Testing 7, Davies et al [1999], CUP/UCLES) are monumental work in the f ield of language testing.‖ Y oshinori Watanabe (2005) Language Assessment Quarterly 2 (1), 69–75.―... the book can act as a speci f ic point of reference f or language testing terminology and concepts, and students will f ind it increasingly usef ul as their understanding within the f ield develops.‖ Roger Barnard (2000) Modern English Teacher 9 (3),89-90.V olume 8 Learner Strategy Use and Performance on Language Tests: A structural equation modeling approachThis volume investigates the relationship between learner strategy use and perf ormance on second language tests, by examining the construct validity of two questionnaires designed within a model of inf ormation processing that measures test takers' self-reported cognitive and metacognitive strategy use. The book investigates how learner strategy us e inf luences test performance, and how high perf orm ers use strategies differently from low perf ormers.V olume 9 Fairness and V alidation in Language Assessment: Selected papers from the 19th Language Testing Research Colloquium, Orlando, FloridaFairness of language tests and testing practices has always been a concern among test developers and test users. In the past decade educational and language assessment researchers have begun to f ocus directly on f airness and related matters such as test standards, test bias and equity and ethics f or testing prof essionals. The 19th annual Language Testing Research Colloquium held in 1997 in Orlando, Florida, brought this overall concern into sharp f ocus by having 'Fairness in Language Testing' as its theme. The conf er ence present ations and discussions attempted to understand the concept of f airness, def ine the scope of the concept and connect it with the concept of validation of test score interpretation. The papers in this volume of fer a f irst introduction to f airness and validation in the f ield of language assessment.V olume 10 Issues in Computer-Adaptive Testing of Reading Proficiency: Selected papersThis volume is an important resource f or those interested in research on and development of computer-adaptive (CA T) instruments f or assessing the receptive skills, mainly reading. It includes selected papers from a conference on the computer-adaptive testing of reading held in Bloomington, Minnesota, in 1996, as well as a number of speci ally written papers.―For those interested in developing and appreciating CA T f or reading measurem ent, the volume [Issues in Computer-Adaptive Testing of Reading Prof iciency, Studies in Language Testing 10, Chalhoub-Deville (Ed.) (1999), CU P/UCLES] has, to date, had no parallel in its v alue as an excellent resource book.‖ Jungok Bae (2005) Language Assessment Quarterly 2 (2), 169–173.―[T]he chapters in this book represent state-of-the-art thinking in computer-adaptive language testing. The book will remain a key volume in the f ield f or many years to come.‖ Glenn Fulcher (2000) Language Testing 17 (3), 361-367.V olume 11 Experimenting with U ncertainty: Essays in honour of Alan DaviesThis f estschri f t brings together 28 invited papers surveying the state of the art in language testing f rom a perspective which combines technical and broader applied linguistics insights. The papers, written by key f igures in the f ield of language testing, cover issues ranging from test construct def inition to the design and application of language tests, including their importance as a means of exploring larger issues in language teaching, language learning and language policy. The volume locates work in language assessment in a context of social, political and ethical issues at a time when testing is increasingly expect ed to be publicly accountable.―The breadth of perspectives of [Experimenting with uncertainty: Essays in honour of Alan Davies, Studies in Language Testing 11, Elder et al (eds) (2001), CUP/UCLES] is wide enough, providing critically inf ormative commentaries on the issues that language testers should be aware of, particularly in these times when assessment and account ability are increasingly valued in overall circles of education as well as the f ield of language testing. … Providing a readable introduction … this book will guide … readers in how to grapple with thorny issues that language testing researchers may encounter in their professional career.‖ Hyeong-Jong Lee (2005) Language Testing 22 (4), 533–545.V olume 12 An Empirical Investigation of the Componentiality of L2 Reading in English for Academic PurposesThis volume describes the development and validation of an advanced level test f or evaluating expeditious (skimming, search reading and scanning) and careful EAP reading abilities at tertiary level in China. It reports on the methodological procedures which led to the development of the test and discusses the results of empirical investigations carried out to establish its validity both a priori and a posteriori. It is of particular interest and value to teachers, researchers and test developers.―... this book is a systematic presentation of the authors' dual-purpose pioneering work in EFL reading. On the one hand, they f ocus on the research question of the componentiality of academic EFL reading... On the other hand, the researchers' experiment al work has rewarded them with a unique academic EFL reading test, whose development process is a wonderf ul model f or other test developers to f ol low." Ning Chen (2006) Language Assessment Quart erly 3 (1), 81-86.V olume 13 The Equivalence of Direct and Semi-direct Speaking TestsThis book documents a comparability study of direct (f ace-to-face) and semi-direct (language laboratory) versions of the speaking component of the access: test, an English language test designed in the 1990s by the Language Testing Research Centre (University of Melbourne) as part of the selection process f or immigration to Australia. The study gathered a broad range of quantitative and qualitative evidence to investigate the issue of test equivalence and this multi-layered approach yields a complex and richly textured perspective on the comparability of the two kinds of speaking tests. The f indings have important implications f or the use of direct and semi-direct speaking tests in various high-stakes contexts such as immigration and university entrance. As such, the book will be of interest topolicy-makers and administrators as well as language teachers and language testing researchers.―... this book makes an impo rtant contribution to the language testing literature… For its insights and multif aceted approach to examining test equivalence, it is a valuable resource to language test developers, researchers, graduate students, and even language programs considering using either of these test f ormats. ... a very readable tale of two tests and the complexity needed to unravel what actually happens in them." Lindsay Brooks (2006) Language Assessment Quarterly 3 (4), 369-373.V olume 14 A Qualitative Approach to the V alidation of Oral Language TestsLanguage t esters have generally com e to recogni ze the limitations of traditional statistical methods f or validating oral lang uage tests and have begun to consider more innovative approaches to test validation which can illuminate the assessment process itsel f, rather than just assessment outcomes (i.e. test scores). One such approach is conversation analysis (or CA), a rigorous empirical methodology developed by sociologists, which employs inductive methods in order to discover and describe the recurrent, systematic properties of conversation. This book aims to provide language testers with a background in the conversation analytic f ram ework and a f uller understanding of what is entailed in using conversation analysis in the specif ic context of oral language test validation.―…this book provides an excellent, and clearly written, introduction to the use of discourse analysis, especially CA, in examining the f unctioning of oral language tests… I would recommend this book to teac hers or test developers who might be developing oral language tests as well as those who are intending to carry out research using discourse analytic techniques. Finally, also, it must be said, the book was enjoyable to read; in particular I f ound Lazarato n‘s discussion of the literature on oral interview research to be well-organised and clear, and her discussion of CA theory to be extremely accessible.‖ Annie Brown (2005) Language Assessment Quart erly 2(4), 309-313V olume 15 Continuity and Innovation: Revising the Cambridge Proficiency in English Examination 1913-2002This volume documents in some detail the most recent revision of the Certi f icat e of Prof iciency in English (CPE) which took p lace f rom 1991 to 2002. CPE is the oldest of the Cambridge suite of English as a Foreign Language (EFL) examinations and was originally introduced in 1913. Since that time the test has been regularly revised and updated to bring it into line with current thinki ng in language teaching, applied linguistics and language testing theory and practice. The volume provides a f ull account of the revision process, the questions and problems faced by the revision teams, and the solutions they came up with. It is also an attempt to encourage i n the public domain greater understanding of the complex thinking, processes and procedures whi ch underpin the development and revision of all Cambridge ESOL‘s tests and as such it will be of interest and relevance to a wide variety of readers.―An invaluable case book f or training language testers and teachers…. Makes explicit the developing philosophy of good testing practice…With its wealth of illustrative examples and detailed statistics, this study clearly presents an exceptional case st udy of a well-managed and professionally-serviced Engl ish language test… An important study, showing the possibilities of good language testing.‖ Bernard Spolsky (2004) EL T Journal, 58, 3, 305-309V olume 16 A Modular A pproach to Testing English Language Skills: The development of the Certificates in English Language Skills (CELS) examinationsThis volume documents in some detail the development of the Cambridge ESOL Certi f icates in English Language Skills (CELS), a suite of modular examinations f irst off ered in 2002. The book traces the history of various important English language exams off ered by UCLES and other examination boards which signif icantly inf luenced the development of CELS including: the Communicative Use of English as a Foreign Language (CUEFL) exams; the Certi f icates in Communicative Skills in English (CCSE); the English language tests of reading and writing produced by the University of Oxf ord Delegacy of Local Examinations; and the Oral English exams off ered by the Association of Recognised English Language Schools (ARELS) Examinations Trust.V olume 17 Issues in Testing Business English: The revision of the Cambridge Business English CertificatesThis book explores the testing of language f or speci f ic purposes (LSP) f rom a theoretical and practical perspective, with a particular f ocus on the testing of English f or business purposes. A range of tests - both past and present -is reviewed, and the development of business English testing at Cambridge ESOL is discussed. The description of the revision of the Business English Certif icates (BEC) i n 2002 f orms a major part of the book and offers a unique insight into an approach to large-scal e ESP test development and revision. The volume will be of particular relevance to test developers and researchers interested in language testing f or speci f ic purposes and contexts of use; it will also be of interest to ESP teachers, especially those teaching English f or business, as well as to lecturers and postgraduates working in the f i eld of LSP.V olume 18 European Language Testing in a Global Context: Proceedings of the ALTE Barcelona Conference July 2001The ALTE Conf erence, European Language Testing in a Global Context, was held in Barcelona in 2001 in support of the European Y ear of Languages. The contents of this volume represent a small subset of the many presentations made at that event and papers were selected to provide a f lavour of the issues that the conference addressed which included: techni cal dimensions of language testing; matters of fairness and ethics in assessment; aspects of education and language policy in the European context; and reports of recently completed research studies and work in progress.V olume 19 IEL TS Collected Papers: Research in speaking and writing assessmentThis book brings together ten research studies conducted between 1995 and 2001 under the auspices of the British Council/ IEL TS Australia Joint-f unded Research Program. The studies - f our on speaking and six on writing assessment -provided valuable test validity evidence and directly inf ormed the revised IELTS Speaking and Writing tests introduced in 2001 and 2005. V olume 19 chronicles the evolution of the Writing and Speaking tests in ELTS/IELTS f rom 1980 to the present day and discusses the rol e of research in their development. In addition, it evaluates a variety of research methods to provide helpf ul guidance f or novice and less experienced researchers. This collection of studies will be of particular value to language testing researchers interested in IELTS as well as to institutions and professional bodies who make use of IELTS test scores; it will also be relevant to students, lecturers and researchers working more broadly in the f ield of English f or Academic Purposes.V olume 20 Testing the Spoken English of Y oung Norwegians: A study of test validity and the role of ‘smallwords’ in contributing to pupils’ fluencyThis volume reports on a study to validate a test of spoken English f or secondary school pupils in Norway. The study included a corpus-based investigation of how conversational f illers or ‗smallwords‘ con tribute to spoken f luency. Findings f rom this work inf ormed the development of rating scal e descriptors f or assessing f luency levels. The volume will be of particul ar interest to those concerned with the design and validation of spoken language tests, as well as those interested in features of spoken communication and in how classroom practice can help develop learners‘ f luency.V olume 21 Changing Language Teaching through Language Testing: A washback studyThis volume presents a study of how the introduction in 1996 of a high-stakes public examination impacted on classroom teaching and learning in Hong Kong secondary schools. The washback effect was observed among different stakeholder groups within the local educational cont ext, and also in terms of teach ers‘ attitudes, teaching content and classroom interactions. The volume is of particular relevance to language test developers and researchers interested in the consequential validity of test, as well as to teachers, curriculum designers, policymakers and others concerned with the interface between language testing and teaching practices.V olume 22 The Impact of High-stakes Testing on Classroom Teaching: A case study using insights from testing and innovation theoryThis volume gives an account of one of the f irst data-based studies of examination ‗washback‘. Through a detailed analysis of the impact of examination ref orm in one speci f ic educational setting, it considers the effects of a test which was meant to serve as a lever f or change and describes how the intended outcome was shaped by factors in the test itself, as well as by f eatures of the context, teach ers and learners. The volume provides a helpf ul model f or researching washback and impact as well as practical guidelines f or the planning and management of change within an educational context. It is of particular rel evance to all who are involved in the process of curriculum and examination ref orm, and to academic researchers, university lecturers, graduate students and practising teachers.V olume 23 Assessing Academic English: Testing English proficiency, 1950-1989 - the IELTS solutionThis volume presents an authoritative account of academic language prof i ciency testing in the UK. It chronicles the early development and use of the English Prof ici ency Test Battery (EPTB) in the1960s, f ollowed by the creation and implementation of the revol utionary English Language Testing Service (ELTS) in the 1970s and 1980s, and the introduction of the International English Language Testing System (IELTS) in 1989. The book of f ers a coherent socio-cultural analysis of the changes in language testing and an explanation of why history matters as much in this f ield as elsewhere. It discusses the signif icant factors which impact on language test design, development, implementation and revision and presents historical documents rel ating to the language tests discussed in the volume, includi ng f acsimile copies of original test versions. The volume will be of interest to language test developers and policy-makers, as well as teachers, lecturers and researchers interested in assessing English f or Academic Purposes (EAP) and in the role played by EL TS and IELT S.V olume 24 Impact Theory and Practice: Studies of the IEL TS test and Progetto Lingue 2000This book describes two recent case studies to investigate test impact in specif ic educational contexts: one analyses the imp act of the International English Language Testing System (IELTS), while the second f ocuses on a m ajor national language teaching ref orm programme introduced by the Ministry of Education in Italy. With its combination of theoretical overview and practical advice, this volume is a usef ul manual on how to conduct impact studies and will be of particular interest to language test researchers and students of language testing. It will also be relevant to those who are concerned with the process of curriculum and examination ref orm.V olume 25 IEL TS Washback in Context: Preparation for academic writing in higher education.Based upon a PhD dissertation completed in 2003, this volume reports an empirical study to investigate the washback of the IELTS writing subtest on English f or Academic Purposes (EAP) provision. The study examines dedicated IELTS preparation courses alongside broader programmes designed to develop the academic literacy skills required f or university study. Using a variety of data col lection methods and analytical techniques, the research explores the complex relationship that exists between teaching and learning processes and their outcomes. The role of IELTS in EA P provision is evaluated, particularly in relation to the length of time and amount of language support needed by learners to meet minimally acceptable standards f or English-medium tertiary study. This volume will be of direct interest to providers and users of general prof i ciency and EAP tests, as well as academic researchers and graduate students i nterested in investigating test washback and impact. It will also be relevant to teachers, lecturers and researchers concerned with the development of EAP writing skills.V olume 26 Examining Writing: Research and practice in assessing second language writingThis volume describes the theory and practice of Cambridge ESOL‘s approach to assessing second languag e writing ability. A comprehensive test validation f ramework is used to examine the tasks in Cambridge ESOL writing tests f rom a number of diff erent validity perspectives that ref lect the socio-cognitive nature of any assessment event. The authors show how an understanding and analysis of the framework and its components can assist test developers to operationalise their tests more effectively. As well as pro viding an up-to-date revi ew of relevant literature on assessing writing, it also of f ers an accessible and systematic description of the diff erent prof iciency levels in second language writing. The volume will be of interest to examination boards who wish to validate thei r own writing tests in a systematic and coherent manner, as well as to academic resea rchers and students in the f ield of language assessment more generally.。
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An
analytic scale widely used at college level in North America is that of Jacobs et al. Page. 104
Any
scale which is used, whether holistic or analytic, should reflect the particular purpose of the test and the form that the reported scores on it will take.
Ensure valid and reliable scoring 1112027039 张慧彤
Set tasks which can be reliably scored Set as many tasks as possible Restrict candidates Give no choices of tasks Ensure long enough samples Create appropriate scales for scoring Calibrate the scale to be used Select and train scorers Follow acceptable scoring procedures
each candidate, the more reliable should be the total score. Page.87
The
greater the restrictions imposed on the candidates, the more directly comparable will be the performances of different candidates.
There
are two basic approaches to scoring: holistic and analytic.
Holistic
scoring (sometimes referred to as “impressionistic” scoring)involves the assignment of a single score to a piece writing on the basis of an overall impression of it. Advantages: being very rapid E.g. scorers of the TOEFL----one and a half minute Be scored more than once
Methods
of scoring which require a separate score for each of a number of aspects of a task are said to be analytic. E.g. John Anderson(page101)
First,
A
number of the suggestions made to obtain a representative performance will also facilitate reliable scoring.
As
there are so many college graduates coming out at a time, finding jobs for them is a growing problem, especially when the economy is affected by the global financial crisis. Some scholars, therefore, suggest that universities should provide vocational training and other basic working skills so that graduates could find better jobs. Do you agree with this opinion? Write an essay of about 400 words on the following topic:
The
scoring system has to be appropriate to the level of the candidates and the purpose of the test. Page. 95
The
purpose of the writing component of the test was to determine whether a student‟s writing ability was adequate for study in English in that university. The standards set were based on an examination of undergraduate student‟s written work and their teachers‟ judgments as to the acceptability of the English therein. It was designed for a specific purpose and obviously it would be of little use in most other circumstances. TOFEL---Scoring guide page.96
Look at the ACTFL (American Council on the Teaching of Foreign Languages美国外语教学委员会) scales. (Page98) The descriptions imply a pattern of development common to all language learners. They assume that a particular level of grammatical ability will always be associated with a particular level of lexical ability. But this is not to say that all scales need to be based on what is known of the way languages are learned.
It
is doubtful that scorers can judge each of the aspects independently of the others(there is what we called a „halo effect‟). The main disadvantages of the analytic method is the time that it takes. A second disadvantage is that concentration on the different aspects may divert attention form he overall effect of the piece of the writing. A potential problem: this arises from the conjunction of frequency of error and the effect of errors on communication.
it disposes of the problem of uneven development of sub-skills in individuals. Secondly, scorers are compelled to consider aspects of performance which they might otherwise ignore. Thirdly, the very fact that the scorer has to give a number of scores will tend to make the scoring more reliable.
In
your English spoken class, your teacher shows you the following teacher. You are asked to describe the picture and how you understand it.
The
samples of the writing that are elicited have to be long enough for judgements to be made reliably. This is particularly important where diagnostic information is sought. Page. 95 TOFEL---Scoring guide
Making
the candidates perform all tasks also makes comparisons between candidates easier.
In
the first part of your writing you should state your main argument, and in the second part you should support your argument with appropriate details. In the last part you should bring what you have written to a natural conclusion or make a summary. Marks will be award for content, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.