英语阅读理解分析

The V alidity Analysis on Reading Comprehension Abstract:The present testing study aims to reveal the correlation between validity and reliability in order to examine whether such tests can measure text—level processing ability. However, the central purpose of this paper is to evaluate the validity of reading comprehension. The study is carried out with a sample of English college—entrance examination in order to determine whether the reading part be designed properly. The results indicate that, the design of reading comprehension needs improving to reveal learners’ real reading ability.

Key Words: validity, reading comprehension, college—entrance examination

1.Introduction

J.B.Heaton states that the validity of a test is the extent to which it measures what it is supposed to measure and nothing else. Every test, whether it be a short, informal classroom test or a public examination, should be as valid as the constructor can make it. It is concerned with the question “How much of an individual’s test performance is due to the language abilities we want to measure?” V alidity is an integrated evaluative judgement of the degree to which empirical adequacy and appropriateness of intepretation and actions based on modes of assessment. As with reliability, the quality of validity is more complex than initially appears. Many English textbooks distinguish among a number of types of validity. According to J.B.Heaton, validity is divided into face validity, content validity, construct validity and empirical validity. If a test item looks right to other testers, teachers, moderators, and testees, it can be described as having at least face validity. Today, most designers of communicative tests regard face validity as the most important of all types of test validity. Content validity depends on a careful analysis of the language being tested and of the particular course objectives. The construct validity is capable of measuring certain specific characteristics in accordance with a theory of language behaviour and learning. The fourth type of validity, empirical validity is obtained as a result of comparing the results of the test with the results of some criterion measure. This paper, however, mainly discusses the first type—face validity with the sample of the reading comprehension of Guangdong Province’s college—entrance examination in 2009.

2. Methodology

This section explains the methodology employed to collect the related data from the reading comprehension of Guangdong Province’s college—entrance examination in 2009. The purpose of the study is to provide hypothesis—generating data for future research on analizing the validity of the reading part.

1)The style—choosing analysis in reading comprehension

Table 1

style title types of items the number of

words in a test Passage A narration rescue multiple choice 358 Passage B narration an art multiple choice 359