语言测试学3

Information- No pass based
Ability/Sylla bus based
placement
rank
No pass
university incompa rable
3.2 from Interpretation of
test score
Scores of the Norm-referenced test are interpreted with referenced to the performance of other individuals on the test. Criterion-referenced test scores are interpreted as indicators of a level of ability or degree of mastery of the content domain. It is important to point out that it is this level of ability or domain of content that constitutes the criterion, and not the setting of a cut-off （分数线）score for making decisions.
Nitko 1971; Nitko 1984)
Very important!!!
不是“矮子里面拔高子”, 考生只要达到所规定的标准， 全都能通过。
NR+CR?
Despite the differences, however, it is important to understand that these two frames of reference are not necessarily mutually exclusive ( 高考、大学 英语4、6、级考试）. It is possible , for example, to develop NR score interpretations, on the basis of appropriate groups of ability test takers.
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proficiency test
Designed to measure people’s ability in a language regardless any training they may have had. not syllabus-based, but with a specification of what test candidates have to be able to do for a particular purpose. (e.g.TOEFL, PETS, IELTS)
Importance

An understanding of the different types of language tests and their roles in evaluation is essential to the appropriate use of language tests. (Bachman: 54)
3.4 from ways of tests (方式）
Discrete-point test ( e.g.multiple choices) Integrative test ( e.g.cloze, dictation) Communicative test ( e.g.role play)
achievement test proficiency test aptitude test diagnostic test placement test
achievement test
Directly related to the content of the course under the condition that the teaching material serves the objectives of teaching. Based on the syllabus and done at the end of the term or section. Non standardized, so incomparable. In terms of the score, the majority should pass, for it provides information on student progress. Otherwise problems will arise.
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placement test
A type proficiency test Provide information which will help to place students at the stage of program most appropriate to their abilities.
proficiency
aptitude diagnostic
select
predict detect
Abilitybased
Potentialbased
No pass
No百度文库pass
Nation or compara agency ble
Nation or agency teacher compara ble incompa rable
If the NR test is properly The items or parts will be designed, the scores selected according to how attained will typically be adequately they represent distributed in the shape of a these ability levels or “normal” bell-shaped curve. content domains.
Lado
3. It is more effective to test grammar since it is limited, but not situation which is infinite. Hence, the grammar items are deigned without context. 4. Forms should be the points for language tests because two languages are different when transferred.
(e.g.GRE, SAT)
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diagnostic test
A type of achievement test not for information on what has been learned, but to identify students’ weakness. Based on syllabus Class quiz, unit test
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aptitude test
Test for potential ability Not based on what has been learned, but on various domains in regard to analysis, judgments, sensitivity and so on.
Norm-referenced test VS Criterion-referenced test
NR tests are designed and developed to maximize distinctions among individual test takers.
CR tests are designed to be representative of specified levels of the ability or domains of content.
Mean (average):50; standard deviation:10
Critics: level & content,
The necessary condition for the development of a CR test is the specification of a level of ability or domain of content (Glaser 1963; Glaser &
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3. 1 Summary
kinds
achievement purpose Assess Content x Syllabus based grading Percent(60) pass Test paper by Use of grade university incompa rable
III. Types of Language Tests
3.1 achievement test, proficiency test, aptitude test, diagnostic test and placement test 3.2 Norm-referenced test and criterion-referenced test 3.3 Subjective test and objective test 3.4 Discrete-point test , integrative test and communicative test
Lado
1. Language tests can be done through tests of four skills because individuals develop not evenly in the four skills. 2. Language is composed of structures from lower level to higher level: 1)phoneme, 2) vocabulary, 3) grammar 4) cultural background . e.g.TOEFL listening comprehension test is based on this opinion.
How to define the type of test?
Purpose of the test Interpretation of the test score Ways of grading Ways of testing
3.1 from the purpose of the test
3.3 from Ways of grading
Subjective test : The whole examination is essay-type. Assessment of the examinee’s work is “subjective’ in the sense that its merit has to be evaluated or judged by the examiner. E.g..discuss, compare, contrast, describe. objective test: The assessment of the merit of the examinee’s work is “objective” in the sense that no evaluative judgment is needed on the part of the examiner.
3.4.1discrete point tests
American linguist, R. Lado summarized opinions of structural linguists on language testing in Language Testing, the
Construction and Use of Language Tests (1961)