语言测试方法简介
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They are often designed to assess the learner's ability to use two or more skills at the same time.
Integrative tests are concerned with a global view of proficiency -an underlying language competence or grammar of expectancy.
achievement and proficiency tests but alsc in some classroom placement tests and diagnostic tests.
Features of Dictation:
another major type of integrative test, was previously regarded solely as a means of measuring students' skills of listening comprehension.
Features of cloze:
Where possible, students should be required to fill in each blank in the text itself.
It is essential in cloze tests to draw upon a subject which is neutral in both content and language variety used.
Cloze tests measure the reader's ability to decode ' interrupted' or ' mutilated' messages by making the most acceptable substitutions from all the contextual clues available.
Chapter 2.
Approaches to language testing
2.1 Background
2.2 The essaytranslation approach
2.3 The structuralist approach
2.4 The integrative approach
2.5 The communicative
2.1 Relations of them：
They should not be regarded as being strictly confined to certain periods in the development of language testing.
Nor are the four approaches always mutually exclusive.
Advantage:The integrated skills involvea in tests of dictation include auditory discrimination, the auditory memory span, spelling, the recognition of sound segments, a familiarity with the grammatical and lexical patterning of the language, and overall textual comprehension. Disadvantage:each error in the dictation is usually penalised in exactly the same way.
• Exactly the same argument can be applied to the use of several other item types.
2.4 The integrative approach
This approach involves the testing of language in context and is thus concerned primarily with meaning and the total communicative effect of discourse.
Integrative tests are best characterised by the use of cloze testing and of dictation.
Oral interviews, translation and essay writing are also included in many integrative tests -a point frequently overlooked by those who take too narrow a view of integrative testing.
2.3 Features of this approach：
• Such traditional examinations as essay writing are highly subjective and unreliable. As aresult, the need for statistical measures of reliability and validity is considered to be of the utmost importance in testing: hence the popularity of the multiple-choice item -a type of item which lends itself admirably to statistical analysis.
Every nth word is deleted in a text (usually every fifth, sixth or seventh word), and students have to complete each gap in the text, usingthe most appropriate word.
Language was deconposed into:phonology, vocabulary and grammar.
A larger sample of language forms can be covered in the test in a short time.
To test one thing at a time: the skilks of listening, speaking, reading and writing are separate.
It is alwavs advantageous to provide a ' lead-in' Cloze testing is a good indicator of general
linguistic ability. Cloze tests are now used not only in general
2.3
Such features of the structuralist approach are still valid for certain types of test and for certain purposes.
For example, the desire to concentrate on the testees' ability to write by attempting to separate a composition test from reading is commendable in certain respects.
A useful test will generally incorporate features of several of these approaches. Indeed, a test may have certain inherent weaknesses simply because it is limited to one approach, however attractive that approach may appear.
Grammatical errors sHale Waihona Puke Baiduould be penalised in those cloze tests which are designed to measure familiarity with the grammar of the language rather than reading.
2.3
the structuralist
approach （Psychometric-structural Testing）
Character: language learning is chiefly concerned with the systematic acquisition of a set of habits.
2.2 the essay-translation
approach
(Pre-scientific Language Testing)
2.2 the essay-translation
approach
As the pre-scientific stage of language testing. No special skill or expertise in testing is required. Tests form: essay writing, translation, and gramntical
analysis. The tests also have a heavy literary and cultural bias. Public examinations resulting from the essay-translation
approach sometimes have an oral component at the advanced levels.
approach
Four main approaches to testing：
1 the essay-translation approach
2 the structuralist approach
3 the integrative approach
4 the communicative approach
Features of cloze:
Scoring a cloze test: one mark may be awarded for each acceptable answer one mark may be awarded for each exact answer.
No student should be penalised for misspellings unless a word is so badly spelt hat it cannot be understood.
• The issue is not basically a question of multiple-choice testing versus communicative testing. There isstill a limited use for multiple-choice items in many communicative tests, especially for reading and listening comprehension purposes.
Features of Dictation:
What to focus While listening？
Integrative tests are concerned with a global view of proficiency -an underlying language competence or grammar of expectancy.
achievement and proficiency tests but alsc in some classroom placement tests and diagnostic tests.
Features of Dictation:
another major type of integrative test, was previously regarded solely as a means of measuring students' skills of listening comprehension.
Features of cloze:
Where possible, students should be required to fill in each blank in the text itself.
It is essential in cloze tests to draw upon a subject which is neutral in both content and language variety used.
Cloze tests measure the reader's ability to decode ' interrupted' or ' mutilated' messages by making the most acceptable substitutions from all the contextual clues available.
Chapter 2.
Approaches to language testing
2.1 Background
2.2 The essaytranslation approach
2.3 The structuralist approach
2.4 The integrative approach
2.5 The communicative
2.1 Relations of them：
They should not be regarded as being strictly confined to certain periods in the development of language testing.
Nor are the four approaches always mutually exclusive.
Advantage:The integrated skills involvea in tests of dictation include auditory discrimination, the auditory memory span, spelling, the recognition of sound segments, a familiarity with the grammatical and lexical patterning of the language, and overall textual comprehension. Disadvantage:each error in the dictation is usually penalised in exactly the same way.
• Exactly the same argument can be applied to the use of several other item types.
2.4 The integrative approach
This approach involves the testing of language in context and is thus concerned primarily with meaning and the total communicative effect of discourse.
Integrative tests are best characterised by the use of cloze testing and of dictation.
Oral interviews, translation and essay writing are also included in many integrative tests -a point frequently overlooked by those who take too narrow a view of integrative testing.
2.3 Features of this approach：
• Such traditional examinations as essay writing are highly subjective and unreliable. As aresult, the need for statistical measures of reliability and validity is considered to be of the utmost importance in testing: hence the popularity of the multiple-choice item -a type of item which lends itself admirably to statistical analysis.
Every nth word is deleted in a text (usually every fifth, sixth or seventh word), and students have to complete each gap in the text, usingthe most appropriate word.
Language was deconposed into:phonology, vocabulary and grammar.
A larger sample of language forms can be covered in the test in a short time.
To test one thing at a time: the skilks of listening, speaking, reading and writing are separate.
It is alwavs advantageous to provide a ' lead-in' Cloze testing is a good indicator of general
linguistic ability. Cloze tests are now used not only in general
2.3
Such features of the structuralist approach are still valid for certain types of test and for certain purposes.
For example, the desire to concentrate on the testees' ability to write by attempting to separate a composition test from reading is commendable in certain respects.
A useful test will generally incorporate features of several of these approaches. Indeed, a test may have certain inherent weaknesses simply because it is limited to one approach, however attractive that approach may appear.
Grammatical errors sHale Waihona Puke Baiduould be penalised in those cloze tests which are designed to measure familiarity with the grammar of the language rather than reading.
2.3
the structuralist
approach （Psychometric-structural Testing）
Character: language learning is chiefly concerned with the systematic acquisition of a set of habits.
2.2 the essay-translation
approach
(Pre-scientific Language Testing)
2.2 the essay-translation
approach
As the pre-scientific stage of language testing. No special skill or expertise in testing is required. Tests form: essay writing, translation, and gramntical
analysis. The tests also have a heavy literary and cultural bias. Public examinations resulting from the essay-translation
approach sometimes have an oral component at the advanced levels.
approach
Four main approaches to testing：
1 the essay-translation approach
2 the structuralist approach
3 the integrative approach
4 the communicative approach
Features of cloze:
Scoring a cloze test: one mark may be awarded for each acceptable answer one mark may be awarded for each exact answer.
No student should be penalised for misspellings unless a word is so badly spelt hat it cannot be understood.
• The issue is not basically a question of multiple-choice testing versus communicative testing. There isstill a limited use for multiple-choice items in many communicative tests, especially for reading and listening comprehension purposes.
Features of Dictation:
What to focus While listening？