《英语测试学》考点.doc

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1、英语测试学考点：1、Write out the full form of the following acronyms. (1x10=10)SD = standard deviation (标准差)CV = coefficient of variability (差异系数)FV = facility value (易度值)MC format = multiple-choice format (多项选择题)TOEFL = Test of English as a Foreign Language (托福考试)IRT = item-response theory (项目反应理论)NR test =

2、 norm-referenced test (常模参照测验)CR test = criterion-referenced test (标准参照测验)CLA = communicative language ability (语言交际能力)CTS = classical true score theory (经典真分数理论)G-study = generalizability study (概化研究)D-study = decision study (决策研究)SEM = standard error measurement (标准误差测量)ICC = item characteristic c

3、urve (项目特征曲线)ACTFL = American Council on the Teaching of Foreign Language (全美外语教学学会)TIF = test information function(测试信息功能)ANOVA = analysis of variance(方差分析)IELTS = International English Language Testing System (雅思考试)MTMM design = multitrait-multimethod designRL approach = real life approachIA appro

4、ach = interactional/ability approach2、Give the Chinese or English version of the following terms. (1x10=10)结构主义/心理测量法 the structuralist-psychometric approach定量评估方式 quantitative modes of assessment考试后效作用 washback effect语言磨蚀 language attrition进行性评估 formative evaluation终结性评估 summative evaluation分离式考试 d

5、iscrete point test考试信度 test reliability平行卷测试法 parallel-form method共时效度 concurrent validity构念效度 construct validity因子分析 factor analysis考试规范 test specification考试命题细目表 test development chart学期档案袋式评估 portfolio整体评分法 holistic scoring信息沟 information gap转换分数 weighted score标准分数 standard score频数分布 frequency di

6、stribution正态分布 normal distribution易度指数或值 item facility index or value题目区分度 item discrimination区分度指数 discrimination index干扰项/选择项分析 distractor analysis3、 Define the following terms. (4x5=20)(1) G-theory (概化理论) Generalizability theory (G-theory) provides a conceptual framework and a set of procedures f

7、or examining several different sources of measurement error simultaneously. Using G-theory, test developers can determine the relative effects, for example, of using different test forms, of giving a test more than once, or of using different scoring procedures, and can thus estimate the reliability

8、, or generalizability, of tests more accurately. G-theory has recently been used to analyze different sources of measurement error in subjective ratings of oral interviews and writing samples.(2) Item response theory (项目反应理论) Item response theory (IRT) is a powerful measurement theory that provides

9、a superior means for estimating both the ability levels of test takers and the characteristics of test items (difficulty, discrimination). If certain specific conditions are satisfied, IRT estimates are not dependent upon specific samples, and are thus stable across different groups of individuals a

10、nd across different test administrations. This makes it possible to tailor tests to individual test-takers levels of ability, and thus to design tests that are very efficient in the way they measure these abilities. These characteristics are particularly useful for developing computer-adaptive tests

11、, and item response theory is being used increasingly in the development and analysis of language tests.(3)Pragmatic competence (语用能力) According to Van Dijk, pragmatics is concerned with the relationships between utterances and the acts or functions that speakers (or writers) intend to perform throu

12、gh these utterances, which can be called the illocutionary force of utterances, and the characteristics of the context of language use that determine the appropriateness of utterances. The notion of pragmatic competence presented here thus includes illocutionary competence, or the knowledge of pragm

13、atic conventions for performing acceptable language functions, and sociolinguistic competence, or knowledge of the sociolinguistic conventions for performing language functions appropriately in a given context.(4)Sociolinguistic competence (社会语言能力) Sociolinguistic competence is the sensitivity to, o

14、r control of the conventions of language use that are determined by the features of the specific language use context; it enables us to perform language functions in ways that are appropriate to that context. This includes sensitivity to differences in dialect or variety, to differences in register

15、and to naturalness, and the ability to interpret cultural references and figures of speech. (5)Spearman-Brown prophecy formula Spearman-Brown prophecy formula yields a split-half reliability coefficient: r xx = 2r hh 1 + r hhwhere r hh is the obtained correlation between the two halves of the test.

16、Two assumptions must be met in order to use this method. First, they have equal means and variances. Second, the two halves are experimentally independent of each other.(6)Coefficient alpha Cronbach (1951) developed a general formula for estimating internal consistency which he calledcoefficient alp

17、ha, and which is often referred to asCronbachs alpha: = where k is the number of items on the test, s2i is the sum of the variances of the different parts of the test, and s2x is the variance of the test scores. (7)Construct validation Construct validity concerns the extent to which performance on t

18、ests is consistent with predictions that we make on the basis of a theory of abilities, or constructs. A construct is defined asa postulated attribute of people, assumed to be reflected in test performance. Thus, constructs can be viewed as definitions of abilities that permit us to state specific h

19、ypotheses about how these abilities are or are not related to other abilities, and about the relationship between these abilities and observed behavior. (8)Platos problems The Platos problem is also called the logical problem. This means the fact that children come to know more about the structure o

20、f their language than they could reasonably be expected to learn from the language samples available. So when exposed to confusing information or when guidance or correction is not available, children, born with UG, can discover for themselves the underlying rules of the language system.4、 Answer th

21、e following questions. (4x10=40)(1) What is strategic competence? Try to exemplify the influence of strategic competence on language test performance.Answer: One characteristic of recent frameworks of communicative competence is the recognition of language use as a dynamic process, involving the ass

22、essment of relevant information in the context, and a negotiation of meaning on the part of the language user. There have been two approaches to defining communication strategies: theinteractional definition and thepsycholinguisticdefinition. According to Canale, strategic competence refers to maste

23、ry of verbal and nonverbal strategies both (a) to compensate for breakdowns in communication due to insufficient competence or to performance limitations and (b) to enhance the rhetorical effect of utterances. So strategic competence is seen as the capacity that relates language competence, or knowl

24、edge of language, to the language users knowledge structures and the features of the context in which communication takes place. Strategic competence performs assessment, planning, and execution functions in determining the most effective means of achieving a communicative goal. At this point we may

25、 well wonder about the extent to which strategic competence affects scores on language tests. Suppose that two nonnative speakers of a language were to take three tests: a test of usage, a test of contextualized receptive performance in which the scores are influenced in part by practical outcomes,

26、and a test of productive oral performance. Suppose we find that the two subjectsscores are the same on the first two tests but different on the third. When we analyze tapes of the third test, we find that the more effective test taker made use of more of the various different ways of performing illo

27、cutionary acts than did the second, and that her propositions made more references to relevant objects in the environment. The less effective test taker just replied that she just didnt think of them at the time, or she didnt notice the objects in the environment, or It didnt seem worth the effort.

28、The more effective language user is more willing and adept at making use of what she knew was available in order to perform a function using language, but we would be reluctant to say that the two speakerslanguage competence differed. (2) How do tests differ from evaluations and measurements?Give so

29、me specific examples of the following: a. measures that are not tests b. measures that are not evaluative c. evaluation that does not involve measurement. Answer: The termsmeasurement,test, andevaluationare often used synonymously. Measurement in the social sciences is the process of quantifying the

30、 characteristics of persons according to explicit procedures and rules.According to Carroll, a psychological or educational test is a procedure designed to elicit certain behavior from which one can make inferences about certain characteristics of an individual. According to Weiss, evaluation can be

31、 defined as the systematic gathering of information for the purpose of making decisions.The relationships among measurement, tests, and evaluation are illustrated in the Figure. An example of evaluation that does not involve either tests or measures (area1) is the use of qualitative descriptions of

32、student performance for diagnosing learning problems. An example of a non-test measure for evaluation (area2) is a teacher ranking used for assigning grades, while an example of a test usedfor purposes of evaluation (area3) is the use of an achievement test to determine student progress. The most co

33、mmon non-evaluative uses of tests and measures are for research purposes. An example of tests that are not used for evaluation (area4) is the use of a proficiency test as a criterion in second language acquisition research. Finally, assigning code numbers to subjects in second language research acco

34、rding to native language is an example of a non-test measure that is not used for evaluation (area5). In summary, then, not all measures are tests, not all tests are evaluative, and not all evaluation involves either measurement or tests. (3)Comment the following statement.There is an intrinsic reci

35、procal relationship between research in language acquisition and developments in language teaching on the one hand, and language testing on the other. Language testing both serves and is served by research in language acquisition and language teaching. Answer: Language tests are frequently used as c

36、riterion measures of language abilities in second language acquisition research. Similarly, language tests can be valuable sources of information about the effectiveness of learning and teaching. Language teachers regularly use tests to help diagnose student strengths and weaknesses, to assess stude

37、nt progress, and to assist in evaluating student achievement. Language tests are also frequently used as sources of information in evaluating the effectiveness of different approaches to language teaching. As sources of feedback on learning and teaching, language tests can thus provide useful input

38、into the process of language teaching. Conversely, insights gained from language acquisition research and language teaching practice can provide valuable information for designing and developing more useful tests. For example, insights about the effects of cognitive and personality characteristics o

39、n second language acquisition have led language testers to investigate the extent to which these factors also affect performance on various types of language tests. And more recently, language testers have begun discussing the idea that levels of second language ability may be related to development

40、al sequences that characterize second language acquisition. Bachman reviews areas of interface between language testing and second language acquisition research, concluding that research in areas of common concern employing a wide range of research designs and methods is likely to advance knowledge

41、in both fields. New views of language teaching practice can also inform language test development. Much of the development in communicativelanguage testing in the past decade is derived directly from thecommunicativeview of language teaching espoused by applied linguists. Thus, advances in language

42、testing do not take place in a vacuum; they are stimulated by advances in our understanding of the processes of language acquisition and language teaching. And developments in language testing can provide both practical tools and theoretical insights for further research and development in language

43、acquisition and language teaching. (3) Explain the following two formulas. (1) X = Xt + Xe (2) S2x = S2t + S2eClassical true score (CTS) measurement theory consists of a set of assumptions about the relationships between actual, or observed test scores and the factors that affect these scores. The f

44、irst assumption of this model states that an observed score on a test comprises two factors or components: a true score that is due to an individuals level of ability and an error score, that is due to factors other than the ability being tested.This assumption can be represented in the formula X =

45、Xt + Xe where X is the observed score, Xt is the true score, and Xe the error score. Similarly, we can characterize the variance of a set of test scores as consisting of two components: S2x = S2t + S2ewhere S2x is the observed score variance, S2t is the true score variance component, and S2e is the

46、error score variance component. A second set of assumptions has to do with the relationship between true and error scores. Error scores are unsystematic, or random, and are uncorrelated with true scores.The true score variance is due to differences in the ability of the individuals tested.(4) Study

47、the following items and their response cards. Calculate their respective FV-value D-index, and try to analyze the data according to what youve obtained. 5、 Translate the following into Chinese. (1) In addition to addressing the problems just mentioned, language testers, as applied linguists, must re

48、spond to the practical need for more appropriate measures of language abilities for use in language acquisition and language attrition research, language program evaluation, and for making decisions about individualsattained levels of competency with respect to various educational and employment requirements. I believe that most language tests currently available are inappropriate for these purposes because they are based on a model of language ability that does not include the full range of a