Language-Testing-and-uation.ppt

LanguageTestingandEvaluation IntroductiontoLanguageTesting Testingisanindispensablepartofeveryteachingandlearningexperience Rightfromthecommencementofformaleducation weareconfrontedwithamyriadoftests fromsmallquizzes mid termandfinalexaminations torigidmatriculationexaminations nottomentionmanyothertestsafterourgraduation onthegradesofwhichhangdecisionsconcerningourcareer Asamatteroffact wearehauntedbyteststhroughoutourlifetime Whatisa test Apsychologicaloreducationaltestisaproceduredesignedtoelicitcertainbehaviorfromwhichonecanmakeinferenceaboutcertaincharacteristicsofanindividual Carroll 考試是由一定數(shù)量的題目組成 用于測定人的某一心理品質 或學習掌握程度的工具 教師出試題實際上是創(chuàng)設一個語言情景 學生的答題過程則是他的語言能力和知識掌握程度的一種表現(xiàn) 考試的目的就是要測定學生在某一方面的能力或學習情況 舒運祥2001 AssessmentToputitsimply assessmentmeanstodiscoverwhatthelearnersknowandcandoatacertainstageofthelearningprocess Withdifferentassessmentpurposesinmind wemayadoptdifferentassessmentmethods Aclosestudyontheassessmentpurposeswillmakeitclearthatallthepeopleinvolvedineducationhavesomereasonstoconsiderassessmentnecessary Theyareadministrators teachers parentsandstudents Administrators Administratorsprovidemoneyandpersonnelforeducation Theyneedtoknowwhethertheprogrammestheyhaveplannedareworkingwell Theonlywaytodothisistodiscoverhowwellthepupilsaredoingwiththeircourses Ifassessmentresultsaredifferentfromwhattheyhaveexpected theyneedtoreplantheprogrammessothatbetteraccomplishmentcanbeachievedlater Teachers Teachersputtheadministrators plansintopractice Inthecontinuumoflearning teachersneedtoknowwhathasbeendoneandwhatneedstobedonenext whatthepupilsalreadyknoworcandoandwhattheydonotknoworcannotdoyet Iftheprogramiswellplanned itprettymuchdependsontheteachers performancewhethertheprogrameventuallyleadstosuccess Parents Nobodyismoreanxiousthanparentstoknowhowtheirchildrenaredoinginschool Unabletowatchtheirkidsintheclass parentsvaluethefeedbackabouttheirchildren sperformancefromtheteachersandtheschool Students Finally studentsneedtoknowwhatthey veaccomplished beawareofwhattheyneedtoworkontext andbuilduptheirconfidenceandsatisfactionfromwhattheyhaveachieved Reasonsfortest assessmentuse Toknowpeople slanguageability Todiscoverhowsuccessfulstudentshavebeeninachievingtheobjectiveofacourseofstudy Toprovidefeedbackforlearners Toevaluatetheeffectivenessofteaching Todiagnosestudents strengthsandweaknesses Toplacestudentsinanappropriateprogram 語言能力 興趣 態(tài)度等 考試 觀察 面談 數(shù)值 價值 判斷 測量 標準 量化 評價過程 考試 測量和評價三者之間既有聯(lián)系又有區(qū)別 評價過程實際上包含了測量 如果測量以考試為手段 那么評價中也包含了考試 外語教學中為了了解學生的語言能力 興趣 知識掌握得情況 就要對其進行評價 但能力 興趣等心理品質是一個抽象概念 為了有利于評價 我們通過具體做題目 考試 等方式 對抽象的概念進行定性 定量的描述 最后還需借助一定的標準解釋考試成績 以確定學生的語言水平 這樣一個過程就是評價 Test Measurement evaluation Assessment 外語測試 語言學 心理學與教學法 理論語言學 應用語言學 心理語言學 社會語言學 學習心理學 外語教學法 測量學 教育統(tǒng)計學 教育測量學 計算機科學 外語測試與有關學科 TeachingandTestingTestingandteachingarecloselyinterrelated Languagetestingbothservesandisservedbyresearchinlanguagelearningandlanguageteaching Theeffectoftestingonteachingandlearningisknownasbackwash Backwashcanbeharmfulorbeneficial Well madetestsofEnglishcanbringaboutbeneficialbackwashwhileill designedoneswillleadtomisguidedteachingandlearning Goodtestscanhelpcreatepositiveattitudetowardslearning Goodtestscanhelpfosterpositiveclassroomatmosphereandhelpthemmasterthelanguage TeachingObjectivesTeachingContentTeachingMethodsTesting Notalltests however aresufficienttomeetourrequirement i e toprovideanaccuratemeasurementofthecandidates languageproficiencyfortheirspecificuses Moreoftenthannot acandidate sperformanceonalanguagetestdoesnotmatchhisperformanceinrealuse Ifblindfaithisplacedinthetestresultregardlessofthevalidityandreliabilityofthetestforaspecificsituation itwillgiverisetosevereproblems Whenthetestscoreisregardedastheonlyyardstickofaperson slanguageproficiency studentswilltendtostudytesttakingskillsratherthanthelanguageitself Theybecomefiendsattestinsteadofmastersofthelanguage Thenweareboundtofallintotheexamination centeredteaching whichshouldbeavoided Clearly thisisundesirable Teachingcontents TeachingMethods Testing KindsofTestsandTestingTestscanbecategorizedfollowingdifferentcriteria suchastheintendeduseofthetest theapproachtotesting testingcontent thewaytointerpretthescoreandscoringmethods First testsareusedtoobtaininformation Givingatestislikeaskingaquestion itisarequestforinformation Ifyouasktherightsortofquestion yougettherightsortofanswer Ifyouaskasillyquestion yougetasillyanswer Inthiswaytheycanbecategorizedintoproficiencytests achievementtests diagnostictests placementtestsandaptitudetests Proficiencytests 水平測試 Proficiencytestsaredesignedtomeasurepeople soverallmasteryofEnglishortomeasurehowsuitablecandidateswillbeforperformingacertaintaskorfollowaspecificcourse TOEFL EPT NMETetc Forexample doesthestudentknowenoughEnglishtofollowacertainuniversitylecturegiveninthemediumofEnglish DoesthestudentknowenoughEnglishinordertofunctionefficientlyinaparticulartypeofemployment Thecontentofaproficiencytestisnotbasedonthecontentorobjectivesoflanguagecourseswhichpeopletakingthetestmayhavefollowed Itisinnowayrelatedtoanysyllabusorteachingprogram indeed manyproficiencytestsareintendedforstudentsfromseveraldifferentschools countriesandevenlanguagebackgrounds Achievementtests 成績測試 Achievementtestsaredirectlyrelatedtolanguagecourses theirpurposebeingtoestablishhowsuccessfulindividualstudents groupsofstudents orthecoursesthemselveshavebeeninachievingobjectives Theyareoftwokinds finalachievementtestsandprogressachievementtests Finalachievementtestsareusuallyformalexaminations givenattheendofacoursestudyorattheendoftheschoolyear Oftenittakestheformofanexternaltestwhichissetbyofficialexaminingboards ministriesofeducation orbymembersofteachinginstitutions Progressachievementtestsareintendedtomeasuretheprogressthatstudentsaremaking Theyareusuallydesignedbyteacherstochecktheextenttowhichthestudentshavemasteredthematerialtaughtintheclassroom Beingthemostwidelyusedtypesoftests progresstestsareusuallyaneffectiveteachingdevicetomotivatelearningandreinforcewhathasbeentaught Diagnostictests 診斷測試 Diagnostictestsareusedtoidentifystudents strengthsandweaknesses Theyareintendedprimarilytoascertainwhatfurtherteachingisnecessary Inourteaching wemaysometimesbetemptedtoconcentrateonfollowingthesyllabusandignoretheneedsofourstudents However ifwedothis alotofourstudentsmayfail howeverthoroughlywehavecoveredthesyllabus Itisveryimportanttotakeintoaccounttheneedsofourstudentsateverystageinourteaching Justasitisnecessaryfordoctorstodiagnoseanillnessinordertocuretheirpatients soteachersmustdiagnoseproblemsinordertoteacheffectively Veryfewtestsareconstructedforpurelydiagnosticpurposes Usuallyadiagnostictestformspartofanothertypeoftest especiallyaclassroomprogresstest Achievementandproficiencytestsarealsofrequentlyusedfordiagnosticpurposes areasofdifficultyarediagnosedinsuchtestssothatappropriateremedialactioncanbetakenlater Placementtests 摸底測試 Placementtestsareintendedtoprovideinformationwhichwillhelptoplacestudentsatthestage orinthepart oftheteachingprogrammostappropriatetotheirabilities Typicallytheyareusedtoassignstudentstoclassesatdifferentlevels PlacementtestsareusuallygeneralandconcentrateontestingawideandrepresentativerangeofabilityinEnglishinordertolookforwardtothelanguagedemandswhichwillbemadeonstudentsduringthecourse AptitudeTests 學能測試 AptitudeTestisdesignedtopredictastudent slikelihoodofsuccessandeaseinlearningaforeignlanguage Languagelearningaptitudedoesnotrefertowhetherornotanindividualcanorcannotlearnaforeignlanguage itisassumedthatvirtuallyeveryonecanlearnaforeignlanguagegivenadequateopportunity Languagelearningaptitudereferstothe predictionofhowwell relativetootherindividuals anindividualcanlearnaforeignlanguageinagivenamountoftimeandundergivenconditions 例如 本子在盒子上 Pasyhojtzov 盒子在桌子上 Pasydeupthoj 椅子在桌子下 Pasydeupfgrip 筆在盒子里 Pasyhojcmak 書在椅子下 Pasygripftjav 1 書在桌子上 A Pasydeupttjav B PasydeupftjavC Pasygripfdeupt D Pasytjavtgrip 2 筆在本子下 A Pasyhojtmak B Pasyzovtmak C Pasyzovfmak D Pasyhojfmak 3 本子在盒子里 A Pasyhojczov B Pasyhojctjav C Pasyhojtzov D Pasyhojttjav HistoryofTestingModernlanguagetestinghasahistoryofabout100years Broadlyspeaking thedevelopmentoftestingcanbedividedintothreestages thepre scientificstage thescientificstageandthecommunicativestage ThePre scientificStage Thenineteenthcenturyandtheearlydecadesofthetwentiethcentury basically intuitive orsubjective dependingonthepersonalinclinationoflanguageteachers Studentsevaluatedinavarietyofways notonlyonskillsinusingthelanguagebutalsoonfactsaboutEnglish Languageknowledgeoftentakingupheavyweighting studentshadtolabelpartsofasentenceandmemorizenumerouslistsoflanguagepatterns Abundantwritinginvariousformsincludingtranslation essay dictation precis andopen endedanswersbasedonreadingcomprehension Westillseesomeofthesetestingformsinuseandtheyturnouttobequitesoundforadvancedstudents TheScientificStage Subjectivetestsinthepre scientificstageattackedforlackofreliability astrongneedforteststhatwouldbeobjectiveandfairer Testingspecialistswithlinguistictrainingenteredthescene Languagetheoriessuggestedthatlanguagecouldbebrokenintosub skillsandcomponentsandcouldbeevaluated scientifically bitbybit Objectivetestsweredevisedthatmeasuredperformanceorrecognitionofseparatesounds specificgrammaticalfeatures orvocabularyitems Subjectivewrittentestsbegantobereplacedbyobjectivetests Answersbeingstandardized scoredevenbyuntrainedpeople Specialistsstartedtoevaluatetestsstatistically lookingattheeffectivenessofeachquestionandmeasuringtheexamination sreliabilityandvalidity TheCommunicativeStage Teststodaymainlyconcernedwithevaluatingrealcommunication abroaderviewoflanguageability Notonlymeasurelanguageskillsbutalsocommunicativecompetence Thebestexams combinevarioussub skills Tomeasuremorethanisolatedlanguageskills howwellapersoncouldfunctioninhissecondlanguage Tousethebestfeaturesofsubjectiveandobjectivetesting Theclozetestreflectsthiscompromise Fromastoryoressay wordsareremovedatregularintervals Afterconsideringthecontext theexamineehastofillinthemissingwords Thus thetaskisholistic thatis grammarandvocabularyandoverallmeaningaretestedsimultaneously Butthescoringisquiteobjective Inresponsetothesebroaderviewsofcommunicativelanguageabilityandcommunicativelanguageuse mucheffortisbeingdirectedtowarddevelopingtests thatnotonlymeasureawiderangeoflanguageabilities includinggrammatical discourse sociolinguistic andstrategiccompetencies butthatarealso authentic inthattheyrequiretesttakerstointeractwithandprocessboththeexplicitlinguisticinformationandtheimplicitillocutionaryorfunctionalmeaningofthetestmaterial CharacteristicsofDiscretepointtests 分離式測試 Integrativetests 綜合性測試 andCommunicativetests 交際性測試 StructuralisttestingapproachCorrespondingtothetraditionalviewonthenatureoflanguageandlanguagelearning conventionaltestsadoptthestructuralistapproachtotesting Whatistobetestedisrevealedbyastructuralcontrastiveanalysisbetweenthetargetlanguageandthelearner smothertongue Morrow Basedonthecontrastiveanalysescarriedoutatallthelevelsofstructure grammatical syntactic phonological testitemsareconstructed Thesameapproachisadoptedastohowtotest Languageisbrokendownintoseparateelementsanddiscreteitemsareconstructed eachofwhichideallyrevealsthetesttaker smasteryofonelevelofthelanguageintermsofoneofthefourskills listening speaking readingandwriting Norm referencedConventionaltestsrelyonquantitativeassessment Followingthebehavioristviewoflanguagelearningthroughhabitformation testsposequestionstoelicitresponseswhichshowwhetherornotcorrecthabitshavebeenestablished Correctanswersarerewardedandnegativeonespenalizedinsomeway Passingatestinvolvesmakingaspecifiedproportionofcorrectresponses Consequently scoresofconventionalteststendtorevealsimplythequantityofitemsansweredcorrectly Nothingcanbeinferredaboutthequalityofthetesttaker slanguageperformance 分離式測試的理論基礎 1 結構主義語言學 教學內容可被分解成語音 詞法和句法 詞匯等方面 語言能力可分解為聽說讀寫等方面 2 行為主義學習論 復雜的學習行為可分解為最基本的單元 刺激 反應 S R 的聯(lián)結 新行為主義代表斯金納提出 刺激 反應 強化 3 聽說教學法 聽說領先 反復實踐形成習慣 以句型為中心 排斥或限制母語 對比語言結構 確定教學難點 及時糾正錯誤 培養(yǎng)正確的語言習慣和廣泛利用現(xiàn)代化教學手段 分離式測試的特點和問題 1 個人的語言技能發(fā)展是不平衡的 語言測試可以從聽說讀寫四個方面分別進行 2 語言是有結構并按層次構成的 測試可按層次由低到高進行 如對聽能的測試可分為 1 音素 元音 輔音 語調 重音等 2 詞匯 3 句子 4 小段對話或短文等 3 語言情景是無限的 語言成分是有限的 測試成分更有效 4 母語和外語在相互轉換時 其形式 結構和意義等方面由一定的不同之處 也是測試重點 5 試題采用只有一個正確答案的題型 以保證客觀性與科學性 6 評分采用客觀打分 任何人閱卷結果都一致 分離式測試以行為主義學習理論 結構主義語言學和聽說教學法的理論為依據(jù)分別對考生的語音 詞匯 語法等語言知識和聽說過讀寫等方面的語言技能進行測試 題量大 每題的測試目標明確 有助于教師了解學生在學習中的長處和不足 測試數(shù)據(jù)能量化分析 打開科學測試的一頁 它的最大弱點是重語言形式而輕語言應用 把現(xiàn)實中的語言分解成無上下文的單句 其測試結果很難反映學生實際應用語言能力 正是由于這些弱點 使綜合測試和交際性測試應運而生 He sgoingtocallusback A won theB didn theC doesn theD isn the Didn tyougooutyesterday A Yes Ididn tB Yes IdidC No IdidD No Iwentout IntegrativetestingIntegrativetesting bycontrast requiresthecandidatetocombinemanylanguageelementsinthecompletionofatask Thismightinvolvewritingacomposition makingnoteswhilelisteningtoalecture takingadictation orcompletingaclozepassage 綜合性測試的理論基礎 1 語用期待語法假設 美國語言學家奧勒 JohnW Oller jr 認為交際過程中 語境對于確定語音或詞義有著至關重要的作用 正常的語言使用過程中存在兩種語境 語言自身語境 linguisticcontext 和語言外語境 extralinguisticcontext 言語和體勢語構成語言自身語境 語言知識 語言外的現(xiàn)實世界構成語言外語境 語境中語言加工能力為 語用期待語法 規(guī)則 奧勒認為一個人的語言能力是由這樣一個期待語法生成系統(tǒng) expectancygeneratingsystem 構成的 完型填空和聽寫是最有效的語用測試形式 e g 1 Hellen willyoubeatthepartytonight Yes butIhavesomuchhomeworktodothatIreally A can tB mustn tC won tD shouldn t2 Wasitthere youwereawaytoanswerthephone There snodoubtaboutit A thatB whichC whileD where context A Whatareyoulookingfor B Oh mygod Ican tfindmywalletanywhere IputitjustherebeforeIwentintoanswerthephone A Wasittherewhileyouawaytoanswerthephone B Thereisnodoubtaboutit Lookatthefollowingdialogue 1 A Canyoutellmethetime B Well themilkmanhasjustcome 2 A Thereisthetelephone B Iaminthebath A OK 3 A Whatarethepolicedoing B I vejustarrived 4 A CanIbuyyouadrink B Actually I dratherhavethemoney 5 A IthinkIcouldmakeyouveryhappy B Why Areyouleaving 2 格式塔心理學 強調感知的整體性 認為整體不等于部分之和 整體是先于部分而存在 并制約著部分的性質和意義 綜合性測試特點 綜合性測試也稱語用測試 pragmatictest 其測試方法正好與分離式相反 綜合性測試將人的語言能力視為一個整體 每次對考生的多種能力的多個方面同時進行測試 這類考試始終在語境中測試學生使用語言的能力 因此結果更接近于考生實際使用語言能力 以完型和聽寫為主要形式的綜合性測試仍屬間接測試 無法直接測出考生的語言表達能力 需與其它測試結合使用 才能取得滿意效果 ThecommunicativetestingThecommunicativeapproachtolanguagetestingissometimeslinkedtotheintegrativeapproach However althoughbothapproachesemphasizetheimportanceofthemeaningofutteranceratherthantheirformandstructure thereareneverthelessfundamentaldifferencesbetweenthetwoapproaches Communicativetestsareconcernedprimarily ifnottotally withhowlanguageisusedincommunication Successisjudgedintermsoftheeffectivenessofthecommunicationratherthanformallinguisticaccuracy Inpractice however sometestsofacommunicativenatureincludethetestingofusageandalsoassessabilitytohandletheformalpatternsofthetargetlanguage Indeed fewsupportersofthecommunicativeapproachwouldarguethatcommunicativecompetencecouldeverbeachievedwithoutaconsiderablemasteryofthegrammarofalanguage 交際性測試的理論依據(jù)是社會語言學和交際法 也稱意念 功能法 以社會語言學為理論基礎的交際教學法提出以語言功能項目為綱 以培養(yǎng)交際能力為本的教學法 海姆斯 D H hymes 認為 交際能力應體現(xiàn)在四個方面即 形式正確 合理可行 內容得體 實際使用 語言使用時應遵循 得體法則 ruleofappropriateness 因此交際能力強的人的語言應該語法正確 符合人的感知特點 內容得體 語言表達的是人們生活中真實的文化行為 分離式和綜合測試無法測定真實語言交際能力 交際性測試的特點 是行為測試 在真實或接近于真實情景中 通過完成任務來測試語言掌握程度 因此又稱 基于任務的 task basedtests 考試 如 考生聽一段錄音后寫一份電傳回電 將聽與寫結合起來 雖然有其優(yōu)點 但考試材料 語境和任務的真實性仍然有爭議 同時作為主觀測試 評分的客觀性問題阻礙它在大規(guī)模考試中的應用 但目前 有人將多項選擇題引入到交際測試 如 Youwereapplyingtoauniversityandneededaletterofrecommendation Youwenttoaprofessor whowasalsoyourfriend andsaid A I dappreciateitifyoucouldwritealetterofrecommendationforme B Iwanttoaskyoutowritealetterofrecommendationforme C Iwonderifyoucouldwritealetterrecommendationme D Hey givemerecommendationletter 正確 得2分 語法正確 不夠得體 得1分 較得體 語言有誤 得1分 語言有誤 內容不得體 不得分 ContrastofCommunicativeandTraditionalApproacheswithTesting 1 Whatislanguage C asystemforcommunicatingmeaning T asystemofknowledge2 Whatislanguagelearning C learntocommunicatebyusingT learngrammarrulesandstructures3 pedagogicconcerns C communicativecompetence meaning contentT linguisticcompetence form 4 Pedagogictechniques C analytic top down roughly tunedinput interactionT synthetic bottom up finely tunedinput transmission5 Affective C Learner centered initiator performer problem solver T Teacher centered controller knowledge imparter assessor 6 testing C Integrative Holistic Criterion referenced Production Communicativecompetence Function UseRawdata SurfacestructureT Analytical Discretepoint Norm referenced Reception Linguisticcompetence Form Usage Idealization Deepstructure Norm referencedtestingNorm referenced NR testsaredesignedtoenablethetestusertomake normative interpretationsoftestresults Thatis testresultsareinterpretedwithreferencetotheperformanceofagivengroup ornorm Soastudent sperformanceiscomparedwiththeperformancesoftheotherstudentsinthesamegroup Forexample isthestudentinthetoporinthebottompartofthegrouporinthemiddleofthegroup Howmanystudentsinthegrouparebetterthanthestudentandhowmanyareworse Theperformancecharacteristics ornorms mosttypicallyusedasreferencepointsaretheaveragescoreofthegroup Criterion referencedtestingCriterion referenced CR testsaredesignedtoenablethetestusertointerpretatestscorewithreferencetoacriterionlevelofabilityordomainofcontent Anexamplewouldbethecaseinwhichstudentsareevaluatedintermsoftheirrelativedegreeofmasteryofcoursecontent ratherthanwithrespecttotheirrelativerankingintheclass Thus allstudentswhomasterthecoursecontentmightreceivean A irrespectiveofhowmanystudentsachievethisgrade Inotherwords weuseCRteststofindoutwhetherastudentcanperformaparticulartaskornot Forexample canthestudentwritealetteraskingforinformationaboutsomething 常模參照考試 Norm referencedtests 主要用于甄別 分類 選拔等 例如編班考試 外語競賽 中考和高考等 標準參照考試 criterion referencedtests 常用于各類證書考試 如高中會考 期末考試 大學四 六級等 QualitiesofTestsToevaluateatest wemustinthefirstplacebeclearofthebasicqualitiesthatmakeatestuseful BachmanandPalmer Testusefulnessincludessixtestqualities reliability validity authenticity interactiveness impact andpracticality Reliability 信度 Reliabilityisoftendefinedasconsistencyofmeasurement Areliablescoreisfreefromerrorsofmeasurementandconsistentacrossdifferentcharacteristicsofthetestingsituation Forexample ifthesametestweretobeadministeredtothesamegroupofindividualsontwodifferentoccasions intwodifferentsettings its