stimuli. LDAYtRyK -Discrete-point tests, meaning is not important, use is not important Zzz6ZB2L -No context, no situation -Objective assessment
Generation 3. Communicative language learning and Communicative language testing / psycholinguistic-sociolinguistic testing. dvzfvkwM
completion
some extent message
Reading
Integrated
message
communication
comprehension
System
1st generation 1st generation 1st generation
st
1 generation
1st or 2nd generation
3st generation
2nd generation
1 / 29
6 writing
Integrated
Code
communication
rd
and correctness
3
message
generation
讨论分析：
In the long history of language testing, its ideas and methods have been constantly changing along with the
development of language teaching approach. Generally, testing system can be divided into three generations in
correspondence to the three generations of language teaching.b5E2RGbC
-Language learning is to cultivate communicative competence(linguistic, discourse, pragmatic) rqyn14ZN -Message-focused, task-based -Integrated skills -Continuous judgment (correctness, fluency, appropriateness) EmxvxOtO
integrated
Focus
Assessment
message
communication
Code and communication message
Close test
Reading comprehension Proof-reading
Discrete and Code and
integrated
creativeness is
not emphasized.5PCzVD7H
-No context, situation or irrelevant context or non-authentic situation jLBHrnAI
Generation 2. Structuralist approach (psychological behaviorism) and Psychometric-structuralist testing. xHAQX74J -Language is a set of formal system(rules) -Learning is to master skills needed to operate the system, to form language habits, to cultivate right response to
treatment
Sound
discrete
code
correctness
identification
Spelling
discrete
code
correctness
Pair matching discrete
code
correctness
Sentence
discrete
pattern transfer
st
1 generation
1st generation
Close to 3rd generation
2. MET 2002 No. 1 2
3 4 5Itຫໍສະໝຸດ m typeListening comprehension Use of English knowledge
Skills treatment integrated
Generation 1. Traditional teaching approach and Pre-scientific testing. p1EanqFD
-Language teaching based on experience and tradition, without guidance of linguistic theory DXDiTa9E
课程： 英语测试与评估：理论与实践 案例教学之一 ：从两份试卷的题型分布看试题类型的变化 撰写人 ：邹凤群
现象：对 1983 年高考试卷和 2002 年高考试卷做一个比较，看出两份试卷之间的题型变化：
1. MET1983 No.
1
2 3 4 5
6
7
8
Item type
Skills
Focus
Assessment
-Language is knowledge:phonetics, vocabulary and grammar RTCrpUDG
-Learning is mastery of knowledge, which involves a lot of memory work. Initiation or
message
discrete
code and
message
Code and Code and
integrated
message
communication
correctness
Correctness and
System
3st
generation
1st generation
rd
to
3
generation 3st generation
code
correctness
Grammar
discrete
code
correctness
(MC)
Verb
(gap Integrated to Code and correctness
filling)
some extent message
Sentence
Integrated to Code and correctness