structure 语言层面 • Language proficiency：being assessed from the
aspects of listening, speaking, reading and writing 技能层面
1.3 Integrative-Sociolinguistic Testing 综合-社会语言学测试
2.3 Objective & Subjective
Objective Assessment: • A single correct answer; • Objective scoring, no judgment on the part of the
scorer. • Examples: true/false, multiple choice, matching
have to be able to do in the language in order to be considered proficient. • Examples: SAT, ACT, CEE, IELTS, PSC, PETS, BEC
Achievement Test
• Examining how successful a student, a teacher, or a syllabus, or a method is.
Criterion-referenced Assessment: • A way of measuring candidates against defined (and
objective) criteria; • Relatively consistent • Being used to establish a person's competence; • Examples: Driving tests, IELTS, TEM, etc.
Traditional Testing Approach
• What: grammatical rules, word formation, word usage
• How: written test, no oral test • Question type: subjective, like translation,
questions.
Subjective Assessment: • More than one way of expressing the correct answer; • Subective scoring, calling for judgment on the part
of the scorer. • Examples: extended-response questions and
Norm-referenced Assessment: • A way of comparing candidates to identify whether
the test taker performed better or worse than other test takers; • Varying from year to year; • Being used for selection; • Examples: CEE (gaokao), TOEFL
• Being carried out at the end of a course; • Grading purpose, assign a course grade; • Assessment of learning; • Teacher-initiated
2.2 Criterion-referenced & Normreferenced
• Being closely linked to the course material used in class.
• Final achievement tests are those administered at the end of a course of study.
• Progress achievement tests are intended to measure the progress that students are making.
Placement Test
To identify the appropriate stage of language course according to students' ability.
To assign students to the appropriate level of classes they should take.
choices. • Analyzing testing results statistically • Enjoying a high reliability 信度高
Discrete-point Testing
• A question only assesses one language point • Testing: conducted at different levels of language
参照性和常模参照性 • Tests Classified According to Testing Purposes • Discrete-point & Integrative Tests 分立式和综合测试 • High stakes & Low-stakes Tests 高风险和低风险
2.1 Formative & Summative
ቤተ መጻሕፍቲ ባይዱ
1. History of Langauge Testing and Assessment
A Sketchy History
1.1 Pre-scientific Stage 前科学阶段
1.2 Psychometric-Structuralist Testing Stage 心理测量学-结构主义测试阶段
Formative Assessment: • Being carried out throughtout the course; • Diagnostic purpose; • Assessment for learning; • Teacher or learner-initiated
Summative Assessment:
Aptitude Test
• Measuring the extent to which an individual possesses specific language learning ability
• Being usually used for selection and diagnosis and for prediction of language learning success.
• Integrity of language/whole language • Assessing with tasks • Accuracy, fluency and appropriateness • Communicative competence
2. Types of Language Tests
• Since the mid-1970s （动态语言观） • Integrative skill tests 综合技能测试 • Assess a learner's ability to use many bits at the
same time. • Question types：cloze//composition/oral interview,
1.3 Integrative-Sociolinguistic Testing Stage 综合-社会语言学测试阶段
1.4 Pragmatic and Communicative Testing Stage 语用交际测试阶段
1.1 Pre-scientific Stage
• Before the 1940s • Grammar-translation method 语法翻译法 • Traditional testing approach
Testing & Assessment
in ELT
英语教学中的测试与评价方法
Outline
1. A sketchy history 2. Types of language tests 3. Testing techniques 4. Criteria for good language tests 5. Constructing multiple-choice questions 6. Critical discussion
etc.
1.4 Pragmatic & Communicative Testing Stage 语用交际测试阶段
• From the 1980s (功能语言观) • Communicative approach • From language usage to language use • Pragmatic approach
Proficiency Test
Measuring language proficiency The content 考试内容: • Not based on the content of a language course
which people taking the test may have followed. • It is based on a specification of what candidates
• Components of language aptitude: • phonetic coding ability (sound discrimination and