orkutDefinition of terms

2021年1月19日发(作者：隐藏)
Definition of terms: measurement, test, evaluation
Measurement:
the process of quantifying the characteristics of persons according to
explicit procedures and rules.
测量
是根据明确的程序和规则量化研究对象特征的过程。

Three distinguishing features: quantification
，

characteristics
，

explicit rules and procedures

Test:
a procedure designed to elicit certain behavior from which one can make inferences
about certain characteristics of an individual.

测试
是用 来获取某些行为的方式、方法，其目的是从这些行为中推断个人具有的某些特征


Evaluation:
the systematic gathering of information for the purpose of making decis
ions.
评价
指为做出某种决策而收集资料，并对资料进行分析， 作出解释的系统过程。
”

与测量、测试相比其含
义更广，综合性更强。


An
example
of
evaluation
that does
not involve either tests
or measures (area 1) is

the use
of qualitative descriptions of student performance for diagnosing learning problems.


An
example of a non-test measure for evaluation
(area 2) is a teacher ranking used for
assigning grades


An
example
of
a
test
used
for
purposes
of
evaluation

(area
3)
is
the
use
of
an
achievement test to determine student progress. The most common non- evaluative uses of
tests and measures are for research purposes.


An
example of tests that are not used for evaluation
(area 4) 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 according to native
language is an example of a non-test measure that is not used for evaluation (area 5).

In
summary,
then,
not
all
measures
are
tests,
not
all
tests
are
evaluative,
and
not
all
evaluation involves either measurement or tests.

Approaches to language testing

The essay-translation approach:
the subjective judgment of the teacher is considered
to
be
of
paramount
importance.
Tests
usually
consist
of
essay
writing,
translation,
and
grammatical analys
is; have a heavy literary and cultural bias.
写作翻译法的特点：

①

②

③

④


The structuralist approach:
characterized by the view that language
learning is chiefly
concerned
with
the
systematic
acquis
ition
of
a
set
of
habits,
identify
and
measure
the
learner’s mastery of the separate elements and skills of the target language. It is considered
essential to test one thing at a time.
结构主义法的特点

①

强调分别测试不同的语言成分 ，如语音、词汇和语法，脱离上下文单独测试，听说读写等语言技
能也可分开测试；

②

采用了心理测量方法
(psychometric approach)
，强调测试的可靠性和客观性，其典型的表现形
式是多项选择题，一个题目测试一个成分；
③

便于进行考后的统计。


The integrative approach:
involve the testing
of language in context and is
thus concerned
with meaning and total communicative
effect of discourse. Designed to assess the learner’s
ability
to
use
two
or
more
skills
simultaneously,
and
concerned
with
a
global
view
of
proficiency.
综合法的特点

①

强调语言测试要在上下文中进行；

②

不在 测试中刻意追求区别各个单项语言技能，而是强调两项或以上语言技能的综合评估，题型包
括填空、听写 、翻译、写作等，从整体上对学生的语言能力进行测量。


The communicative approach:
concerned with how language is used in communication.
Success
is
judged
in
terms of the
effectiveness
of
the
communication
which
takes
place
rather than formal linguistic accuracy. Based on precise and detailed specifications of need
s
of the learners.
交际法的特点

①

与综合法不同，
交际法更加强调的是语言在交际过程中的使用
(use)
而非用法
(usag e:
语言的形式和结
构
)
；

②

某些交际测试不排除包含有关语言用法的内容；

③

交际语言测试 建立在对学生需求的分析上，强调其真实性。
（如
BEC
）


Difference between approach and method
Approach:

theoretical
positions
and
beliefs
about the
nature
of
language,
the
nature
of
language learning, and the applicability of both to testing.

Method:
the way in which language or knowledge of language is elicited from a test taker.

Classifying types of language tests according to intended use

Selection:
whether or not the students should enter the program


选拔性测试

Placement:
placing students into appropriate groups

分班测试

对测试技能或专长没有专门要求，主要依靠老师的主观判断力；

试卷主要包括写作、翻译、语法分析等项目；

试卷内容有较浓厚的文学和文化色彩；

试题需要书面回答形式，需要人工阅卷。


Diagnosis:
diagnosing students’ areas of strength and weakness in order to determine
appropriate types and levels of teaching and learning activities



诊断测试

Progress and grading:
providing continuous feedback to both the teacher and the learner
for making decisions regarding appropriate modifications in the instructional procedures and
learning activities.
进步测试


Classifying types of language tests according to content
Proficiency tests:
measuring general ability or skill

水平测试

Aptitude tests:
measuring capability or potential related to language acquisition as well as
the use of language


潜能测试




























Achievement tests:
measuring the extent of learning of the material presented in a
particular course, textbook, or program of instruction


成就测试


Classifying types of language tests according to format
Direct tests:
measuring ability directly in an authentic context and format
Indirect
tests:

fostering
inference
about
one
kind
of
behavior
or
performance
through
measurement of another related kind performance.


Classifying types of language tests according to complexity of response

Discrete-point
tests:

employing
items
measuring
performance
over
a
unitary
set
of
linguistic structures or features

分离式测试

Integrative tests:
measuring knowledge of a variety of language features, modes, or skills
simultaneously

综合测试


Classifying types of language tests according to scoring

Objective tests:
scored with reference to a scoring key and not requiring ex
pert judgment
in the scoring process


客观测试

Subjective tests:
depending on impression and opinion at the time of scoring
主观测试


Classifying types of language tests according to norm of reference

Norm-referenced
tests:
evaluating
ability
against
a
standard
of
mean
or
normative
performance
of
a
group,
implying
standardization
through
prior
administration
to
a
large
sample of examinees


常模参照性测试

Criterion-referenced tests
: assessing achievement or performance against a cut-off score
that is determined as a reflection of mastery or attainment of specified objectives.

Classifying types of language tests according to time limit



标准参照性测试

Speed tests:
limiting time allowed for completion so that the majority of examinees would
not be expected to finish it, containing so easy items that, given enough time, most persons
would respond correctly.

Power tests:
allowing sufficient time for nearly all examinees to complete it, but containing
material of sufficient difficulty that it is not expected that a majority of
examinees will get
every item correct.


Reliability

：
the consistency of the scores obtainable from a test.
考试信度：考分的一致性

信度是指考试结果的可靠性和稳定性。例如拿一份卷子对同 一组学生实施两次或多次测试，如果结果很一
致，则说明该测试的信度较高。