中國(guó)高校英語專業(yè)寫作測(cè)試效度檢驗(yàn)研究

內(nèi)容概要

　　本書由修旭東所著，從受試者特征、理論效度、內(nèi)容效度、評(píng)分效度、試后效度和效標(biāo)關(guān)聯(lián)效度方面對(duì)我國(guó)高校英語專業(yè)八級(jí)測(cè)試寫作項(xiàng)目和(英語專業(yè))畢業(yè)論文評(píng)價(jià)的效度進(jìn)行了檢驗(yàn)。其參與者來自中國(guó)三所大學(xué)的學(xué)生和中國(guó)及英國(guó)多所大學(xué)或?qū)W院的專家和老師，研究工具包括：有聲思維實(shí)驗(yàn)、問卷、個(gè)人訪談、小組訪談和日志。研究表明，盡管不同類型的效度證據(jù)表明兩者的效度尚可，但仍有改進(jìn)和提升的空間，尤其是在內(nèi)容效度、評(píng)分效度和試后效度方面。

書籍目錄

INTRODUCTION
PART I LITERATURE REVIEW
　CHAPTER 1 LITERATURE REVIEW I-LANGUAGE TESTING AND VALIDITY
EVIDENCE
　CHAPTER 2 LITERATURE REVIEW II-PARAMETERS FOR A VALIDATION
FRAMEWORK FOR AWT
PART II PILOT STUDIES
　CHAPTER 3 THE DEVELOPMENT AND PILOTING OF INSTRUMENTS AND
PROCEDURES FOR APPLYING THE VALIDATION FRAMEWORK TO TEM8E AND
GRADUATION DISSERTATIONS
PART III MAIN STUDY
　CHAPTER 4 DISCUSSION OF THE RESULTS CONCERNED WITH THE EVIDENCE OF
TEST-TAKER CHARACTERISTICS
　CHAPTER 5 DISCUSSION OF THE RESULTS CONCERNED WITH THEORY-BASED
VALIDITY DEIDENCE
　CHAPTER 6 DISCUSSION OF THE RESULTS CONCERNED WITH CONTEXT
VALIDITY EVIDENCE
　CHAPTER 7 DISCUSSION OF THE RESULTS CONCERNED WITH SCORING
VALIDITY-,CONSEQUENTIAL VALIDITY-,AND CRITERION-RELATED VALIDITY
EVIDENCE
　CHAPTER 8 CONCLUSIONS AND IMPLICATIONS
REFERENCES
APPENDICES

章節(jié)摘錄

　　some ofthe responses that can be scaled. Latent variables refer to those （constructs）theoretically hypothesized, or those underlying ones that can not be directlyobserved or measured. In SEM, these latent variables consist of exogenouslatent variables and endogenous latent variables. Exogenous latent variablesrefer to those that can affect the other latent variables but also be affected bythe observed variables outside of the model, Endogenous latent variables referto those that can be affected by both exogenous latent variables and observedvariables. Those observed variables that affect the exogenous latent variablescan be called exogenous indicators and those observed variables that can affectendogenous latent variables are called endogenous indicators.　　As SEM is usually used for confirmatory research, before conductingthe modelling procedures, we first have to know what the already existenttheoretical framework or model is to test or confirm and what are therelationships between observed variables and latent variables and betweenlatent variables themselves in the framework. Although it is usually usedfor confirmatory research, exploratory research is also conducted in orderto explore whether the relationships are correctly established. However, onthe other hand, if too many observed and latent variables are involved in themodelling, the model can not be established.　　In our present study, we initially tried to establish all the relationshipsbetween the observed variables we have designed in all questionnaires andthe latent variables extracted from the test-taker characteristics, and sub-processes of academic writing, but failed because too many observed variablesand latent variables can not be sorted out by present LISREL （8.50）. We finallydetermined only to seek the relationships between: 1） academic writingstrategies （targeted by QA2, especially the second section, on which theresults of regression analysis and ANOVA displayed the highest percentageaccounting for the variance of the score gains）, 2） sub-processes （reflectedby QB1）, and 3） gains in TEM8 （which consists of WRTN score and totalscore）. 　　……

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