語言測試實踐

前言

　　本書是討論語言測試問題的一部實用性著作，作者L·巴奇曼是加利福尼亞大學應用語言學和香港中文大學英語語言教學專業(yè)的教授，另一位作者A·S·帕爾默是美國猶他大學英語專業(yè)副教授。　　全書分三部分：第一部分提出語言測試的理論框架。作者首先針對人們對語言測試的一些錯誤觀點及其后果，結(jié)合在教學實踐中積累的成功經(jīng)驗，提出了自己對語言測試的見解和所應采取的方法。這種方法以兩條基本原則為依據(jù)。第一條原則指出試題的實用與否在語言測試的設(shè)計與發(fā)展中有重要意義，列舉了評估實用性的六個方面的特性：可靠性、理念效度、真實性、相互作用性、后效作用和適用性，并以此作為試題制作過程中質(zhì)量審定的主要依據(jù)。第二條原則指出必須保持測試中語言的使用和非測試中語言的使用的一致，同時必須保持應試者的特征和語言使用者的特征的一致。應試者和語言使用者的特征包括其知識結(jié)構(gòu)、感性關(guān)聯(lián)能力，以及最主要的語言能力。這些特征應成為測試者從試卷得分中評價應試者語言能力的依據(jù)?！　〉诙糠忠么罅繉嵗嫣接懥藴y試發(fā)展的全過程。所謂測試發(fā)展的全過程，是指從它最初的構(gòu)思到獲得結(jié)果的整個過程。長期以來，人們對這一過程有不同的劃分方法。作者通過多年研究，為我們提供了一個能更有效地檢驗測試實用性的劃分方法，這就是把全過程分為三個階段：設(shè)計、操作和管理。這三個階段總體呈線型發(fā)展，但每個階段之間又相互影響。作者首先陳述了測試設(shè)計階段的各個組成部分。正是這些組成部分保證測試任務(wù)與語言使用任務(wù)能夠盡量保持一致，測試分數(shù)也能在最大程度上得到利用。操作階段包括為適應不同的測試任務(wù)而進行的詳細說明和測試藍本的制作，即從測試任務(wù)發(fā)展到實際試題的過程。操作階段還包括如何書寫題示及計分方法。管理階段則指分發(fā)試題給應試者，收集并分析反饋信息。

內(nèi)容概要

　　第一部分提出語言測試的理論框架。作者首先針對人們對語言測試的一些錯誤觀點及其后果，結(jié)合在教學實踐中積累的成功經(jīng)驗，提出了自己對語言測試的見解和所應采取的方法。這種方法以兩條基本原則為依據(jù)。第一條原則指出試題的實用與否在語言測試的設(shè)計與發(fā)展中有重要意義，列舉了評估實用性的六個方面的特性：可靠性、理念效度、真實性、相互作用性、后效作用和適用性，并以此作為試題制作過程中質(zhì)量審定的主要依據(jù)。第二條原則指出必須保持測試中語言的使用和非測試中語言的使用的一致，同時必須保持應試者的特征和語言使用者的特征的一致。應試者和語言使用者的特征包括其知識結(jié)構(gòu)、感性關(guān)聯(lián)能力，以及最主要的語言能力。這些特征應成為測試者從試卷得分中評價應試者語言能力的依據(jù)?！　〉诙糠忠么罅繉嵗嫣接懥藴y試發(fā)展的全過程。

書籍目錄

AcknowledgmentsPART ONE Conceptual bases of test development1 Objectives and expectations2 Test usefulness： Qualities of language tests3 Describing tasks： Language use in language tests4 Describing language ability： Language use in language testsPART TWO Language test development5 Overview of test development6 Describing， identifying， and defining7 Developing a plan for the evaluation of usefulness8 Identifying， allocating， and managing resources9 Operationalization： Developing test tasks and blueprints10 Preparing effective instructions11 Scoring method12 Language test administrationPART THREE Illustrative test development projectsProject 1 High-stakes selection and placement test for students entering a university writing programProject 2 Selection/placement test for telephone company employeesProject 3 Syllabus-based diagnostic achievement test for students in an ESP programProject 4 Exit test for students in an adult education conversation course for immigrantsProject 5 High-stakes ESP screening test for making hiring and training decisionsProject 6 Placement test for an ESL reading courseProject 7 Employment/placement/achievement test for immigrants in a government-funded vocational training ESL courseProject 8 Classroom achievement test for an introductory German courseProject 9 Classroom achievement test for the reading component of the Korean-English two-way bilingual immersion programProject 10 Syllabus-based EFL progress test for primary school childrenReferencesIndex

章節(jié)摘錄

　　Reciprocal tasks are those in which the test taker or language user engages in language use with another interlocutor， In reciprocal tasks， the test taker or language user receives feedback on the relevance and correctness of the response， and the response in turn affects the input that is sub- sequently provided by the interlocutor. The feedback may be either explicit or implicit in the reactions （verbal， physical） of the interlocutor.　　Reciprocal language use and test tasks thus have two distinguishing fea tures：（1） the presence of feedback， and （2） interaction between the two interlocutors， so that the language used by the participants at any given point in the communicative exchange affects subsequent language use. A typical example of a reciprocal test task would be the give-and-take that occurs in a face-to-face oral interview.　　Non-reciprocal： In non-reciprocal language use there is neither feedback nor interaction between language users. Reading is an example of non- reciprocal language use since the language users internal or external response to what is read does not change the form of subsequent material in the text. Typical examples of non-reciprocal test tasks are taking a dictation and writing a composition.　　Adaptive： A recent development in measurement is the use of adaptive tests， in which the particular tasks presented to the test taker are determined by the responses to previous tasks. The first task presented in an adaptively administered test is typically of medium difficulty. If this task is per- formed correctly， the next task presented will be slightly more difficult. If that task is missed， the next one will be slightly easier， and so on. In most adaptive tests， test takers do not receive feedback on the correctness of their responses， and may not know that their responses determine which tasks will be presented subsequently. Adaptive test tasks thus do not involve the feedback that characterizes reciprocal language use， but they do involve an aspect of interaction， in the sense that their responses affect subsequent input. Some language use tasks may be adaptive as well， as for example in situations in which one simplifies， uses para- phrase， or slows down in order to accommodate and repair breakdowns in communication. The person to whom one is talking may not be aware that what is said is being tailored so as to make the input more understandable and hence， facilitate the response. （See Snow and Ferguson 1977 for discussions of this.） The differences among reciprocal， non- reciprocal， and adaptive input and response are summarized in Table 3.2 overleaf， from Bachman （1990）.

編輯推薦

　　Language Testing in Practice　　This book relates language testing practice to current views of communicative language teaching and testing.It builds on the theoretical background expounded inBachmans Fundamental Considerations tn LanguageTesting （OUP 1990） and discusses the design， planning，and organization of tests.　　The book is divided into three sections：　　Conceptual bases of test development discussesobjectives and expectations， the context of languagetesting， and the abilities to be tested;　　Language test development describes the process oftest development， including blueprints， resources，operationalization， and scoring methods;　　IIIustrative test development projects describes tenexamples which illustrate the principles discussed inParts One and Two.　　Lyle E Bachman is Professor of@plied Linguistics at theUniversity of California， Los Angeles. Adrian S. Palmer　Associate Professor of English at the University ofUtah， USA.　　Applied Linguistics Adviser： H.G. Widdowson

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