語(yǔ)言測(cè)試實(shí)踐

前言

　　本書(shū)是討論語(yǔ)言測(cè)試問(wèn)題的一部實(shí)用性著作，作者L·巴奇曼是加利福尼亞大學(xué)應(yīng)用語(yǔ)言學(xué)和香港中文大學(xué)英語(yǔ)語(yǔ)言教學(xué)專(zhuān)業(yè)的教授，另一位作者A·S·帕爾默是美國(guó)猶他大學(xué)英語(yǔ)專(zhuān)業(yè)副教授?！　∪珪?shū)分三部分：第一部分提出語(yǔ)言測(cè)試的理論框架。作者首先針對(duì)人們對(duì)語(yǔ)言測(cè)試的一些錯(cuò)誤觀點(diǎn)及其后果，結(jié)合在教學(xué)實(shí)踐中積累的成功經(jīng)驗(yàn)，提出了自己對(duì)語(yǔ)言測(cè)試的見(jiàn)解和所應(yīng)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(shí)用與否在語(yǔ)言測(cè)試的設(shè)計(jì)與發(fā)展中有重要意義，列舉了評(píng)估實(shí)用性的六個(gè)方面的特性：可靠性、理念效度、真實(shí)性、相互作用性、后效作用和適用性，并以此作為試題制作過(guò)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(cè)試中語(yǔ)言的使用和非測(cè)試中語(yǔ)言的使用的一致，同時(shí)必須保持應(yīng)試者的特征和語(yǔ)言使用者的特征的一致。應(yīng)試者和語(yǔ)言使用者的特征包括其知識(shí)結(jié)構(gòu)、感性關(guān)聯(lián)能力，以及最主要的語(yǔ)言能力。這些特征應(yīng)成為測(cè)試者從試卷得分中評(píng)價(jià)應(yīng)試者語(yǔ)言能力的依據(jù)?！　〉诙糠忠么罅繉?shí)例全面探討了測(cè)試發(fā)展的全過(guò)程。所謂測(cè)試發(fā)展的全過(guò)程，是指從它最初的構(gòu)思到獲得結(jié)果的整個(gè)過(guò)程。長(zhǎng)期以來(lái)，人們對(duì)這一過(guò)程有不同的劃分方法。作者通過(guò)多年研究，為我們提供了一個(gè)能更有效地檢驗(yàn)測(cè)試實(shí)用性的劃分方法，這就是把全過(guò)程分為三個(gè)階段：設(shè)計(jì)、操作和管理。這三個(gè)階段總體呈線型發(fā)展，但每個(gè)階段之間又相互影響。作者首先陳述了測(cè)試設(shè)計(jì)階段的各個(gè)組成部分。正是這些組成部分保證測(cè)試任務(wù)與語(yǔ)言使用任務(wù)能夠盡量保持一致，測(cè)試分?jǐn)?shù)也能在最大程度上得到利用。操作階段包括為適應(yīng)不同的測(cè)試任務(wù)而進(jìn)行的詳細(xì)說(shuō)明和測(cè)試藍(lán)本的制作，即從測(cè)試任務(wù)發(fā)展到實(shí)際試題的過(guò)程。操作階段還包括如何書(shū)寫(xiě)題示及計(jì)分方法。管理階段則指分發(fā)試題給應(yīng)試者，收集并分析反饋信息。

內(nèi)容概要

　　第一部分提出語(yǔ)言測(cè)試的理論框架。作者首先針對(duì)人們對(duì)語(yǔ)言測(cè)試的一些錯(cuò)誤觀點(diǎn)及其后果，結(jié)合在教學(xué)實(shí)踐中積累的成功經(jīng)驗(yàn)，提出了自己對(duì)語(yǔ)言測(cè)試的見(jiàn)解和所應(yīng)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(shí)用與否在語(yǔ)言測(cè)試的設(shè)計(jì)與發(fā)展中有重要意義，列舉了評(píng)估實(shí)用性的六個(gè)方面的特性：可靠性、理念效度、真實(shí)性、相互作用性、后效作用和適用性，并以此作為試題制作過(guò)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(cè)試中語(yǔ)言的使用和非測(cè)試中語(yǔ)言的使用的一致，同時(shí)必須保持應(yīng)試者的特征和語(yǔ)言使用者的特征的一致。應(yīng)試者和語(yǔ)言使用者的特征包括其知識(shí)結(jié)構(gòu)、感性關(guān)聯(lián)能力，以及最主要的語(yǔ)言能力。這些特征應(yīng)成為測(cè)試者從試卷得分中評(píng)價(jià)應(yīng)試者語(yǔ)言能力的依據(jù)?！　〉诙糠忠么罅繉?shí)例全面探討了測(cè)試發(fā)展的全過(guò)程。

書(shū)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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