语言测评 原理与课堂实践 第2版PDF电子书下载

Chapter 1 Assessment Concepts and Issues 1

Assessment and Testing 3

Measurement and Evaluation 4

Assessment and Learning 5

Informal and Formal Assessment 6

Formative and Summative Assessment 7

Norm-Referenced and Criterion-Referenced Tests 8

Types and Purposes of Assessment 9

Achievement Tests 9

Diagnostic Tests 10

Placement Tests 10

Proficiency Tests 11

Aptitude Tests 11

Issues in Language Assessment:Then and Now 12

Behavioral Influences on Language Testing 13

Integrative Approaches 13

Communicative Language Testing 14

Performance-Based Assessment 16

Current"Hot Topics"in Classroom-Based Assessment 16

Multiple Intelligences 17

Traditional and Alternative Assessment 18

Computer-Based Testing 19

Other Current Issues 21

Exercises 22

For Your Further Reading 24

Chapter 2 Principles of Language Assessment 25

Practicality 26

Reliability 27

Student-Related Reliability 28

Rater Reliability 28

Test Administration Reliability 28

Test Reliability 29

Validity 29

Content-Related Evidence 30

Criterion-Related Evidence 32

Construct-Related Evidence 33

Consequential Validity(Impact) 34

Face Validity 35

Authenticity 36

Washback 37

Applying Principles to the Evaluation of Classroom Tests 40

1．Are the test procedures practical? 40

2．Is the test itself reliable? 41

3．Can you ensure rater reliability? 41

4．Does the procedure demonstrate content validity? 42

5．Has the impact of the test been carefully accounted for? 43

6．Is the procedure"biased for best"? 44

7．Are the test tasks as authentic as possible? 44

8．Does the test offer beneficial washback to the learner? 46

Exercises 48

For Your Further Reading 51

Chapter 3 Designing Classroom Language Tests 52

Four Assessment Scenarios 53

Scenario 1:Reading Quiz 54

Scenario 2:Grammar Unit Test 54

Scenario 3:Midterm Essay 54

Scenario 4:Listening/Speaking Final Exam 54

Determining the Purpose of a Test 55

Designing Clear,Unambiguous Objectives 56

Drawing Up Test Specifications 59

Devising Test Items 60

Designing Multiple-Choice Items 67

1．Design each item to measure a single objective. 68

2．State both stem and options as simply and directly as possible. 69

3．Make certain that the intended answer is clearly the only correct one. 70

4．(Optional)Use item indices to accept,discard,or revise items. 70

Administering the Test 78

Scoring,Grading,and Giving Feedback 79

Scoring 79

Grading 79

Giving Feedback 80

Exercises 82

For Your Further Reading 84

Chapter 4 Standards-Based Assessment 85

The Role of Standards in Standardized Tests 86

Standards-Based Education 87

Designing English Language Standards 88

Standards-Based Assessment 90

CASAS and SCANS 92

Teacher Standards 93

The Consequences of Standards-Based and Standardized Testing 94

Test Bias 96

Test-Driven Learning and Teaching 98

Ethical Issues:Critical Language Testing 98

Exercises 100

For Your Further Reading 101

Chapter 5 Standardized Testing 103

Advantages and Disadvantages of Standardized Tests 104

Developing a Standardized Test 106

1．Determine the purpose and objectives of the test. 107

2．Design test specifications. 108

3．Design,select,and arrange test tasks/items. 110

4．Make appropriate evaluations of different kinds of items. 112

5．Specify scoring procedures and reporting formats. 114

6．Perform ongoing construct validation studies. 117

Standardized Language Proficiency Testing 118

Exercises 120

For Your Further Reading 121

Chapter 6 Beyond Tests:Alternatives in Assessment 122

The Dilemma of Maximizing Both Practicality and Washback 123

Performance-Based Assessment 126

Rubrics 128

Portfolios 130

Journals 134

Conferences and Interviews 139

Observations 141

Self-and Peer-Assessments 144

Types of Self-and Peer-Assessment 145

Guidelines for Self-and Peer-Assessment 151

A Taxonomy of Self-and Peer-Assessment Tasks 153

Exercises 154

For Your Further Reading 155

Chapter 7 Assessing Listening 156

Integration of Skills in Language Assessment 157

Assessing Grammar and Vocabulary 158

Observing the Performance of the Four Skills 159

The Importance of Listening 160

Basic Types of Listening 161

Micro-and Macroskills of Listening 162

Designing Assessment Tasks:Intensive Listening 164

Recognizing Phonological and Morphological Elements 164

Paraphrase Recognition 166

Designing Assessment Tasks:Responsive Listening 167

Designing Assessment Tasks:Selective Listening 167

Listening Cloze 168

Information Transfer 169

Sentence Repetition 172

Designing Assessment Tasks:Extensive Listening 172

Dictation 173

Communicative Stimulus-Response Tasks 175

Authentic Listening Tasks 178

Exercises 181

For Your Furtber Reading 182

Chapter 8 Assessing Speaking 183

Basic Types of Speaking 184

Micro-and Macroskills of Speaking 185

Designing Assessment Tasks:Imitative Speaking 187

Versant 188

Designing Assessment Tasks:Intensive Speaking 189

Directed Response Tasks 189

Read-Aloud Tasks 189

Sentence/Dialogue Completion Tasks and Oral Questionnaires 192

Picture-Cued Tasks 193

Translation(of Limited Stretches of Discourse) 201

Designing Assessment Tasks:Responsive Speaking 201

Question and Answer 201

Giving Instructions and Directions 203

Paraphrasing 203

Test of Spoken English (TSE Test) 205

Designing Assessment Tasks:Interactive Speaking 207

Interview 207

Role Play 214

Discussions and Conversations 215

Games 215

ACTFL Oral Proficiency Interview(OPI) 216

Designing Assessments:Extensive Speaking 218

Oral Presentations 219

Picture-Cued Storytelling 220

Retelling a Story,News Event 221

Translation(of Extended Prose) 221

Exercises 222

For Your Further Reading 223

Chapter 9 Assessing Reading 224

Genres of Reading 225

Microskills,Macroskills,and Strategies for Reading 227

Types of Reading 228

Designing Assessment Tasks:Perceptive Reading 230

Reading Aloud 230

Written Response 231

Multiple-Choice 231

Picture-Cued Items 231

Designing Assessment Tasks:Selective Reading 234

Multiple Choice(for Form-Focused Criteria) 234

Matching Tasks 237

Editing Tasks 238

Picture-Cued Tasks 239

Gap-Filling Tasks 240

Designing Assessment Tasks:Interactive Reading 241

Cloze Tasks 241

Impromptu Reading Plus Comprehension Questions 244

Short-Answer Tasks 247

Editing(Longer Texts) 247

Scanning 249

Ordering Tasks 249

Information Transfer:Reading Charts,Maps,Graphs,Diagrams 250

Designing Assessment Tasks:Extensive Reading 252

Skimming Tasks 253

Summarizing and Responding 254

Notetaking and Outlining 255

Exercises 256

For Your Further Reading 257

Chapter 10 Assessing Writing 259

Genres of Written Language 260

Types of Writing Performance 261

Micro-and Macroskills of Writing 262

Designing Assessment Tasks:Imitative Writing 263

Tasks in [Hand]Writing Letters,Words,and Punctuation 263

Spelling Tasks and Detecting Phoneme—Grapheme Correspondences 265

Designing Assessment Tasks:Intensive(Controlled)Writing 267

Dictation and Dicto-Comp 267

Grammatical Transformation Tasks 268

Picture-Cued Tasks 268

Vocabulary Assessment Tasks 271

Ordering Tasks 272

Short-Answer and Sentence-Completion Tasks 272

Issues in Assessing Responsive and Extensive Writing 273

Designing Assessment Tasks:Responsive and Extensive Writing 275

Paraphrasing 276

Guided Question and Answer 276

Paragraph Construction Tasks 277

Strategic Options 278

Standardized Tests of Responsive Writing 279

Scoring Methods for Responsive and Extensive Writing 283

Holistic Scoring 283

Primary Trait Scoring 284

Analytic Scoring 284

Beyond Scoring:Responding to Extensive Writing 285

Assessing Initial Stages of the Process of Composing 288

Assessing Later Stages of the Process of Composing 289

Exercises 290

For Your Further Reading 291

Chapter 11 Assessing Grammar and Vocabulary 292

Assessing Grammar 293

Defining Grammatical Knowledge 294

Designing Assessment Tasks:Selected Response 295

Multiple-Choice Tasks 295

Discrimination Tasks 298

Noticing Tasks or Consciousness-Raising Tasks 299

Designing Assessment Tasks:Limited Production 299

Gap-Filling Tasks 299

Short-Answer Tasks 300

Dialogue-Completion Tasks 302

Designing Assessment Tasks:Extended Production 303

Information Gap Tasks 303

Role-Play or Simulation Tasks 304

Assessing Vocabulary 305

The Nature of Vocabulary 306

Defining Lexical Knowledge 307

Some Considerations in Designing Assessment Tasks 310

Designing Assessment Tasks:Receptive Vocabulary 311

Designing Assessment Tasks:Productive Vocabulary 314

Exercises 316

For Your Further Reading 317

Chapter 12 Grading and Student Evaluation 318

The Philosophy of Grading:What Should Grades Reflect? 320

Guidelines for Selecting Grading Criteria 322

Methods for Calculating Grades 322

Teachers'Perceptions of Appropriate Grade Distributions 326

Institutional Expectations and Constraints 328

Cross-Cultural Factors and the Question of Difficulty 329

What Do Letter Grades"Mean"? 331

Calculating Grades 332

Alternatives to Letter Grading 332

Some Principles and Guidelines for Grading and Evaluation 337

Exercises 338

For Your Further Reading 340

Appendix:Commercial Tests 341

Glossary 346

Bibliography 355

Name Index 374

Subject Index 377