The guidance lecture(1)
The guidance lectures will cover the following topics:
About this course
Objectives of the course
Reference Books
Organization of the course
Key points in this course
About this course
Language testing is a major branch of applied linguistics. The study of language testing involves research areas such as linguistics, psycholinguistics, cognitive science, pedagogy, theories of language acquisition, and educational measurement theories.
It studies the scientific measurement of language skills and abilities. It also studies the washback effect (反拨效应) that tests have on language teaching and learning.
Textbooks used in this course
Objectives of the course
The primary purpose of this course is to enable students to become competent in the design, development, and use of language tests. Competence in language testing involves the following:
An understanding of the fundamental considerations that must be addressed at the start of any language testing effort, whether this involves the development of new tests or the selection of existing language tests; An understanding of the fundamental issues and concerns in the appropriate use of language tests; An understanding of the fundamental issues, approaches, and methods used in measurement and evaluation; The ability to design, develop, evaluate and use language tests in ways that are appropriate for a given purpose, context, and group of test takers; The ability to critically read published research in language testing and information about published tests in order to make informed decisions.
Reference books
李筱菊(1997)。语言测试科学与艺术。湖南教育出版社,长沙。
桂诗春(1986)标准化考试-理论、原则与方法。广东高等教育出版社,广州
Alderson, J.C, Clapham, C and Wall, D. 1995. Language Test Construction and Evaluation. Cambridge University Press. (《语言测试的设计与评估》,外研社,2000))
Bachman,L.F. 1990. Fundamental Considerations in Language Testing. Oxford: Oxford University Press. (《语言测试要略》,上外教,1999)
Bachman,L.F. and Palmer, A.S. 1996. Language Testing in Practice. Oxford: Oxford University Press (《语言测试实践》,上外教,1999)
Black, H.D. and Dockrell, W.B. (eds.). 1988. New Developments in Educational Assessment. Scottish Academic Press Ltd.
Embretson, S.E. 1985. Test Design: Development in Psychology and Psychometrics. London: Academic Press, Inc.
Finocchiaro,M. And Sako, S. 1983. Foreign Language Testing. New York: Regents Publishing Company, Inc.
Henning, G. 1987. A Guide to Language Testing: Development, Evaluation and Research. Cambridge: Newbury House Publishers. (《语言测试指南:发展、评估与研究》,外研社,2001)
Hughes, A. (ed.).1988. Testing English for University Study. Oxford: Modern English Publications and The British Council.
Spolsky, B. 1995. Measured Words. Oxford: Oxford University Press (《客观语言测试》,上外教,1999)
Suen, H.K. 1990. Principles of Test Theories. London: Lawrence Erlbaum Associates, Publishers.
Wiersma, W. And Jurs, S.G. 1990. Educational Measurement and Testing.
Wittrock, M.C. and Baker,E.L. 1991. Testing and Cognition. London: Prentice-Hall International Ltd.
Wood, R. 1993. Assessment and Testing: A Survey of Research. Cambridge University Press. (《评估与测试:研究综述》,外研社,2001)3
Organization of the course
Introduction to Language Testing
Approaches to Language Testing
Classical True Score Model
Evaluation of Tests
Statistics in Language Testing
Item Writing
Item Response Theory
Computer and Testing
Evaluation of Language Instruction Programs
Introduction to Language Testing
An introduction to the basic considerations in the area of language testing, Topics like "testing and teaching", "why test", "what to test" and "how to test" will be covered.
Approaches to Language Testing
Language tests can be roughly classified according to four main approaches to testing:
1. The essay-translation approach;
2. The structural approach;
3. The integrative approach;
4. The communicative approach.
Although these approaches are listed here in chronological order, they should not be regarded as being strictly confined to certain periods in the development of language testing. Nor are the four approaches always mutually exclusive. A useful test will generally incorporate features of several of these approaches.
Classical True Score Model
The classical theory is the earliest theory of measurement. The classical theory is also referred to as the classical reliability theory because its major task is to estimate the reliability of the observed scores of a test. That is, it attempts to estimate the strength of the relationship between the observed score and the true score. It is also sometimes referred to as the true score theory because its theoretical derivations are based on a mathematical model known as the true score model.
Evaluation of Tests
This section is about the evaluation of tests. When we are faced with the responsibility of having to choose or develop an appropriate test, we should take the following into consideration:
1. The purpose of the test;
2. The characteristics of the examinees;
3. The accuracy of measurement;
4. The suitability of format and features of the test;
5. The development sample;
6. The availability of equivalent or equated forms;
7. The nature of the scoring and reporting of scores;
8. The cost;
9. The procurement and;
10. The political acceptability of the test.
In our discussion, we shall talk about test reliability and test validity in details, both of which are important points in classical true score model.
Statistics in Language Testing
In this section, issues concerning statistics will be our interest. We shall begin with measurement scales, and then come to data management in measurement. We will cover scoring and interpreting scores. And item and test relatedness is also a very important part of this discussion.
Item Writing
We shall first discuss the topic of avoiding problems at the item-writing stage and then we shall discuss separately the development of grammar and vocabulary tests, listening comprehension tests, oral production tests, reading comprehension tests and writing skill tests.
Item Response Theory
In this section we shall move to the recent advancement of language testing studies. Item response theory is a comparatively more powerful theory than the classical true score theory. Due to its mathematical nature, it is somewhat difficult to understand. We are going to have a very brief introduction to this fancy theory.7
Computer and Testing
Item banking, machine construction of tests and computer adaptive testing are the three main topics in this section.
Evaluation of Language Instruction Programs
One of the most obvious applications of language test development is in the evaluation of programs of language instruction. This section is intended to provide an overview of various methods of evaluation.
Evaluation may be viewed from several perspectives: prior-to-program implementation, during-program delivery, and following-program execution. Focus may be directed to affective and/or cognitive program impact. Concern may be with learning gains, instructional delivery, needs responsiveness, materials quality, cost effectiveness, continuing motivation, and/or the degree of realization of a variety of explicit or implicit objectives.
Evaluation may be longitudinal or cross-sectional, formative or summative, criterion-referenced or norm-referenced.