语言测评 原理与课堂实践 第2版2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

语言测评 原理与课堂实践 第2版PDF格式电子书版下载

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Chapter 1 Assessment Concepts and Issues1

Assessment and Testing3

Measurement and Evaluation4

Assessment and Learning5

Informal and Formal Assessment6

Formative and Summative Assessment7

Norm-Referenced and Criterion-Referenced Tests8

Types and Purposes of Assessment9

Achievement Tests9

Diagnostic Tests10

Placement Tests10

Proficiency Tests11

Aptitude Tests11

Issues in Language Assessment:Then and Now12

Behavioral Influences on Language Testing13

Integrative Approaches13

Communicative Language Testing14

Performance-Based Assessment16

Current"Hot Topics"in Classroom-Based Assessment16

Multiple Intelligences17

Traditional and Alternative Assessment18

Computer-Based Testing19

Other Current Issues21

Exercises22

For Your Further Reading24

Chapter 2 Principles of Language Assessment25

Practicality26

Reliability27

Student-Related Reliability28

Rater Reliability28

Test Administration Reliability28

Test Reliability29

Validity29

Content-Related Evidence30

Criterion-Related Evidence32

Construct-Related Evidence33

Consequential Validity(Impact)34

Face Validity35

Authenticity36

Washback37

Applying Principles to the Evaluation of Classroom Tests40

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

Exercises48

For Your Further Reading51

Chapter 3 Designing Classroom Language Tests52

Four Assessment Scenarios53

Scenario 1:Reading Quiz54

Scenario 2:Grammar Unit Test54

Scenario 3:Midterm Essay54

Scenario 4:Listening/Speaking Final Exam54

Determining the Purpose of a Test55

Designing Clear,Unambiguous Objectives56

Drawing Up Test Specifications59

Devising Test Items60

Designing Multiple-Choice Items67

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 Test78

Scoring,Grading,and Giving Feedback79

Scoring79

Grading79

Giving Feedback80

Exercises82

For Your Further Reading84

Chapter 4 Standards-Based Assessment85

The Role of Standards in Standardized Tests86

Standards-Based Education87

Designing English Language Standards88

Standards-Based Assessment90

CASAS and SCANS92

Teacher Standards93

The Consequences of Standards-Based and Standardized Testing94

Test Bias96

Test-Driven Learning and Teaching98

Ethical Issues:Critical Language Testing98

Exercises100

For Your Further Reading101

Chapter 5 Standardized Testing103

Advantages and Disadvantages of Standardized Tests104

Developing a Standardized Test106

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 Testing118

Exercises120

For Your Further Reading121

Chapter 6 Beyond Tests:Alternatives in Assessment122

The Dilemma of Maximizing Both Practicality and Washback123

Performance-Based Assessment126

Rubrics128

Portfolios130

Journals134

Conferences and Interviews139

Observations141

Self-and Peer-Assessments144

Types of Self-and Peer-Assessment145

Guidelines for Self-and Peer-Assessment151

A Taxonomy of Self-and Peer-Assessment Tasks153

Exercises154

For Your Further Reading155

Chapter 7 Assessing Listening156

Integration of Skills in Language Assessment157

Assessing Grammar and Vocabulary158

Observing the Performance of the Four Skills159

The Importance of Listening160

Basic Types of Listening161

Micro-and Macroskills of Listening162

Designing Assessment Tasks:Intensive Listening164

Recognizing Phonological and Morphological Elements164

Paraphrase Recognition166

Designing Assessment Tasks:Responsive Listening167

Designing Assessment Tasks:Selective Listening167

Listening Cloze168

Information Transfer169

Sentence Repetition172

Designing Assessment Tasks:Extensive Listening172

Dictation173

Communicative Stimulus-Response Tasks175

Authentic Listening Tasks178

Exercises181

For Your Furtber Reading182

Chapter 8 Assessing Speaking183

Basic Types of Speaking184

Micro-and Macroskills of Speaking185

Designing Assessment Tasks:Imitative Speaking187

Versant188

Designing Assessment Tasks:Intensive Speaking189

Directed Response Tasks189

Read-Aloud Tasks189

Sentence/Dialogue Completion Tasks and Oral Questionnaires192

Picture-Cued Tasks193

Translation(of Limited Stretches of Discourse)201

Designing Assessment Tasks:Responsive Speaking201

Question and Answer201

Giving Instructions and Directions203

Paraphrasing203

Test of Spoken English (TSE Test)205

Designing Assessment Tasks:Interactive Speaking207

Interview207

Role Play214

Discussions and Conversations215

Games215

ACTFL Oral Proficiency Interview(OPI)216

Designing Assessments:Extensive Speaking218

Oral Presentations219

Picture-Cued Storytelling220

Retelling a Story,News Event221

Translation(of Extended Prose)221

Exercises222

For Your Further Reading223

Chapter 9 Assessing Reading224

Genres of Reading225

Microskills,Macroskills,and Strategies for Reading227

Types of Reading228

Designing Assessment Tasks:Perceptive Reading230

Reading Aloud230

Written Response231

Multiple-Choice231

Picture-Cued Items231

Designing Assessment Tasks:Selective Reading234

Multiple Choice(for Form-Focused Criteria)234

Matching Tasks237

Editing Tasks238

Picture-Cued Tasks239

Gap-Filling Tasks240

Designing Assessment Tasks:Interactive Reading241

Cloze Tasks241

Impromptu Reading Plus Comprehension Questions244

Short-Answer Tasks247

Editing(Longer Texts)247

Scanning249

Ordering Tasks249

Information Transfer:Reading Charts,Maps,Graphs,Diagrams250

Designing Assessment Tasks:Extensive Reading252

Skimming Tasks253

Summarizing and Responding254

Notetaking and Outlining255

Exercises256

For Your Further Reading257

Chapter 10 Assessing Writing259

Genres of Written Language260

Types of Writing Performance261

Micro-and Macroskills of Writing262

Designing Assessment Tasks:Imitative Writing263

Tasks in [Hand]Writing Letters,Words,and Punctuation263

Spelling Tasks and Detecting Phoneme—Grapheme Correspondences265

Designing Assessment Tasks:Intensive(Controlled)Writing267

Dictation and Dicto-Comp267

Grammatical Transformation Tasks268

Picture-Cued Tasks268

Vocabulary Assessment Tasks271

Ordering Tasks272

Short-Answer and Sentence-Completion Tasks272

Issues in Assessing Responsive and Extensive Writing273

Designing Assessment Tasks:Responsive and Extensive Writing275

Paraphrasing276

Guided Question and Answer276

Paragraph Construction Tasks277

Strategic Options278

Standardized Tests of Responsive Writing279

Scoring Methods for Responsive and Extensive Writing283

Holistic Scoring283

Primary Trait Scoring284

Analytic Scoring284

Beyond Scoring:Responding to Extensive Writing285

Assessing Initial Stages of the Process of Composing288

Assessing Later Stages of the Process of Composing289

Exercises290

For Your Further Reading291

Chapter 11 Assessing Grammar and Vocabulary292

Assessing Grammar293

Defining Grammatical Knowledge294

Designing Assessment Tasks:Selected Response295

Multiple-Choice Tasks295

Discrimination Tasks298

Noticing Tasks or Consciousness-Raising Tasks299

Designing Assessment Tasks:Limited Production299

Gap-Filling Tasks299

Short-Answer Tasks300

Dialogue-Completion Tasks302

Designing Assessment Tasks:Extended Production303

Information Gap Tasks303

Role-Play or Simulation Tasks304

Assessing Vocabulary305

The Nature of Vocabulary306

Defining Lexical Knowledge307

Some Considerations in Designing Assessment Tasks310

Designing Assessment Tasks:Receptive Vocabulary311

Designing Assessment Tasks:Productive Vocabulary314

Exercises316

For Your Further Reading317

Chapter 12 Grading and Student Evaluation318

The Philosophy of Grading:What Should Grades Reflect?320

Guidelines for Selecting Grading Criteria322

Methods for Calculating Grades322

Teachers'Perceptions of Appropriate Grade Distributions326

Institutional Expectations and Constraints328

Cross-Cultural Factors and the Question of Difficulty329

What Do Letter Grades"Mean"?331

Calculating Grades332

Alternatives to Letter Grading332

Some Principles and Guidelines for Grading and Evaluation337

Exercises338

For Your Further Reading340

Appendix:Commercial Tests341

Glossary346

Bibliography355

Name Index374

Subject Index377