testspecification考试规范Word格式文档下载.docx
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testspecification考试规范Word格式文档下载.docx
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developers,sometimesconfidentialtothetestusers,whilethe
syllabusisapublicdocumentwhichindicatestocandidatesand
teacherswhatthetestwillcontain.
IIWhoneedstestspecifications?
Andwhy?
Testspecificationsareneededbyarangeofdifferentpeople:
neededbythosewhoproducethetestitself
Testconstructorsneedtohaveclearstatementsaboutwhothe
testisaimedat,whatitspurposeis,whatcontentistobecovered,
whatmethodsaretobeused,howmanypapersorsectionsthereare,
howlongthetesttakes,andsoon.Inaddition,thespecificationswill
needtobeavailabletothoseresponsibleforeditingandmoderating
theworkofindividualitemwritersorteams.Sucheditorsmay
operateinacommitteeorboardofficials.Insmallerinstitutions.
theymaysimplybefellowteachers.Thespecificationsshouldbe
consultedandclearlywritten.
Neededbythoseresponsiblefororinterestedin
establishingthetest
alidity(that'
whetherthetesttestswhatit
issupposedtotest).
Validatorsmaythinkitislessimportanttohave
informationaboutthelengthofthetestanditssections,andmore
importanttoknowthetheoreticaljustificationforthecontent:
what
theoriesofIanguageandproficiencymakethetest,and
whythetest
isthewayitis.
Neededbytestusers
Testusersneeddescriptionsofatest
scontent,anddifferen
sortsofusersmayneedsomewhatdifferentdescriptions.For
example,teacherswhowillberesponsibleforthelearnersplacedin
theirclassesbyatestneedtoknowwhatthetestscoresmean:
theparticularlearnersknew,whattheycando,whattheyneedto
learn.Teacherswhowishtoentertheirstudentsforsomepublic
examinationneedtoknowwhichtestwillbemostappropriatefortheirlearnerinrelationtothecoursethattheyhavebeenfollowing.
Neededbypublishers
Finally,testspecificationsareavaluablesourceofinformationforpublisherswishingtoproducetextbooksrelatedtothetest:
textbookwriterswillensurethatthepracticeinbookstheyproduceareofanappropriatelevelofdifficulty,withappropriatecontent,topics,tasksandsoon.
Alltheseusersoftestspecificationsmayhavedifferingneeds,andwritersofspecificationsneedtobeartheaudieneeinmindwhenproducingtheirspecifications.Whatissuitableforanaudieneemaybequiteunsuitableforanother.
IllContentsoftestspecifications
Timeduration
IVHowtodrawuptestspecifications?
Testpurpose:
teststendtofallintooneofthefollowing
broadcategories:
placement,progress,achievement,proficiencyand
leveloflai
diagnostic.
PIacementtestsaredesignedtoassessstudentsabilitysothattheycanbeplacedintheappropriatecourseorclass.
ProgresstestsaregivenatvariousstagesthroughoutaIanguagecoursetoseewhatthestudentshavelearnt.
Achievementteststendtobegivenattheendofthecourse.Thecontentofbothprogressandachievementtestsisgenerallybasedonthecoursesyllabusorthecoursetextbook.
ProficiencytestsaredesignedtotesttheabilityofstudentswithdifferentIanguagetrainingbackgrounds.Someareintendedtoshowwhetherstudentshavereachedagivenlevelofgenerallanguageability;
othersaredesignedtoshowwhetherstudentshavesufficient
abilitytobeabletouseaIanguageinsomespecificareasuchasmedicine,tourismetc.
Diagnostictestsseektoidentifystrengthsandweaknessesin
students
Ianguageability.
Testpurposeisthenormalstartingpointfordesigningtestspecifications.Forexample:
TestAisaplacementtest,designedtoplacestudentsapplyingforIanguagecoursesatEnglishintoclassesappropriatetotheir
Ianguagelevel.
TestBisintendedtodiagnosestrengthsandweaknessesoffourthyearsecondaryschoolpupilsinEnglishgrammar.
Testconstructandoperations
Everytesthasatheorybehindit:
whatIanguageabilityconsistsof,whatlanguagelearninginvoIvesandwhatlanguageusersdowith
Ianguage.Everytheorycontainsconstructs,whichareitsprincipalcomponentsandtherelationshipbetweenthesecomponents.TestspecificationsneedtomakethetheoreticalframeworkwhichunderliesthetestIanguageskillsandrelationshipsbetweenitsconstructs,aswellastherelationshipbetweenthetheoryandwhatthetestisdesignedfor.Thetestdomainisintendednottoincludeall
theskillsoftheconstructbuttherepresentativecontentsofthelistingskills
Forexample:
LanguageTests
”,hypothesizesreadingskillsastheabilityto:
--recognizewordsandwordgroups,associatingsoundswiththeircorrespondinggraphicsymbols;
--deducethemeaningofwords
--understandexplicitlystatedinformation;
--understandrelationswithinthesentence;
--understandrelationsbetweenpartsofatext;
--perceivetemporalandspatialrelationshipsandalsosequencesofideas;
--understandconceptualmeaning;
--anticipateandpredictwhatwillcomenextinthetext;
--identifythemainideaandothersalientfeaturesinatext;
--generalizeanddrawconclusion;
--understandinformationnotexplicitlystatedbymakingreferences;
--skimandsean(lookingforthegeneralmeaningandreadingforspeeifieinformation);
--readcritically;
--adoptaflexibleapproachandvaryreadingstrategiesaccordingtothetypeofmaterialbeingreadandthepurposeforwhichitisbeingread.
Testtakers
Whatsortoflearnerwillbetakingthetest.
Personalcharacteristics:
age,sex,firstlanguage,countryoforigin.
levelandnatureofeducation,reasonfortakingthetest,professionalinterests
Topicalknowledge:
levelsoftargetIanguagesocialandculturalunderstanding.
Languageability:
levelsoftargetIanguageknowledgeand
Ianguageuseability
Testcontent
Topicisconcernedwithwhatthetestisreadytomeasure,grammarorstructureknowledgeorwriting,speakingandreadingabilities.
FocusisinvoIvedinwhatfunctionstesttasksshouldenablestudentstouseaccordingtotheabovetopic.
Descriptionsoftestcontentshouldbedetailedandcomprehensive:
testcontentshoulddemonstratethatittestswhatthetestissupposedtotestortestcontentvalidity;
testcontentshouldberepresentativefortestconstruct(constructvalidity).
Testmethod
Whattestmethodsaretobeused
-multiplechoice,gapfilling.
matching,transformation,shortanswerquestion,picturedescription,roleplaywithcuecards,essay,structuredwriting,etc?
Intakingtesttypes,testwritersshouldthinkaboutfouraspects:
testvalidity,reliability,authenticityandpracticality.
Testtasksandtexttypes
authentic,objectivelyorsubjectivelyassessable?
Ifitisauthentic,
shouldbethesourcesofthese,thetopics,thedegreeofauthenticity?
Howdifficultorlongshouldtheybe?
Whatfunctionsshouldbe
embodiedinthetexts
-persuasion,definition,summarizing,etc?
HowcomplexshouldtheIanguagebe?
-howmany
Testorganizationsrefertonumberofitemsortasksitemsarerequiredforeachsection?
Weightingconcernswhatisthe
relativeweightforeachitem
-equalweighting,extraweightingfor
moredifficultitems.
Forexample:
weightingforwrittenCET4
新题型的四级考试主要由听力理解、阅读理解、完型填空或改错、写作和翻
译四部分组成。
其中听力理解部分分值比例为35%阅读理解为35%完型填空
或改错部分为10%写作和翻译部分分值比例为20%其中写作部分15%翻译部分5%从各项所占分值来看,即听力249分,阅读249分,完型填空或改错70分,作文142分,各单项分相加之和为总分710分。
Howmanysections/papersshouldthetesthave,howlongshouldtheybeandhowwilltheybedifferentiated?
thetimedifferentiationofCET4
PartIWriting(30minutes)
PartIIReadingcomprehension(skimmingandscanning)(15minutes)
PartIIIListeningcomprehension(35minutes)
PartIVReadingcomprehension(Readingindepth)(25minutes)
PartVCloze(15minutes)
PartVITranslation(5minutes)
Scoringcriterion
Whichcriteriawillbeusedforassessmentbymarkers?
Howimportantisaccuracy,appropriacy,spelling,lengthofutterance/script,etc?
Adescriptionofthecriteriawhichwillbeusedtoevaluate
Criteriaforassessment
Thehighermarkallocationreflectsitsgreaterorganizationalandinterpretationaldemands.
Answersofabout300wordswillberequired.Ascandidatesarerequiredtodevelopalogicalpieceofwritingwhichinterpretstheinformationprovided,itisclearlyimportantthattheyavoidanyattempttodescribeextensivelyalltheinformationprovided.
Candidatesshouldbeabletocompareandcontrast,showcauseandeffectrelationships,drawconclusions,makehypothesesandproduceothersuchpatternsofdiscourse.Theyshouldbeabletoparagraphtheirwritinganduseavarietyofmeanstocreatecohereneeattheintersententialandinterparagraphlevel.Theyshouldbeabletoproducesentencesofa
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