基本介绍

内容简介

《语言测试与效度验证:基于证据的研究方法》是当代国外语言学与应用语言学文库。

作者简介

作者：（英国）韦尔（Cyril J.Weir）

图书目录

General Editors' Preface Acknowledgements Abbreviations Introduction Part 1 Testing as Validity 1 Language Testing Past and Present 1.1 The Cambridge Proficiency Examination 1913-1945: 'The Garden of Eden', 'the pre-scientific era' 1.2 Developments in the 1960s: the move towards a language-based examination 1.3 The 1975 and 1984 revisions: 'The Promised Land'? The Nature of Test Validity Before the Test Event: A Pr/or/Validity Evidence 3.1 Theory-based validity 3.2 Context validity 4 After the Test Event: A Posteriori Validity Evidence 4.1 Scoring validity 4.2 Criterion-related validity 4.3 Consequential validity Part 2 New Frameworks for Developing and Validating Tests of Reading, Listening, Speaking and Writing Introduction 5 Test Takers 5.1 Physical/physiological characteristics: making accommodations 5.2 Psychological characteristics: affective schemata 5.3 Experiential characteristics: familiarity 6 Context Validity in Action 6.1 Task setting 6.2 Task demands 6.3 Setting and test administration 7 Theory-based Validity in Action 7.1 Reading 7.2 Listening 7.3 Speaking 7.4 Writing 8 Response Formats 8.1 Techniques for testing reading comprehension 8.2 Techniques for testing listening comprehension 8.3 Techniques for testing speaking 8.4 Techniques for testing written production 9 Scoring Validity in Action 9.1 Scoring written production 9.2 Scoring speaking tests 9.3 Internal reliability of receptive tests 9.4 Scores, grading and post-exam validation procedures 10 External Validities in Action 10.1 Criterion-related validity 10.2 Consequential validity Part 3 Generating Validity Evidence Introduction 11 Research Methodologies for Exploring the Validity of a Test 11.1 An introductory note on research 11.2 A priori validation: investigating the specification of the construct and the operationalization of the test 11.3 Establishing context validity 11.4 Establishing theory-based validity evidence 11.5 Establishing scoring validity evidence 11.6 Establishing evidence on a posteriori validities Part 4 Further Resources in Language Testing 12 Key Sources 12.1 Books 12.2 Journals 12.3 Professional associations 12.4 Principal testing conferences 12.5 Email lists and bulletin boards 12.6 lntemet sites 12.7 Databases 12.8 Statistical packages Postscript References Index

文摘

v The time to be spent on each task should be clearly indicated on the testpaper and the invigilators should encourage students to comply with the instructions. In writing we are also concerned with time available: the speed at which processing must take place, the length of time available to write, normal time constraints, whether it is an exam or an assignment to hand in, and the number of revisions or drafts allowed, i.e., the process element. Out side of examination essays, in the real world, writing tasks would not be timed at all and students would be allowed maximum opportunity and access to resources for demonstrating their writing abilities. There are, as we know,many difficulties in fully replicating reality. Considerations such as time constraints, scoring validity and test security requirements make longer,processoriented tests impractical in most situations （see Chapter 7 fordiscussion of this in relation to portfolio assessment）. The texts we get candidates to produce obviously have to be long enough for them to be marked reliably. If we want to establish whet her a student canorganize a written product into a coherent whole, length is obviously a key factor. As regards an appropriate time for completion of productoriented writing tasks in an actual examination setting, Jacobs etal. （1981: 19）, in the irresearch on the Michigan Composition Test, found that a time allowance of30 minutes probably gave most students enough time to produce an adequatesample of their writing ability.