英语教育测量与评价

研

究

生

学

位

< br>课

程

试

卷

院（系、所）

外国语学院

专业

英语

考

试

科

目

英语教育测量与评价

第

二

学期

研究生姓名

戎竞雄

学号

132300176

考试成绩

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月

日

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上海师范大学标准试卷

2013 ~ 2014

学年

第二学期

考试日期

2014

年

8

月

日

科目：英语教育测量与评价

学科教学＋课程与教学论

专业

硕士

13

年级

姓名

戎竞雄

学号

_132300176__

项目

分值

得分

一

45

二

55

三

四

五

六

七

八

总分

100

我承诺，遵守《上海师范大 学考场规则》

，诚信考试。签名：

__

戎竞雄

_____

I. Answer in detail the following questions: (

45%, 15 points for each

)

1.

Suggest

the

differences

between

proficiency

tests

and

achievement

tests.

Give

examples if necessary.

Answer:

A

proficiency

test

assesses

the

general

knowledge

or

skills

commonly

required

for

entry

into

a

group

of

similar

institutions.

One

example

is

TOEFL. Proficiency tests are norm- referenced tests because NRTs have all

the qualities desirable for proficiency decisions. While an achievement test

must

be

designed

with

very

specific

reference

to

a

particular

course.

And

the achievement tests are often directly based on course objectives and will

therefore be criterion-referenced. Such tests

will typically be administered

at the end of a course to determine how effectively students have mastered

the

instructional

objectives.

Achievement

tests

must

be

not

only

very

specifically designed to

measure the objectives of a

given course but

also

flexible enough to help teachers readily respond to what they learn from the

test

about

the

students'

abilities,

the

students'

needs,

and

the

students'

learning of the course objectives. One example is the tests at the end of the

course.

2. The following are two different kinds of score distribution.

.

What

information

do

these

two

figures

convey

us?

(Discuss

from

the

score

distribution of NRT and that of CRT)

Answer:

The

first

figure

conveys

us

that

it

is

a

norm-referenced

test,

which

is

designed to measure global language abilities (for instance, overall English

language

proficiency

including

listening

ability,

reading

comprehension,

and so on). Each student's score on such a test is interpreted relative to the

scores of all other students who took the test. Such comparisons are usually

done

with

reference

to

the

concept

of

the

normal

distribution

(familiarly

known as the bell curve). The purpose of an NRT is to spread students out

along a continuum of scores so that those with poor language abilities are at

one end of the normal distribution, while those with

the other end (with the bulk of the students falling near the middle).

The

second

figure

shows

it

is

a

criterion-referenced

test

(CRT),

which

is

usually

produced

to

measure

well-defined

and

fairly

specific

objectives.

Often

these

objectives

are

specific

to

a

particular

course

or

program.

Each

student's score is meaningful without reference to the other students' scores.

A

student's

score

on

a

particular

objective

indicates

the

percent

of

the

knowledge or skill in that objective that the student has learned.

Moreover, the distribution of scores on a CRT need not necessarily be normal.

If all the students know 100% of the material on all the objectives, then all

the students should receive the same score.

The purpose of a CRT is to measure the amount of learning that a student has

accomplished on each objective. In most cases, the students would know in

advance

what

types

of

questions,

tasks,

and

content

to

expect

for

each

objective.

3.

What

is

reliability

and

validity?

What

is

the

relationship

between

reliability

and

validity? To assess a candidate

’

s oral language ability in an oral test, the examining

body often asks two examiners to score that candidate

’

s performance. Similarly, when

an

examiner

is

grading

a

composition

for

a

certain

test,

i.e.

TEM4,

the

same

composition can be marked by the same examiner on two occasions. Explain in detail

why such measures should be taken.

Answer:

The

test

reliability

is

defined

as

the

extent

to

which

the

results

can

be

considered consistent or stable. Test validity is defined here as the degree to

which a test measures what it claims, or purports, to be measuring.

If teachers administer a

placement test

to

their students

on one occasion,

they

would

like

the

scores

to

be

very

much

the

same

if

they

were

to

administer the same test again. The degree to which a test is consistent, or

reliable can be estimated by calculating a reliability coefficient, which can

go

as

high

as

+1.0

for

a

perfectly

reliable

test

or

as

low

as

0

when

the

results

on

the

test

are

totally

unreliable.

Once

the

tests

are

administered

twice and the pairs of scores for each student are lined up, simply calculate

a Pearson product- moment correlation coefficient between the two sets of

scores.

The

correlation

coefficient

will

provide

a

conservative

estimate

(that

is

underestimate)

of

the

reliability

of

the

test

over

time.

This

reliability estimate can be interpreted as the percent of reliable variance on

the test.

Test validity is defined here as the degree to which a test measures what it

claims,

or

purports,

to

be

measuring.

For

example,

if

a

test

claims

to

measure proficiency in German listening comprehension, that is just what

it should assess.

II. Discussion (

55%, 17 points for 1 and 2, 21 points for 3

)

1. Look at the following table and answer the questions that follow:

1) Calculate the total standard scores for the two students

2)

Compare

the

total

standard

scores

between

the

two

students,

see

which

student

scored

higher,

and

explain

briefly

why

a

teacher

had

better

use

the

total

standard

scores instead of the total raw scores.

Subject

Mean

SD

Student A

Student B

Psychology

81

6

85

80

Writing

85

9

80

91

Listening

70

5

76

85

Comprehension

Reading

74

10

93

66

Literature

88

3

90

95

Total

424

417

Answer :

1)

Subject

Mean

SD

Student

Standard

Student

Standard

A

scores

B

scores

Psychology

81

6

85

0.667

80

-0.17