基于测试有用性理论对高等学校英语应用能力测试写作试题任务质量的分析
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摘要
测试有用性理论是Bachman和Palmer提出的评价一项测试是否有效、合理、有用,其试题任务是否具有高质量的重要标准。依据测试有用性理论框架分析主要面向高职院校学生的高等学校英语应用能力测试写作部分试题任务的质量。通过分析其信度、构念效度、真实性、互动性、影响和可行性等几大要素的完成度,进而分析写作部分试题任务的有用性。研究结果表明,该测试写作部分的试题任务具有较高质量,体现了测试有用性理论模型中六大要素的主要特征,能够有效测评受试者的英语实际写作能力,但试题内容选材的问题仍有待改进。
Test Usefulness Theory has been put forward by Bachman & Palmer(1996)to determining whether a test is effective,reasonable and useful,and also being the important criterion to assess whether the test tasks own high quality. This paper tries to analyse the writing test tasks' quality in Practical English Test for Colleges based on Test Usefulness Theory,specifically with the purpose to analyze the writing test tasks' reliability,construct validity,interactiveness,impact and practicality to determine whether the test items should be considered useful. The results indicate that the writing task of the test owns high quality,demonstrating the main characteristics of the six elements in Test Usefulness Theory,and could be used as an effective way to test test-takers' practical English writing ability. However,the content selection of the writing task needs to be improved by test designers.
Test Usefulness Theory has been put forward by Bachman & Palmer(1996)to determining whether a test is effective,reasonable and useful,and also being the important criterion to assess whether the test tasks own high quality. This paper tries to analyse the writing test tasks' quality in Practical English Test for Colleges based on Test Usefulness Theory,specifically with the purpose to analyze the writing test tasks' reliability,construct validity,interactiveness,impact and practicality to determine whether the test items should be considered useful. The results indicate that the writing task of the test owns high quality,demonstrating the main characteristics of the six elements in Test Usefulness Theory,and could be used as an effective way to test test-takers' practical English writing ability. However,the content selection of the writing task needs to be improved by test designers.
引文
[1]Bachman,L.F.Building and Supporting A Case for Test Use[J].Language Assessment Quarterly,2005,(1):1-34.
[2][3][11][13][17][20][28][33]Bachman,L.F.&A.S.Palmer.Language Testing in Practice:Designing and Developing Useful Language Test[M].Oxford:Oxford University Press,1996.
[4][7][14]杨惠中.有效测试、有效教学、有效使用[J].外国语,2015,(1):2-26.
[5][12][16][22][34]辜向东,彭康洲.从测试有用性到测试使用论证:Bachman语言测试理论的新发展[J].中国外语,2008,(6):37-41.
[6][8][10][15][19][21][24][31][35]Brown,H.D.&Abeywickrama,P.Language Assessment:Principles and Classroom Practices(2nd Edition)[M].Beijing:Tsinghua University Press,2013.
[9]Messick,S.Validity and Washback in Language Testing[J].Language Testing,1996,(13):241-256.
[18][23]韩宝成,罗凯洲.语言测试效度及其验证模式的嬗变[J].外语教学与研究,2013,(3):411-425.
[25]郭静,张树刚,张丹海,等.高等学校英语应用能力考试北京高校考试情况分析研究[J].北京城市学院学报,2013,(5):75-81.
[26]教育部高等教育司.高职高专教育英语课程教学基本要求[M].北京:高等教育出版社,2006.
[27]教育部高等学校英语应用能力考试大纲制订组.高等学校英语应用能力考试大纲和样题[M].北京:高等教育出版社,2001.
[29][30][32]Weigle,S.C.Assessing Writing[M].Cambridge University Press,2002.
[2][3][11][13][17][20][28][33]Bachman,L.F.&A.S.Palmer.Language Testing in Practice:Designing and Developing Useful Language Test[M].Oxford:Oxford University Press,1996.
[4][7][14]杨惠中.有效测试、有效教学、有效使用[J].外国语,2015,(1):2-26.
[5][12][16][22][34]辜向东,彭康洲.从测试有用性到测试使用论证:Bachman语言测试理论的新发展[J].中国外语,2008,(6):37-41.
[6][8][10][15][19][21][24][31][35]Brown,H.D.&Abeywickrama,P.Language Assessment:Principles and Classroom Practices(2nd Edition)[M].Beijing:Tsinghua University Press,2013.
[9]Messick,S.Validity and Washback in Language Testing[J].Language Testing,1996,(13):241-256.
[18][23]韩宝成,罗凯洲.语言测试效度及其验证模式的嬗变[J].外语教学与研究,2013,(3):411-425.
[25]郭静,张树刚,张丹海,等.高等学校英语应用能力考试北京高校考试情况分析研究[J].北京城市学院学报,2013,(5):75-81.
[26]教育部高等教育司.高职高专教育英语课程教学基本要求[M].北京:高等教育出版社,2006.
[27]教育部高等学校英语应用能力考试大纲制订组.高等学校英语应用能力考试大纲和样题[M].北京:高等教育出版社,2001.
[29][30][32]Weigle,S.C.Assessing Writing[M].Cambridge University Press,2002.