高中英语阅读测试选择题型的效度分析
摘要
高中英语阅读测试无论从英语学习的角度还是从所占的分数比重上都体现了其重要性,相应地阅读测试也就非常重要。阅读测试的目的就是要考查学生的阅读能力,而判断某种测试是否有效度最主要就是看测试能否能够测出想要考查的内容,把这两方面结合,即评价阅读测试效度如何最主要的就是看在多大程度上能够考查出学生的阅读能力。
现阶段的高中英语阅读测试以及练习题基本都是采用选择题的方式,这种测试方式下的阅读成绩基本成了衡量学生阅读能力的唯一标准。阅读水平的高低之分需要通过测试来体现,但是如果测试手段本身有缺陷,就很难如实反映所考察内容的真实情况。很明显选择题正确率的提高并不等同于阅读能力的提高。为了证实以上观点,设计并进行了调查研究。
本文首先回顾了阅读测试相关的理论,然后从理论角度分析了选择题作为阅读测试手段的优缺点分析,并通过对60位在职高中教师和99名高二学生的问卷及试卷调查,总结归纳了选择题作为阅读测试手段出现的三个问题:(1)选择题的测试成绩与实际阅读能力的差距。(2)选择题的测试成绩中的猜测成分。(3)与现实需要的脱节。
从教师和学生两个角度,结合教师问卷、学生问卷、学生试卷,以及对学生的访谈这四方面的资料进行了数据分析,最后围绕在问卷设计中提出的三个问题提出了相应的教学建议。
From the English learning perspective, reading comprehension in high school plays an essential role and the proportion of scores implies its importance in English testing as well. The obvious purpose of reading comprehension test is to objectively reveal the learners’reading competence. If a test can test what it supposed to test, it has good validity. In this case, when we judge whether a reading comprehension test is valid or not, the main criterion is to see how effective it can reveal the learners’reading competence.
At present, most of the English tests and exercises in senior high school take multiple choices as the only method. In this way, the scores of multiple choices are regarded as an only judgment on one’s reading competence. However, if the test method itself has some shortcomings, it can hardly reveal the learners’competence objectively and convincingly. It is obvious that the larger amount of correct choices one ticks does not equate one’s real competence. In order to prove this truth, the present research has been devised and complemented.
First of all, the thesis reviews the theories related to reading testing and then analyses the merits and defects of multiple choices as reading test method. The thesis does a survey to 60 senior high school teachers and 99 students of Grade 2 by the way of questionnaires and test paper. Through the investigation and analysis, three conclusions are reached, i.e.: (1) a disparity between the multiple choices results and objective reading competence. (2) guessing on the part of test takers in multiple choice results. (3) distraction from the real reading purposes in reality.
The data collected concern both teachers and students, which the thesis analyses in great details. During such a process, the thesis efficiently integrates the questionnaires from teachers and the students, the test paper done by the students and the interview to some students. At last, relative implications and suggestions are proposed according the above discussion.
现阶段的高中英语阅读测试以及练习题基本都是采用选择题的方式,这种测试方式下的阅读成绩基本成了衡量学生阅读能力的唯一标准。阅读水平的高低之分需要通过测试来体现,但是如果测试手段本身有缺陷,就很难如实反映所考察内容的真实情况。很明显选择题正确率的提高并不等同于阅读能力的提高。为了证实以上观点,设计并进行了调查研究。
本文首先回顾了阅读测试相关的理论,然后从理论角度分析了选择题作为阅读测试手段的优缺点分析,并通过对60位在职高中教师和99名高二学生的问卷及试卷调查,总结归纳了选择题作为阅读测试手段出现的三个问题:(1)选择题的测试成绩与实际阅读能力的差距。(2)选择题的测试成绩中的猜测成分。(3)与现实需要的脱节。
从教师和学生两个角度,结合教师问卷、学生问卷、学生试卷,以及对学生的访谈这四方面的资料进行了数据分析,最后围绕在问卷设计中提出的三个问题提出了相应的教学建议。
From the English learning perspective, reading comprehension in high school plays an essential role and the proportion of scores implies its importance in English testing as well. The obvious purpose of reading comprehension test is to objectively reveal the learners’reading competence. If a test can test what it supposed to test, it has good validity. In this case, when we judge whether a reading comprehension test is valid or not, the main criterion is to see how effective it can reveal the learners’reading competence.
At present, most of the English tests and exercises in senior high school take multiple choices as the only method. In this way, the scores of multiple choices are regarded as an only judgment on one’s reading competence. However, if the test method itself has some shortcomings, it can hardly reveal the learners’competence objectively and convincingly. It is obvious that the larger amount of correct choices one ticks does not equate one’s real competence. In order to prove this truth, the present research has been devised and complemented.
First of all, the thesis reviews the theories related to reading testing and then analyses the merits and defects of multiple choices as reading test method. The thesis does a survey to 60 senior high school teachers and 99 students of Grade 2 by the way of questionnaires and test paper. Through the investigation and analysis, three conclusions are reached, i.e.: (1) a disparity between the multiple choices results and objective reading competence. (2) guessing on the part of test takers in multiple choice results. (3) distraction from the real reading purposes in reality.
The data collected concern both teachers and students, which the thesis analyses in great details. During such a process, the thesis efficiently integrates the questionnaires from teachers and the students, the test paper done by the students and the interview to some students. At last, relative implications and suggestions are proposed according the above discussion.
引文
[1]陈晓扣.论英语客观试题猜测的是与非及衡量方法[J].解放军外国语学报,1999,22(1):70-74.
[2]陈晓扣.阅读理解多项选择测试的效度研究[J]. 洛阳大学学报, 2006,21(3):112-114.
[3]高兰生,陈辉岳.英语测试论[M].广西:广西教育出版社,1996.
[4]国内外英语测试研究文选[C]北京:国家基础教育实验中心外语教育研究中心,2006.
[5]韩宝成. 语言测试:理论、实践与发展[J]. 外语教学与研究(外国语文双月刊),2000, 32(1):47-52.
[6]教育部《基础教育课程》编辑部. 中学新课标资源库英语卷[M] 北京:北京工业大学出版社,2004. 13-15.
[7]孔德惠. 英语测试学[M]. 长春:东北师范大学出版社,2000. 78-123, 152-156.
[8]孔德惠.我国大规模水平考试偏重选择题的倾向亟待纠正(一)[J].基础教育外语教学研究,2003, 9:16-20.
[9]孔德惠.我国大规模水平考试偏重选择题的倾向亟待纠正(二)[J].基础教育外语教学研究,2003,10:14-18.
[10]孔德惠.我国大规模水平考试偏重选择题的倾向亟待纠正(三)[J].基础教育外语教学研究,2004,4:24-27.
[11]李筱菊.语言测试科学与艺术[M]. 长沙: 湖南教育出版社,1997.8-24,77-78,162-272.
[12]李国芳,石 维. 试论英语阅读诸变量对阅读的影响[J].山西广播电视大学学报,2004,2:57-58.
[13]李清华,论交际测试中的真实性[J]. 外语界, 2001,6:68-78.
[14]李 俊,葛俊丽. 论英语阅读测试的内容效度问题[J].浙江工业大学学报(社会科学),2002,30(6):603-609.
[15]马丽雅,白 静.浅析国内英语测试研究现状-对8种外语类核心期刊5年(1999年-2003年)的统计分析[J]. 外语与外语教学,2007,2:33-36.
[16]潘之欣.语言测试中的多项选择题型[J].外语界,2001,4:67-74.
[17]舒运祥.语言测试理论与方法[M].上海: 世界图书出版社,1999.
[18]王 欢. 多项选择题与简答题在阅读测试中的效度构成[J].大学英语(学术版),2006,3(1):320-324.
[19]武尊民. 英语测试的理论与实践[M]. 北京:外语教学与研究出版社,2002. 78-99.
[20]夏铭.多项选择题的特点与命题[J].长沙电力学院学报(社会科学版), 2001,16(3):40-44.
[21]杨钟琳. 语言测试的原则和方法[M]. 杭州:杭州大学出版社,1996. 7-22, 178-180.
[22]杨惠中. 语言测试与语言教学[J].外语界,1999,1:16-25.
[23]Alderson,J.C. Language Testing in the 1990s[M].London and Basingstoke: Macmillan Publishers Limited,1991.
[24]Alderson, J. C. Assessing Reading [M]. Bridge: Cambridge University Press, 2000.
[25]Alderson, J. C. The testing of reading [M]. Shanghai: Shanghai Foreign Language Education Press, 2002. 212-228.
[26]Alderson, J. C., Clapham, C., Wall Dianne. Language test construction and evaluation [M]. Cambridge: Cambridge University Press,1995.
[27]Alderson C,D.Wall. Does washback exist? [J]. Applied Linguistics, 1993.14:116-129.
[28]Bachman,L.F.. Fundamental Consideration in Language Testing [M].Oxford: OUP.,1990.116-152.
[29]Bachman, L. F.. Palmerl A.S. Language Testing in Practice[M].Oxford:OUP.,1996. 48-57.
[30]Bachman,L.F.. Fundamental Considerations in Language Testing[M].Shanghai: Shanghai Foreign Languages and Education Press,1997.
[31]Chomsky,N. Aspects of the Theory of Syntax [M]. Massachusetts (USA): MIT Press, 1965.
[32]Canale,M.,M.Swain. Theoretical bases of Communicative approaches to second language teaching and testing[J].Applied Linguistics, 1980,1(1).47.
[33]Christine Nuttall.Teaching Reading Skills in a Foreign Language [M]. Shanghai: Shanghai Foreign Language Education Press,2002.6-17.
[34]Davies, A Principles of Language Testing [M].Oxford: Blackwells,1990.
[35]Francoise Grellet. Developing Reading Skills. Cambridge University Press.1981.
[36]Grade W. Current developments in second language reading research[J].TESOL Quarterly, 1991.25(3):375-406.
[37]Heaton,G.B. Writing English Language Tests (Second edition)[M]. Harlow: Longman, 1988.25-26.
[38]Heaton,G.B. Classroom Testing[M].Harlow:Longman,1990.
[39]Hopkins, C.D.,Antes,R.L..Classroom Measurement and Evaluation [M].Itasca: F.E. Peacock Publishers, 1990.
[40]Hughes A. Testing for Language Teachers [M].Cambridge:CUP.,1989.59-62,137.
[41]Munby,J. Communicative Syllabus Design[M].Cambridge: Cambridge University Press, 1978.
[42]Oller, J. Language Tests at School [M]. London: Longman,1979.212.
[43]Thorndike, R.L.EducationalMeasurement.2nd [M].WashingtonD.C.:American Councilon Education,1971.
[44]Weir, C. J.Identifying the language needs of overseas students in tertiary education in the United Kingdom[M].London: University of London,1983.
[45]Weir, C. J. Communicative Language Testing [M].New York: Prentice-Hall International (UK) Ltd.,1990.43-44.
[46]Weir,C.J.Understanding and Developing Language Tests [M].PrenticeHall. International(UK)Ltd,1993.
[47]Weir, Cyril. J. Language testing and validation: an evidence-based approach[M]. Basingstoke, Hampshire: Palgrave Macmillan, 2005.
[48]Watanabe, Y. Methodology in washback studies [C] New Jersey: Lawrence Erlbaum Associates, 2004:19-36.
[49]Widdowson H G.Teaching Language as Communication[M].Oxford: Oxford University Press,1978.
[50]Widdowson H G. Learning Purpose and Language Use[M].Oxford: Oxford University Press,1983.
[2]陈晓扣.阅读理解多项选择测试的效度研究[J]. 洛阳大学学报, 2006,21(3):112-114.
[3]高兰生,陈辉岳.英语测试论[M].广西:广西教育出版社,1996.
[4]国内外英语测试研究文选[C]北京:国家基础教育实验中心外语教育研究中心,2006.
[5]韩宝成. 语言测试:理论、实践与发展[J]. 外语教学与研究(外国语文双月刊),2000, 32(1):47-52.
[6]教育部《基础教育课程》编辑部. 中学新课标资源库英语卷[M] 北京:北京工业大学出版社,2004. 13-15.
[7]孔德惠. 英语测试学[M]. 长春:东北师范大学出版社,2000. 78-123, 152-156.
[8]孔德惠.我国大规模水平考试偏重选择题的倾向亟待纠正(一)[J].基础教育外语教学研究,2003, 9:16-20.
[9]孔德惠.我国大规模水平考试偏重选择题的倾向亟待纠正(二)[J].基础教育外语教学研究,2003,10:14-18.
[10]孔德惠.我国大规模水平考试偏重选择题的倾向亟待纠正(三)[J].基础教育外语教学研究,2004,4:24-27.
[11]李筱菊.语言测试科学与艺术[M]. 长沙: 湖南教育出版社,1997.8-24,77-78,162-272.
[12]李国芳,石 维. 试论英语阅读诸变量对阅读的影响[J].山西广播电视大学学报,2004,2:57-58.
[13]李清华,论交际测试中的真实性[J]. 外语界, 2001,6:68-78.
[14]李 俊,葛俊丽. 论英语阅读测试的内容效度问题[J].浙江工业大学学报(社会科学),2002,30(6):603-609.
[15]马丽雅,白 静.浅析国内英语测试研究现状-对8种外语类核心期刊5年(1999年-2003年)的统计分析[J]. 外语与外语教学,2007,2:33-36.
[16]潘之欣.语言测试中的多项选择题型[J].外语界,2001,4:67-74.
[17]舒运祥.语言测试理论与方法[M].上海: 世界图书出版社,1999.
[18]王 欢. 多项选择题与简答题在阅读测试中的效度构成[J].大学英语(学术版),2006,3(1):320-324.
[19]武尊民. 英语测试的理论与实践[M]. 北京:外语教学与研究出版社,2002. 78-99.
[20]夏铭.多项选择题的特点与命题[J].长沙电力学院学报(社会科学版), 2001,16(3):40-44.
[21]杨钟琳. 语言测试的原则和方法[M]. 杭州:杭州大学出版社,1996. 7-22, 178-180.
[22]杨惠中. 语言测试与语言教学[J].外语界,1999,1:16-25.
[23]Alderson,J.C. Language Testing in the 1990s[M].London and Basingstoke: Macmillan Publishers Limited,1991.
[24]Alderson, J. C. Assessing Reading [M]. Bridge: Cambridge University Press, 2000.
[25]Alderson, J. C. The testing of reading [M]. Shanghai: Shanghai Foreign Language Education Press, 2002. 212-228.
[26]Alderson, J. C., Clapham, C., Wall Dianne. Language test construction and evaluation [M]. Cambridge: Cambridge University Press,1995.
[27]Alderson C,D.Wall. Does washback exist? [J]. Applied Linguistics, 1993.14:116-129.
[28]Bachman,L.F.. Fundamental Consideration in Language Testing [M].Oxford: OUP.,1990.116-152.
[29]Bachman, L. F.. Palmerl A.S. Language Testing in Practice[M].Oxford:OUP.,1996. 48-57.
[30]Bachman,L.F.. Fundamental Considerations in Language Testing[M].Shanghai: Shanghai Foreign Languages and Education Press,1997.
[31]Chomsky,N. Aspects of the Theory of Syntax [M]. Massachusetts (USA): MIT Press, 1965.
[32]Canale,M.,M.Swain. Theoretical bases of Communicative approaches to second language teaching and testing[J].Applied Linguistics, 1980,1(1).47.
[33]Christine Nuttall.Teaching Reading Skills in a Foreign Language [M]. Shanghai: Shanghai Foreign Language Education Press,2002.6-17.
[34]Davies, A Principles of Language Testing [M].Oxford: Blackwells,1990.
[35]Francoise Grellet. Developing Reading Skills. Cambridge University Press.1981.
[36]Grade W. Current developments in second language reading research[J].TESOL Quarterly, 1991.25(3):375-406.
[37]Heaton,G.B. Writing English Language Tests (Second edition)[M]. Harlow: Longman, 1988.25-26.
[38]Heaton,G.B. Classroom Testing[M].Harlow:Longman,1990.
[39]Hopkins, C.D.,Antes,R.L..Classroom Measurement and Evaluation [M].Itasca: F.E. Peacock Publishers, 1990.
[40]Hughes A. Testing for Language Teachers [M].Cambridge:CUP.,1989.59-62,137.
[41]Munby,J. Communicative Syllabus Design[M].Cambridge: Cambridge University Press, 1978.
[42]Oller, J. Language Tests at School [M]. London: Longman,1979.212.
[43]Thorndike, R.L.EducationalMeasurement.2nd [M].WashingtonD.C.:American Councilon Education,1971.
[44]Weir, C. J.Identifying the language needs of overseas students in tertiary education in the United Kingdom[M].London: University of London,1983.
[45]Weir, C. J. Communicative Language Testing [M].New York: Prentice-Hall International (UK) Ltd.,1990.43-44.
[46]Weir,C.J.Understanding and Developing Language Tests [M].PrenticeHall. International(UK)Ltd,1993.
[47]Weir, Cyril. J. Language testing and validation: an evidence-based approach[M]. Basingstoke, Hampshire: Palgrave Macmillan, 2005.
[48]Watanabe, Y. Methodology in washback studies [C] New Jersey: Lawrence Erlbaum Associates, 2004:19-36.
[49]Widdowson H G.Teaching Language as Communication[M].Oxford: Oxford University Press,1978.
[50]Widdowson H G. Learning Purpose and Language Use[M].Oxford: Oxford University Press,1983.