大学英语测试复习资料

简答题

1. What are the purpose of classroom test? (1)enabling teachers to increase their

own effectiveness by making adjustments in their teaching to enable certain groups of students o r individuals in the class to benefit more.(2)help to locate the precise areas of difficulty encounter ed by the class or by the individual student.(3)enable the teacher to ascertain which parts of the l anguage programme have been found difficulty by the class. In this way, the teacher can evaluate the effectiveness of the syllabus as well as the methods and materials he or she is using.

2. What is the test of vocabulary of concernt?(1)vocabulary(concerned with word meanings,word formation and collocations) (2)A test of vocabulary measures students’knowledge of the meaning of certain words.

3. What are the four approaches to language testing?(1)the essay-translation

approach(2)the structuralist approach(3)the integrative approach(4)the communicative approach . 4. How should dictation be given?(1)read through the whole dictation passage at approaching normal conversational speed(2)dictate in meaningful units of sufficient length to cha llenge the students short-term memory span.(3)after the dictation,the whole passage is read onc

e more at slightly slower than normal speed.

5. Analysis subjective and objective testing(1)subjective and objective are terms

used to refer to scoring of tests.all test items,no matter how they are devised,require candidates t o exercise a subjective judgement.(2)be ability reading and vocabulary are often measured by obj ective tests while be ability to write and to speak can be measured by subjective.(3)objective test s require far more careful preparation than subjective tests,examiners tend to spend a relatively s hort time on setting the questions but considerable time on marking.in an objective test the teste r spends a great deal of time constructing each test item 6. What’s kind of objective is a poor test?(1)the test items are poorly

written(2)irrelevant areas and skills are emphasized in test simply because they are’testable’(3)it is confined to language-based usage and neglects the communicative skills involved.

7. Principles should be observed when multiplechoice items are constructed(1)each

multiple-choice item should have only one answer(2)only one feature at a time should be tested( 3)each option should be grammatically correct when placed in the stem(4)all multiple-choice ite ms should be at a level appropriate to the proficiency level of the testees(5)multiple-choice items should be as brief and as clear as possible(6)in many tests,item are arranged in rough order of in creasing difficulty.

8. What are the types of subjective items to test grammar? Multiple-choice items.

Error-recognition items. Rearrangement items. Completion items. Transformation items. Items in volving the changing of words. ‘broken sentence’ items. Pairing and matching items. Addition items.

9. to compare and assess three types of multiple-choice.item types 2 and 3 are

preferable to 1 because the options do not interrupt the flow of meaning in the sentence: these it ems present the entire sentence so that it can be read at a glance. Unfortunately,type 1 confuses the reader because of the long parenthesis. Item type 4 shows the correct form as part of the sen tence in such a way that it cannot be compared on equal terms with the other options.

10. why is passage is taken straight from a newspaper article good ? the context

provides students with enough background knowledge and details to avoid ambiguity and alterna tive interpretations, and the newspaper report itself is very interesting, does it really matter if it

will not allow us the opportunity to test every point of grammar which we may want to test?stud ents taking this test are being given a real feel for the language they are learning.

11. 比较type1 and type2.(1)item type 2 allows the test writer to test errors caused by omission, this type of error cannot be tested by the first item of the error-recognition.however, th ere are different ways of correcting many sentences.(2)for this reason, the test writer is strongly a dvised to avoid items of the second type.

12. what can not be tested by rearrangement? (1)structure,inversion.(2)the order of

adjectives and the position of adverbs can be tested in this way, as indeed can several other gram matical areas.

13. what are the three ways of restricting the choice available to the testees?(1)by

providing a context(2)by providing data(3)by using multiple-choice techniques. 14. what are the t wo advantages in using a passage of continuous prose rather than

separate sentences?(1)the use of context often avoids the kinds of ambiguity referred to in the pr evious paragraphs.(2)the students experience the use of grammar in context, being required to u se all the context clues available in order to guess many of the missing words.

15. lexical items can be selected from: the syllabus. The students’ textbook. The

students’ reading material. Lexical errors taken from students’ free-written work 16. what are the guidelines for writing items?(1)if the problem area being tested is

located in the options(2)each option should belong to the same word class as the word in the ste m.(3)the correct option and the distractors should be at approximately the same level of difficulty .(4)there is some disagreement concerning the relationship of the options to the problem area be ing tested.(5)all the options should be approximately the length.

17. what are the three ways administered the listening con?(1)the testees receive note

paper and take notes while they listen to the lecture. They are then given the question paper.（2）the testees listen to the lecture and then receive the question paper.

18. what should we know using written texts as the basis of a listening

comprehension?(1)keep to the normal delivery rate , increasing the length of pauses at the end o f breath segments.(2)the written text itself should be adapted to assume the features of speech a s far as possible.(3)it is most inadvisable to attempt to introduce other essential features of spoke n discourse when adapting written texts for the purposes of reading aloud.

19. what are the types of listening comprehension test? Multiple-choice items than

others. Questions set in a tabular form. Visuals. Open-ended questions. True/false items

20. what are the some difficulties in testing the speaking skills?(1)as it is far too

complex a skill to permit any reliable analysis to be made for measuring the speaking skills and to the weighting given to such components as correct pronunciation remain largely unanswered.(3)i n many tests of oral production from the listening skills.(4)this very interdependence of the speak ing and listening skills increases the difficulty of any serious attempt to analyse precisely what is b eing tested at any one time.(5)since the spoken language is transient, it is impossible without a ta pe recorder to apply such procedures as in the marking of compositions.(6)another difficulty in or al testing is that of administration.

21. what are the four main types of oral tests? Reading aloud. Conversational

exchanges. Using pictures for assessing oral production. The oral interview.

22. how do linguists argue for and against the method of oral interview in oral tests? Supporters of the oral interview claim that the examination at least appears to offer a realistic me

ans of assessing the total oral skill in a ‘natural’ speech situation. Others, however, argue that the examination nevertheless is artificial and unrealistic: students are placed not in natural, real-li fe speech situation s but in examination situations. They are thus susceptible to psychological ten sions and also to constraints of style and register necessary in such a situation.

23. what are the solutions to solve the conproversail idea of linguists on oral interview

in oral test?(1)one solution to this problem is to have the class teacher as the interviewer.(2)the i nterviewer should never attempt to note down marks or comments while the student is still enga ged in the interview.(3)another solution to problems caused by tension and language constraints i s to interview students in pairs or even threes, thus not only putting them more at ease through t he presence of a friend or classmate but also enabling them to speak to each other as members o f the same peer group.(4)the oral interview should be scored only after the student has left the r oom.

24. what is the detail marking scheme? It is a marking method involving accuracy of pronunciation, grammar, vocabulary, appropriacy, fluency and ease of speech. 25. what is compre hensive and balanced examination of oral production might thus

consist of?(1)an oral interview involving two students,(2)a short problem-solving activity involvin g the comparison or sequencing of pictures,etc.(3)a longer activity comprising group discussion o r a role play.

26. what are the types of reading confrehension? Multiple-choice items, ture/false

items, matching items, rearrangement items, ordinary completion items, completion of informati on in tables, open-ended questions.

27. the true/false test, however , has two main disadvantages : firstly, it can

encourage guessing, secondly, as the base score is 50 per cent.

28. how do teachers publish students for essay? Each correct answer will be awarded

two marks, however, for each wrong answer, one mark will be deducted from your score. It is bet ter, therefore, not to guess blindly and to leave a blank if you do not

write the rubric in short sentences-clearly and concisely(2)another solution is to use the students ’ first language when the test group is monolingual.

38. what are the broad divisions of language tests agreed on by most test specialists?

(1)achievement/attainment tests, proficiency tests, aptitude tests and diagnostic tests.(2)the prog ress test is designed to measure the extent to which the students have mastered the material tau ght in the classroom.(3)the proficiency test looks forward, defining a student’s language proficiency with reference to a particular task which he or she will be required to perf orm(4)a language aptitude test is designed to measure the student’s probable performance in a foreign language which he or she has not started to learn(5)although the term diagnostic test is widely used, few tests are constructed solely as diagnostic tests.(6)not e that diagnostic testing is frequently carried out for groups of students rather than for individual s. 名词解释

Active vocabulary: the words they should be able to use in speaking and in writing. Passive vocab ulary: the words they should be able to recognize and understand when they are listening to som eone or when they are reading.

Language elements: if the students have been learning English for only a relatively brief period, it is highly likely that we shall be chiefly concerned with their ability to handle the language elemen ts correctly.

The integrative approach: this approach involves the testing of language in context and is thus co ncerned primarily with meaning and the total communicative effect of discourse. Consequently, i ntegrative tests do not seek to separate language skills into neat divisions in order to improve test reliability.

Communicative tests: are concerned primarily with how language is used in communication. Refl ect the culture of a particular country because of their emphasis on context and the use of authe ntic materials.

Multiple-choice items: general: one of the most widely used types of items in objective tests.Can provide a useful means of teaching and testing in various learning situation provided that it is alw ays recognized that such items test knowledge of grammar, vocabulary, etc. rather than the abilit y to use language.

Stem: the choices from which students select their answers are referred to as options/responses/ alternatives.

Option: correct option or key, while the other options are distractors.

Constructing transformation items(1)rewrite sentences, beginning each new sentence with the w ords given.(2)rewrite a sentence beginning with a certain word underlined in the original sentenc e.(3)to substitute a given verb in a sentence.

Constructing items involving the changing of words(1)this types of item is useful for testing the st udent’s ability to use correct tenses and verb forms(2)tenses of word and words building are the two ty pes

Constructing ‘broken sentence’ items(1)this type of item4 tests the students ability to write fu ll sentences from a series of words and phrases(2)it is nevertheless a useful device for testing gra mmar(3)when setting this item, make sure that the instructions are very clear indeed and provide one or two examples.

Combination items: students are instructed to join each pair of sentences, using the word in brack ets.

Addition items: students are instructed to insert the word in capitals in the most appropriate plac e in each sentence.

Tests of stress and intonation: the following item type3 is designed to test the ability to recognize word stress or sentence stress. The testees listen to a sentence and are required to indicate the sy llable which carries the main stress of the whole structure. Extra-linguistic factors: memory, know ledge of a topic and interest in that topic. It is thus important to avoid testing memorization of un important and irrelevant points in a talk.

Exploratory talk: the language people use when trying to communicate rather than when they ar e engaged in the mechanical production of verbal formulae or patterns. Role-play: activities can a lso be used successfully to test oral communicative ability. Open-ended: is used to refer to those questions which elicit a completely subjective response on the testees,open-ended questions whi ch require students to write an answer in a sentence of their own.

Impression method: marking entails one or more markers awarding a single mark, based on the t otal impression of the composition as a whole.

Net result: is far more reliable than a mark based on a single judgement.

Analytic method: is recommended for such purposes. This method depends on a marking scheme which has been carefully drawn up by the examiner or body of examiners.

Local errors: an important distinction is now made between global and local errors, those errors which cause only minor trouble and confusion in a particular clause or sentence without hinderin g the reader’s comprehension.

Global errors: are usually those errors which involve the overall structure of a sentence and result in misunderstanding or even failure to understand the message which is being conveyed.

Face validity: if a test item looks right to other testers, teachers, moderators, and testees, it can b e described as having at least face validity.

Content validity: this kind of validity depends on a careful analysis of the language being tested a nd of the particular course objectives.

Raw marks: marks awarded by counting the number of correct answers on a test script are known as raw marks.

Range: one simple way of measuring the spread of marks is based on the difference between the highest and lowest scores, thus, if the highest score on a 50-item testis 43 and the lowest 21, the range is from 21 to 43 .

Standard deviation: the standard deviation is one way of showing the spread of scores, it shows h ow all the scores are spread out and thus gives a fuller description of test scores than the range. 客观题判断：

1. both testing and teaching are so closely interrelated that it is virtually impossible to

work in either field without being constantly concerned with the other.

2. evaluation of student performance for purposes of comparison or selection is only

one of the functions of a test.

3. there would be no rigid distinction drawn between the four different skills as in

most traditional tests in the past, a test of reading now being used to provide the basis for a relat ed test of writing or speaking.

4. a good language test may contain either recognition-type items or

production-type items, or a combination of both.

5. the essay-translation approach usually consist of essay writing, translation, and grammatical analysis.

6. integrative tests are best characterized by the use of (cloze testing) and of

dictation.

7. the principle of cloze testing is based on the Gestalt theory of ‘closure’.

8. a much wider sample of grammar, vocabulary and phonology can generally be

included in an objective test than in a subjective test.

9. context is of the utmost importance in all tests. Both linguistic context and

situational context are essential in using language.

10. the type of multiple-choice item favoured by many constructors of grammar tests

is the incomplete statement type.

11. too little context is insufficient to establish any meaningful situation, while too

much context may provide too many clues.

12. tests of stress and intonation are on the whole less satisfactory than the phoeme discrimination tests.

13. test writers have been too ambitious and unrealistic in their expectations of

testees’ performances in composition writing. 填空

1. when constructing these items, it is advisable to keep the grammatical, lexical

and phonological difficulties in the stem.

2. the ability to understand both informal talks and formal lectures is an important

skill for students studying subjects in the medium of English at intermediate and advanced levels.

3. tests involving reading aloud are generally used when it is desired to assess

pronunciation as distinct from the total speaking skills.

4. a testing more useful in many ways than reading aloud is the retelling of a short

story or incident.

5. English is taught as a foreign language and the emphasis is primarily on the

reading skills.

6. initial stages of reading: matching tests: word matching, sentence matching,

pictures and sentence matching.

7. basic level: letter; postcard; diary entry; forms

intermediate level: as basic level, plus guide; set of instructions

advanced level: as intermediate level, plus newspaper report; notes the candidate’s performance will have met the following minimum criteria.

8. construct validity ,it is capable of measuring certain specific characteristics.

选择

1. four approaches to language testing: the essay-translation approach; the

structuralist approach; the integrative approach; the communicative approach.

总-客观题

1. the text used for the cloze test should be long enough to allow a reasonable number of deletio ns-ideally 40 or 50 blanks

2. ince objective tests usually have only one correct answer, they can be scored smechanically. Ob jective tests require far more careful preparation than subjective tests. Examiners tend to spend a relatively short time on setting the questions but considerable time on marking. In an objective t est the tester spends a great deal of time constructing each test item as

3.the stem may take the following forms(1)an incomplete statement(2)a complete statement(3)a question

4.distractors should generally be correct both in writing and in speech.

5.note that rearrangement items can be used for sentences as well as for words and phrases.

6.carefully constructed completion items are a useful means of testing a student’s ability to produce acceptable and appropriate forms of language.

7.the transformation type of item is extremely useful for testing ability to produce structures in th

e target language and helps to provide a balance.

8.generally speaking, the more elementary the level of the test, the greater the number of lexical items associated with the spoken.

9.when scoring students’ performances, the examiner should concentrate on what individual st udents are doing with the target language and how they are using it to achieve their purpose. 10.group discussion and role playing are two other important techniques for assessing oral produ ction.

11.generally speaking, a reliable method of obtaining measurements of oral production skills is th at which involves the students’ class teacher.

12.the length of the reading extract recommended might vary from 50 to 100 words at the eleme ntary level, 200 to 300 words at the intermediate level, and 400 to 600 words at the advanced lev

el.

13.many oral interview tests run the risk of assessing personality as well as oral proficiency.

14.an achievement test or a classroom progress test might well exclude such factors as personalit y while a proficiency test or public examination might consider such factors as important in evalu ating oral ability in the target language.

15.because the writing of clear and concise rubrics is so difficult, it is essential that simple exampl es are provided for the testees.

16.the mode refers to the score which most candidates obtained: in this case it is 26, as five teste es have scored this mark.

17.the median refers to the score gained by the middle candidate in the order of merit: in the cas

e o

f the 26 students here.

18.the mean score of many test is the arithmetical average: i.e. the sum of the separate scores div ided by the total number of testees.