测试理论与实践
课程小论文
英语测试理论与实践
姓名：何丽丽
班级：09级3班
学号：200940210303
英语测试理论与实践
中文摘要
英语语言测试是教学中不可缺少的重要环节,它在英语教学评估中占有非常重要的地位，是检测、调整和改进教学的重要手段和依据。英语测试应该有效地反映英语教学的效果和学生对英语的掌握能力。好的测试对于学习者有激励和促进的作用，然而低质量的测试只能使学生对英语学习失去兴趣。探讨语言测试的发展过程，了解各个阶段的测试特点，对于我们进一步明确教学目标，把握好测试的内容和手段，具有不可低估的指导意义。
本文拟从以下五个方面来探讨英语测试理论及实践：一是引言部分，对这一话题进行总的概述；二是英语语言测试理论的综述，主要包括测试理论的类型和测试的基本要素；三是对2012年安徽省英语高考试卷进行评析；四是探讨完型填空的出题技巧，作为检验考生综合运用英语语言知识能力最重要的测试形式之一，完形测试广泛应用于各类测试中。格式塔心理学、冗余信息理论和预期语法说为完形测试提供了理论基础；最后一部分是小结。
关键词：英语测试；英语测试理论；完型填空命题技巧
English Testing Theory and Practice
Abstract
English language testing is an important and indispensable link in the teaching progress, which occupies a very important position in English teaching assessment. What’s more, it is a significance means and ba sis for inspection, adjustment and improvement of teaching. English testing effectively reflects the result of English teaching and students' mastery of English. A good testing is to encourage and promote its learners, however, a low quality test will make students lose their interest in learning English. It is of great significance to further study the development process of language testing and to know the characteristics of each stage to define the teaching goal and to grasp the contents and approaches of these tests.
This paper aims to explore the English testing theory and practice from the following five aspects: the first part is about the general introduction of this topic; the second is the review of English language testing theory, including the basic elements of this theory and its types; the third is the comment on the papers of college entrance English examination in 2012 in Anhui Province; the fourth discusses the skills when designing Cloze questions. As one of the most important forms of testing in detecting the integrated use of English language ability, cloze test is widely employed in various kinds of tests. Gestalt psychology, redundancy information theory and expectation grammar theory provides theoretical basis for the cloze test; the last part is a reasonable conclusion.
Keywords：English test; English testing theory; skills of cloze
一．引言
现代英语测试是伴随着20世纪初教育测量学的独立与发展而逐渐发展、成熟起来的，它是应用语言学的一个重要分支。英语语言测试发展到今天已经成为一门跨学科的综合性学科。它从语言学、语言学教学法和学习论取得科学内容，从心理测量获得科学手段。同时英语测试又是伴随着语言教学出现的，没有语言教学也就无所谓语言测试，它是英语语言教学中不可分割的一部分。它不仅为教学提供可靠的反馈信息，而且是评估和选拔外语人才的重要手段。
英语测试对于英语教学评价起着至关重要的作用，测试能够有效地反映出英语学习者学习的熟练程度和学习成就。汤姆林森认为，测试最重要的功能是能够给参加考试者和出题人提供学习的机会。琼斯也指出：好的英语测试能够鼓励学习者用更有效的方式学习，并且能够使教师了解学习者的优势和劣势，进而更有效地制定课程标准。然而，低质量的测试只能使学生对英语学习失去兴趣，不能最大限度地提高教学效果。
根据教育测量学的理论和英语测试理论,评价英语测试往往需要综合考查它的效度、信度、难度、区分度、真实性、互动性、考试的冲击力和可行性。而高考这种大规模考试直接影响到很多人,所以试卷的设计和考试任务的设置时重点考虑的是测试信度与效度。效度可分为构念效度、内容效度、预测效度、表面效度和方法效度等几个主要方面要达到测试的目的,就必须有效度。作为试卷的设计者，非常有必要对语言测试理论的发展、测试的类型、性质、现状、弊端、被测特征和设计应注意的原则等进行一定的了解、分析和思考，只有这样，才能做到科学、合理、有效地测试，充分发挥教学评估的作用。
二．英语语言测试理论综述
(一)英语语言测试类型
Hughes( 1989: 9- 19 )依据测试目的、测试方法和方式、测试题型、测试成绩判别标准和判卷标准进行分类, 将英语测试分为五大类。
1. 依据测试目的进行分类
( 1)水平测试( proficiency test)
水平测试是为了测试人们语言能力而设计的, 设计者不管被试学了多长时间, 也不考虑他们所学课程内容或目标, 而是测试被试是否达到某种语言水平。如TOEFL, GRE, IELTS, 大学英语四六级、江苏省英语应用能力考试等都属于水平测试。其目的是为了检测被试是否能够胜任某项学习任务或是否能够胜任某项工作。
( 2)学业成绩测试( achievement test)
学业成绩测试是用来考查被试在学习英语某一阶段或最终阶段的成功程度。与所学课程直接相关, 目的是看学习者是否取得了进步, 以及取得了多大进步。设计学业成绩测试可以依据课程内容或教材内容, 也可依据课程目标, 它们各有利弊。学业成绩测试包含期末考试( final achievement tests)和阶段性测试(progress achievement tests) (Hugh es, 1989: 10)。
2. 依据测试方法和方式进行分类(束定芳, 1996: 179- 181)
( 1)直接测试( direct testing)
直接考察学生某一方面语言能力的测试称为直接测试。我们要了解学生的作文能力就要求学生写出一、二篇作文; 我们要测试学生的语音语调, 就要求学生开口讲话。直接测试的好处: ①测试目的明确;②对测试结果的评估也比较直接;③因为所测试的内容正是我们所要培养的技能, 其正面反拨作用(positive backwash)十分显著。
( 2)间接测试( indirect testing)
间接测试即通过测试某一技能所具备某种能力来发现学生这方面的语言能力。间接测试的优点是提供了一种通过测试部分有限的能力而了解到学生各种不同的语言能力。间接测试的缺点是学生测试结果与实际能力之间的关系并不十分明确。如通过要求学生判断某对单词是否同韵来测试学生的发音能力就属于间接测试。
Hughes认为, 就水平测试和学业成绩测试来说直接测试比间接测试好, 所获取的对某种能力的信息要比间接测试精确和可靠。直接测试也比间接测试试题更容易设计。
3. 依据测试题型进行分类(束定芳, 1996: 181 )
分散点测试指每次只测试一个项目的测试, 每道试题只测试某一特定的语法结构等, 属于间接测试。如教师围绕状语从句虚拟语气用法编写30道选择题进行测试, 这种测试就属于分散点测试。
4. 依据测试成绩判别标准进行分类(束定芳, 1996: 181- 182)
( 1)常模参考型测试( norm- referenced testing)
把某一考生考试的结果与参与同一考试的考生成绩相比较以判别其语言能力的测试叫常模参考型测试。如参加考试的考生有100人, 考生A只考了30分(满分100) , 但排名前十, 说明考生A 的语言能力在100人的群体中属于优秀。
( 2)标准参考型测试( criterion- referenced testing)
以某种特定的语言能力标准作为判别标准的测试称为标准参考测试。标准参考型测试有两大
优点: ?标准不变, 主要要求学生能达到某一标准;考生可以有明确的奋斗目标, 为达到这一标准而努力。
5. 依据判卷标准进行分类(束定芳, 1996: 182)
( 1)客观测试( objective testing)
阅卷标准事先确定不需任何阅卷者个人主观判断, 这种测试称为客观性测试。如多项选择题, 从四个选项中选出一个最佳答案, 阅卷标准无须阅卷者做任何主观判断, 这样的测试就属于客观测试。
( 2)主观测试( subjective testing)
阅卷标准主要依据阅卷者个人判断, 这种测试称为主观测试, 如作文、简答题等就属于主观测试。
（二）英语语言测试的基本要素
1.效度
效度是一个单一而又整体的概念( a s ingle, unitary concept) ( Bachman,1990: 241) , 是指测试的内容及其方是否符合测试的目的和要求(胡春洞, 1990: 258 )即测试所能取得某些目标的有效程度(章兼中, 1993: 411 )。一项测试只有能够准确测试它所希望测试的内容才具有效度。
（1）内容效度( content validity)
内容效度指测试内容包括所要测试的语言技能、语言结构等方面有代表性的要素。内容效度越高就越能精确了解到所要测试的内容。
（2）标准效度( criterion- related validity)
标准效度是指测试结果与其它高信度测试结果进行对比, 看它们在多大程度上吻合。作为对比的其他测试结果就成了检验现有测试的效度标准。这种测试的效度就称为标准效度。标准效度主要包括同期效度( concurrent validity)和预测效度( predictive validity)。同期效度是指测试效度可与一个较长、较全面的测试结果相对比, 如果结果相一致, 则被认为具有同期效度。预测效度是指预测被测试未来语言实际能力的准确程度。
2.信度
信度是指考试结果的可靠性、稳定性。换句话说，拿同一份试卷对同一组学生实施两次或多次测试，结果很一致，那就说明测试的信度较高，相反，信度就较低。
信度和效度是紧密相连不可分割的，语言测试的目的是测量考生的语言能力，所以在设计试卷时，应采取一种积极平衡的态度，即研究并发现影响考生成绩（语言能力）的因素，
消除不利因素的影响，加大有利因素的影响，这样才能既保证了效度又有了信度。
3.区分度
区分度是区分应试者能力水平高低的指标。试题区分度高，可以拉开不同水平应试者分数的距离，使高水平者得高分，低水平者得低分，而区分度低则反映不出不同应试者的水平差异。
试题的区分度与试题的难度直接相关，通常来说，中等难度的试题区分度较大。另外，试题的区分度也与应试者的水平密切相关，试题难度只有等于或略低于应试者的实际能力，其区分性能才能充分显现出来。区分度指标的评价：-1≤D≤+1，区分度指数越高，试题的区分度就越强。一般认为，区分度指数高于0.3，试题便可以被接受。
三．对2012年安徽省高考英语试卷的评析
2012年安徽省高考英语试卷严格按照安徽省颁发的《考试说明》中规定的测量目标选材命题。试题选题精当、考点目标明晰、题型原汁原味，有利于选拔人才，同时也对中学英语教学起到了积极的反拨作用。此试卷充分反映了教学大纲的基本精神，体现了语言的真实性、趣味性与实用性，散发着浓郁的文化气息。
试题评析：1、听力。听力测试仍以考查学生对口头英语进行信息获取、整理、预测、理解、判断等能力为主。今年听力理解录音朗读速度略快了一点，题目设计适当增加了灵活性，加大了间接理解题目的比重，如果考生缺乏语言的敏感性和上下文理解能力，则很难捕捉与最佳选项相关的有效信息。2、单项填空题。单项填空题共十五道，试题所提供的题干简洁、明了，情景清楚。该部分试题覆盖面广，考查了以下内容：冠词、语用、形容词、非谓语动词、介词、时态、主语从句、动词词组、定语从句、省略句、虚拟语气、副词。其中动词的用法是考查的重点，占了5题。3、完形填空。与2011年相比，难度持平，仍是一篇记叙文。讲述了作者在人生地不熟的芝加哥得到好心的陌生人帮助的感人故事。文章虽不难理解，但需要考生准确理解作者的写作意图，融会贯通分析上下文，否则，容易出现失误。4、阅读理解。文章选材丰富，内容活泼有趣，富有教育意义：5篇文章中，A篇是广告类说明文，B篇是介绍颜色在不同文化中的含义和功能的说明文，C篇是一篇介绍墨西哥传奇女画家弗里达的励志小传，D篇是关于制作和放飞风筝的趣文，E篇是有关未来生活的科普读物。试题从细节、具体、抽象、字面、深层等多个层面，考查考生对不同题材短文的理解情况，即有考查考生阅读后根据短文内容推理判断正确答案、有概括文章主旨、有揣摩作者意图和根据上下文猜测词义等。5、任务型阅读。任务型阅读介绍了不同国家和地区的礼仪，内容
活泼有趣实用，题目设置难度不大，易于作答。6、书面表达。书面表达要求学生写一篇关于学文还是学理的发言稿。该话题来源于学生生活，考生有话可写，比较容易入手。四．对英语完型填空命题技巧的探讨
（一）完型测试的理论基础
完型测试是目前广泛应用于外语教学和测试中的一种语言练习或是测试方式，其目的是检验学生综合运用英语语言知识能力。完型测试的题目设计者将一篇短文中的一些单词删去，同时保留空白的地方，由学生根据上下文将删去的词汇复原。它一出现就受到心理学界及教育界的关注，根据武尊民（2008）的观点，三种理论可以用来解释完形测试，即格式塔心理学、冗余信息理论和预期语法说。
（二）完型填空的命题技巧
新课标高考完型填空要求试题在选项的设置上越来越淡化语法结构，重在文意的干扰，即把具体的语言知识溶进具体的语言情景中去，考查考生通过上下文的前后提示或暗示，对整体文意进行把握的能力。也就是说测试设计方法侧重考查学生的能力，弱化教师的作用。多项选择完形填空作为评定中国考生的能力的一种方式，具有较好的测量属性。特别在高考中，起着不可忽视的作用，并且帮助学生提高语言交际能力。针对格式塔心理学理论和冗余信息说之上的完形填空测试中所涉及的解题技巧和策略很大程度上培养了学生的分析、归纳、推理的综合能力，体现了新课程标准所倡导的－－提高英语语言能力测试效果。
1、文本的选择
文本的选择是完形测试设计中的一个相当重要的环节，因为它在一定程度上决定了完形测试的难度。首先语言必须是标准的、地道的。所选的文本太难或太易都会降低试题的效度和区分度，使测试达不到预期的目的。文本的难度除了与文章的语体、文章所表达的内容以及涉及到的背景知识等因素有关以外，还与文本中所用的词汇有很大的关系。因此，在设计完形测试的试题时应根据测试对象的水平、测试的目的和所采用的变体形式，从词汇的角度宏观地调控文本的选择。·根据实际情况及考试效度，完型填空可分原题型和变体题型两大类，其类型多种多样，比较常见的有固定比率删词填空、意向删词完型填空、多项选择完型填空、完字填空、集库型完型填空等。本文主要对选择型完型填空进行了综合分析，试图探索提高语言测试能力的途径。
2、删词间隔的长短
在设计具体的完形测试时，删词间隔长短的决定，不仅要考虑测试的对象和语料的难度等因素，而且还要考虑所采取的完形测试是何种形式。例如，就同一测试对象，同一难度的
语料而言，若采用标准的完形测试形式，则删词间隔不能太短，因为这种变体形式难度较大；若采用多项选择式完形测试的变体形式，则删词的间隔应短一些，以便增加试题的难度。3、还原词的特点
设计还原词时遇到专有名词时要避开，因为这些词不属于语言测试的范围，学生无法根据上下文填来。此外，不同的完形测试变体形式，因其测试的重点有所不同，在还原词的设计上也有它们各自不同的特点。定距删词完形测试或合理删词完形测试的还原词应尽可能控制在受试者的“积极词汇”的范围内，而多项选择式完形测试的还原词必须是那些便于根据测试对象编制“干扰项”的词，否则若“干扰项”起不到干扰的作用，测试也就失去了信度和效度。
五．结语
Hughes( 1989: 1- 2, 44- 48)指出语言测试会对语言教与学产生影响,这种影响可能是有益的, 也可能是有害的。教学与测试关系应该是伙伴关系。测试对好的教学发挥促进作用, 对不好的教学发挥纠正作用。作为英语教师只有掌握英语测试的理论, 才能避免英语测试类型混用, 通过多种途径提高测试的信度和效度, 兼顾难度和区分度, 充分发挥英语测试对英语教学的正面反拨作用, 使英语测试真正服务于英语教学。
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王战雪.英语完型测试的设计探讨[J].教育战线,2010（1）:169-170.
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《英语测试的理论与实践》——读书报告 一、作者简介 本书作者武尊民，北京师范大学外国语言文学学院教授，毕业于香港中文大学博士。 学术研究领域为应用语言学，着重语言测试与评估。担任课程主要有语言测试与评估、外语课程发展、基础英语写作。截止到2011年底正在指导的博士研究生有3名。他的代表性著作主要有：《英语测试理论与实践》，编著。2002，外研社。汉语编写。 《全国英语等级考试第一级（教材）》，主编。2003，外研社。 《中职英语（基础版）》教育部推荐教材。主编。1-3册学生用书及教师用书。 2005-2006，北京师范大学出版社。 《发展独立性学习者：香港大学生个案研究》，金立贤、武尊民。《外语与外语教学》 2004年第６期（总１８３期），26-29。 《课堂语言能力评估》导读，原作者 Andrew Cohen 。2005，北京：外研社。 《英语测试理论与实践》主要阐述测试在基础外语教学中的重要意义和作用，讨论测试目的的不同对测试的方法和内容的影响，介绍各类测试量刑的具体设计方法和主要特点，提供测试结果统计和分析方面的实践性的指导，引领英语测试与教学实践之间的正确关联导向。 英语测试是英语教师专业知识和技能的一个重要组成部分。大部分中学教师已经充分认识到这一点。我国英语教育界对英语测试的了解和认识也只是在20世纪90年代才开始的。不少高等师范专业英语在本科生阶段开设英语测试课程。英语测试是英语语言教育硕士的必须学位课程之一。在普通教师提高学历的过程中，师范院校为在职专科升本科的教师们开设的课程中，也必然要有英语测试。这是因为英语测试的基本理论和实践与学生评价技术已经是我国教师职业专业化的一个重要内容。 二、内容简介、精华摘要及个人领悟 本书主要分成三大部分：第一部分主要对英语测试中涉及到的一些基本概念和关系进行了简单的阐述；第二部分是从语法、词汇、阅读、完形填空、听力、口语、写作这几个方面的测试一一进行了阐述；第三部分则主要是简单介绍了考试结果分析与解释。下面的内容主要是将每一章的精华部分提取出来，在报告的最后进行了总结。 在第一章《英语测试与英语教学》中，提到了以下一些重要的知识点： 1.Hymes：语言能力应该表现在语言交际使用能力上。
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身体状况安全问卷调查 PAR-Q FORM （年龄15—69岁人士之调查问卷） A Questionnaire for people Aged 15 to 69 姓名NAME____________ 为阁下安全，请回答以下问题（在使用□内打√） For your safety, please answer the following questions by ticking (√) the
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体脂比例 Body composition
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英语测试理论与实践 中文摘要 英语语言测试是教学中不可缺少的重要环节,它在英语教学评估中占有非常重要的地位，是检测、调整和改进教学的重要手段和依据。英语测试应该有效地反映英语教学的效果和学生对英语的掌握能力。好的测试对于学习者有激励和促进的作用，然而低质量的测试只能使学生对英语学习失去兴趣。探讨语言测试的发展过程，了解各个阶段的测试特点，对于我们进一步明确教学目标，把握好测试的内容和手段，具有不可低估的指导意义。 本文拟从以下五个方面来探讨英语测试理论及实践：一是引言部分，对这一话题进行总的概述；二是英语语言测试理论的综述，主要包括测试理论的类型和测试的基本要素；三是对2012年安徽省英语高考试卷进行评析；四是探讨完型填空的出题技巧，作为检验考生综合运用英语语言知识能力最重要的测试形式之一，完形测试广泛应用于各类测试中。格式塔心理学、冗余信息理论和预期语法说为完形测试提供了理论基础；最后一部分是小结。 关键词：英语测试；英语测试理论；完型填空命题技巧
English Testing Theory and Practice Abstract English language testing is an important and indispensable link in the teaching progress, which occupies a very important position in English teaching assessment. What’s more, it is a significance means and ba sis for inspection, adjustment and improvement of teaching. English testing effectively reflects the result of English teaching and students' mastery of English. A good testing is to encourage and promote its learners, however, a low quality test will make students lose their interest in learning English. It is of great significance to further study the development process of language testing and to know the characteristics of each stage to define the teaching goal and to grasp the contents and approaches of these tests. This paper aims to explore the English testing theory and practice from the following five aspects: the first part is about the general introduction of this topic; the second is the review of English language testing theory, including the basic elements of this theory and its types; the third is the comment on the papers of college entrance English examination in 2012 in Anhui Province; the fourth discusses the skills when designing Cloze questions. As one of the most important forms of testing in detecting the integrated use of English language ability, cloze test is widely employed in various kinds of tests. Gestalt psychology, redundancy information theory and expectation grammar theory provides theoretical basis for the cloze test; the last part is a reasonable conclusion. Keywords：English test; English testing theory; skills of cloze
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