首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Types of Language Testing I. Placement — sort new students into【T1】______【T1】______ — test the student’s【T2】______rather than sp
Types of Language Testing I. Placement — sort new students into【T1】______【T1】______ — test the student’s【T2】______rather than sp
admin
2018-05-24
55
问题
Types of Language Testing
I. Placement
— sort new students into【T1】______【T1】______
— test the student’s【T2】______rather than specific points of learning【T2】______
— Interview as a good form of placement tests:
-【T3】______ both positive and negative factors that【T3】______
are not revealed by written tests
- assess both【T4】______ and fluency【T4】______
II. Diagnostic
— also called【T5】______ or progress tests【T5】______
— check student’s progress after learning【T6】______【T6】______
— the results【T7】______ those learning well, meanwhile,【T7】______
give feedback to those not
III.【T8】______【T8】______
— also called【T9】______【T9】______
— examine a longer period of learning than diagnostic tests
— determine which level a student lies with【T10】______ standard【T10】______
IV. Proficiency
— assess the student’s ability in【T11】______【T11】______
— test student’s ability to repair【T12】______in communication【T12】______
— An example of proficiency test:【T13】______【T13】______
-【T14】______: to measure the ability to understand English【T14】______
as it is spoken in US
- Structure and Written Expression: to examine the knowledge of
structural and【T15】______points in standard written English【T15】______
- Vocabulary and Reading Comprehension: to test the ability to understand
a variety of reading materials
【T14】
Types of Language Testing
Good morning, everyone. Today, we’ll talk about the language tests. As we know, the testing history in the world can be traced back to nearly two thousand years ago. And in today’s lecture, I’d like to mainly discuss the different types of language testing.
The first one is a placement test, which is designed to sort new students into teaching groups, so that they can start a course at approximately the same level as the other students in the class. It is concerned with the student’s present standing, and so relates to general ability rather than specific points of learning. As a rule, the results are needed quickly so that teaching may begin. A variety of tests is necessary because a range of different activities is more likely to give an accurate overall picture of a student’s level than a single assessment.
Sometimes one member of staff sees each student individually before the final class allocation is made. This procedure has several advantages. It helps to complete the assessment for each individual student by disclosing factors which are not revealed by the written tests, either positive ones such as a friendly, outgoing character or a higher level of production than a writing test suggests, or negative ones such as a slight stammer or more than average shyness. Perhaps the greatest advantage of the interview is that there is now the opportunity to assess both oral production(the ability to make English sounds)and fluency(the ability to sound English in a social situation)at one and the same time.
Secondly, let us look at diagnostic tests. This test, sometimes called a formative or progress test checks on student’s progress in learning particular elements of the course. It is used, for example, at the end of a unit in the course book or after a lesson designed to teach one particular point. These tests can take the form of an extension of the lesson from a practice phase into an assessment phase. They can provide information about progress which may be used systematically for remedial work. The diagnostic test tries to answer the question "How well have the students learned this particular material?" If his learning has been successful, the results will give a considerable lift to the student’s morale and he is likely to approach the next learning tasks with fresh enthusiasm. If he finds he has not mastered the point at issue, the test should give him clear indication of how he falls short, so that he can do some useful revision.
Next, achievement test. An achievement test, also called an attainment test, looks back over a longer period of learning than the diagnostic test, for example a year’s work, or a whole course, or even a variety of different courses. It is intended to show the standard which the students have now reached in relation to other students at the same stage. This standard may be established for a country, as with school-leaving certificates: or it may relate to an individual school or group of schools which issues certificates to students attending courses. But the important point which is common to all these situations is that the standard remains constant as far as possible from course to course and from year to year and is external to the individual class or textbook.
Lastly, proficiency. The aim of a proficiency test is to assess the student’s ability to apply in actual situations what he has learnt. It seeks to answer the question: "Having learnt this much, what can the student do with it?" This type of test is not usually related to any particular course because it is concerned with the student’s current standing in relation to his future needs. Efforts must be made to use in the tests the kind of language which actually occurs in the situation the student will meet. For example, a test which sets out to assess the proficiency of a student hoping to follow a university course in an English-speaking country would need to take into account not only his level of skill in listening to lectures, but also his ability to take notes, to make full use of what is gained from the lecture in his subsequent writing. An important element in proficiency testing is to assess in some way the student’s ability to repair breakdowns in communication, by asking for a repetition or an explanation, for example, or by rephrasing what he has just tried to say.
A rather typical example of a standardized proficiency test is the Test of English as a Foreign Language or TOEFL. It is used by nearly 1,000 institutions of higher education in the United States as an indicator of a prospective student’s ability to undertake academic work in English. The TOEFL consists of the following sections:
—Listening Comprehension measures the ability to understand English as it is spoken in the United States.
—Structure and Written Expression measures mastery of important structural and grammatical points in standard written English.
—Vocabulary and Reading Comprehension tests the ability to understand the meanings and uses of words in written English as well as the ability to understand a variety of reading materials. Proficiency tests sometimes add sections that involve free writing and/or oral production.
Lastly, I want to remind you that though it is convenient to say that the purpose of any test can be defined in this way, there are in practice several different purposes for every test.
Now, to sum up, in today’s lecture, we have discussed some main types of language testing, namely, placement, diagnostic, achievement and proficiency. In our next lecture, we will take a look at the evolution of the language testing.
选项
答案
Listening Comprehension
解析
讲座提到,听力理解是对美国人所说的英语的理解能力。这里缺少Listening Comprehension。根据题目设置形式,L和C都要大写。
转载请注明原文地址:https://kaotiyun.com/show/ejoK777K
0
专业英语八级
相关试题推荐
Duringtheearlyyearsofthiscentury,wheatwasseenastheverylifebloodofWesternCanadaPeopleoncitystreetswatchedt
EffectiveNote-takingThedifficultyoftakingnotes:Note-takingrequiresahighlevelofabilityduetothe【T1】______ofspoke
FiveThingsforCollegeGraduatestoKnowI.Degreedoesnot【T1】______youtoajob【T1】______A.Yoursituationaftergraduatio
Thethirdisproximity,postureandechoing.Proximityreferstothe【T1】______betweenspeakers.Thiscanindicateanumberoft
Thethirdisproximity,postureandechoing.Proximityreferstothe【T1】______betweenspeakers.Thiscanindicateanumberoft
DifferentTypesofLearningI.ThedefinitionoflearningA.AprocessofpeopleexperiencingrelationshipbetweeneventsB.【T1】
A、Whattheproblemis.B、Whatcorrectionshewants.C、Aneutraltone.D、Showingheranger.D本题考查重要细节。根据句(7)可知,女孩在投诉信中说明了问题是什么,想让
改革开放胆子要大一些,要敢于试验。冒一定的风险是必要的。不冒点风险,办什么事情都有百分之百的把握,万无一失,谁敢说这样的话?一开始就自以为是,认为百分之百正确,没那回事。我就从来没那么认为。每年领导层都要总结经验,对的就坚持,不对的就丢掉或赶快改,新问题出
随机试题
下列哪项不是原发性骨关节炎的发病原因
患者,女,40岁,因觉心悸到医院行心电图检查。心电图结果为窦性心律,心率125次/分。诊断为心律失常。此患者的心律失常为
根据《献血法》的规定,血站对献血者每次采集的血液量为_______,最多不超过_______。
男性,52岁,因反复呕吐10天入院,查:神志不清,血清钠115mmol/L,脉搏120次/分,血压75/60mmHg,可诊断
房产税采用()税率。
A公司承建的某城市高架桥长1.68kin,上部结构为跨径30m的工梁,采用先简支后连续的结构形式共35跨,桥梁最高处9m,为双幅式桥面。桥梁下部结构为钻孔灌注桩,上接混凝土方形承台、八棱形墩柱和预应力钢筋混凝土盖梁。桥梁工程施工受所属快速路的通车限制,工期
继任规划是指公司制定的用来填补()岗位的计划。
甲企业2017年度发生部分经营业务如下:(1)1月份取得国有土地4000平方米,签订了土地使用权出让合同,记载的出让金额为4000万元,并约定当月交付;然后委托施工企业建造仓库,工程4月份竣工,5月份办妥了验收手续。该仓库在甲企业账簿“固定资
A、 B、 C、 D、 C第二代计算机时代已经出现了BASIC、FORTRAN和cOBOL等高级程序设计语言,到第三代计算机时代,出现了结构化程序设计语言Pascal。
【B1】【B14】
最新回复
(
0
)