首页
登录
职称英语
Types of Language TestingI. Placement— sort new studen
Types of Language TestingI. Placement— sort new studen
游客
2023-11-29
19
管理
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 [br] 【T15】
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
grammatical
解析
讲座提到,结构和写作表达衡量的是对标准英语写作中重要的结构点与语法点的掌握。此处应填入原文出现的grammatical“语法的”。
转载请注明原文地址:https://tihaiku.com/zcyy/3229304.html
相关试题推荐
BodyLanguageinBusinessI.ImportanceofBodyLanguage—Giveothersa(n)【T1】_
BodyLanguageinBusinessI.ImportanceofBodyLanguage—Giveothersa(n)【T1】_
BodyLanguageinBusinessI.ImportanceofBodyLanguage—Giveothersa(n)【T1】_
BodyLanguageinBusinessI.ImportanceofBodyLanguage—Giveothersa(n)【T1】_
BodyLanguageinBusinessI.ImportanceofBodyLanguage—Giveothersa(n)【T1】_
BodyLanguageinBusinessI.ImportanceofBodyLanguage—Giveothersa(n)【T1】_
BodyLanguageinBusinessI.ImportanceofBodyLanguage—Giveothersa(n)【T1】_
BodyLanguageinBusinessI.ImportanceofBodyLanguage—Giveothersa(n)【T1】_
她是几个通过考试的学生之一。Sheisoneofthefewstudentswhohavepassedtheexam.本句的先行词few
Languageisacognitionthattrulymakesushuman.Whereasotherspeciesdo
随机试题
Researchersknowtherearemanydrugsthatcanalterourbodilyprocessesin
77→49→36→18→?Workoutwhichnumbershouldthequestionmarkbe.8题干要求根据数字序列的规律,找
风险识别中信息收集的技术是()A.德尔菲技术 B.核对表分析 C
有机磷农药对人体的毒性主要在于A、使血液凝固发生障碍 B、抑制中枢神经系统
2020年我国农产品贸易额2468.3亿美元,同比增8.0%。其中,出口额同比减
急性胆管炎的Charcot三联征是指 A.腹痛、畏寒发热、胆囊肿大B.腹痛、
2022年2月8日,济郑高铁濮阳至郑州段开始联调联试。济郑高铁濮郑段正线(
共用题干 一般资料:求助者,男性,41岁,高中毕业,已婚。案例介绍:半年多前的
从薪酬的概念中可以看出,薪酬的本质是( )。A.货币 B.回报 C.公平的
下列法律责任中,属于行政处罚的有( )。2014 A.减低资质等级
最新回复
(
0
)