目录 Part I Theory of Language Assessment Chapter One An Introduction to Language Assessment 1.1 The Relationship among Testing, Assessment, and Teaching 1.1.1 What is testing? 1.1.2 Testing and teaching 1.1.3 Assessment and teaching 1.2 Approaches to Language Assessment 1.2.1 Approaches to language testing 1.2.2 Approaches to non-testing assessment 1.2.3 Differences between testing assessment and non-testing assessment 1.3 Purpose of Assessment 1.3.1 Purpose of testing assessment 1.3.2 Purpose of non-testing assessment 1.4 A Look at the Current Large-Scale Tests at Home and Abroad 1.4.1 PETS (Public English Test System)l--5 1.4.2 CET(College English Tests) 1.4.3 TEM(Test for Enghish Majors) 1.4.4 TOEFL(Test of English as a Foreign Language) 1.4.5 IELTS(The International English Language Testing System) Chapter Two Types of Assessment 2.1 Types of Testing Assessment 2.1.1 Tests classified by purposes 2.1.2 Tests classified by ways of testing 2.1.3 Testing classified by language measuring forms 2.1.4 Testing classified by score interpretation 2.1.5 Testing classified by scoring methods 2.1.6 Testing classified by test influence 2.1.7 Other test categories 2.2 Types of Non-testing Assessment 2.2.1 Diagnostic assessment 2.2.2 Authentic assessment 2.2.3 Formative assessment 2.2.4 Sizing up assessment 2.2.5 Instructional assessment Chapter Three Principls of Assessment 3.1 Validity 3.1.1 Definition of validity 3.1.2 Features of validity 3.1.3 Types of validity 3.1.4 Factors affecting test validity 3.1.5 Methods making tests more valid 3.2 Reliability 3.2.1 Definition of reliability 3.2.2 Types of reliability 3.2.3 Reliability coefficient and obtaining methods 3.2.4 Methods making tests more reliable 3.2.5 The relationship between validity and reliability 3.3 Backwash 3.3.1 Introduction to backwash 3.3.2 How to achieve beneficial backwash? 3.4 Practicality 3.5 Authenticity Chapter Four Stages of Test Development 4.1 Thinking Stage--Stating the Test Problems 4. 2 Developing Stage--Providing a Solution to the Problems 4.2.1 Drawing up test specifications 4.2.2 Writing items 4.3 Implementing Stage 4.3.1 Administering 4.3.2 Scoring and giving feedback Part Two Testing Assessment Chapter Five Assessing Listening 5.1 Nature of Listening 5.1.1 Definition of listening 5.1.2 Characteristics of listening 5.1.3 Factors affecting listening 5.1.4 Types of listening 5.1.5 Difficulties in listening teaching 5.2 Constructing Listening Test 5.2.1 Specifying all possible contents 5.9.2 Setting the tasks 5.3 Scoring Listening Tests Chapter Six Assessing Speaking 6.1 Nature of Speaking 6.1.1 Definition of speaking 6.1.2 Importance of speaking ability 6.1.3 Features of spoken English 6.1.4 Constitutive elements of spoken English 6.1.5 Difficulties in testing speaking skills 6.2 Constructing Speaking Test 6.2 . 1 Specifying all possible contents 6.2.2 Choose appropriate techniques 6.2.3 Suggestions for the tester on planning and conducting speaking test 6.2.4 Tips for the test 6.2.5 Four stages of training the interviewers 6.3 Ensure Valid and Reliable Scoring 6.3.1 Principles of scoring 6.3.2 Approaches to scoring 6.3.3 Training of scorers Chapter Seven Assessing Reading 7.1 Nature of Reading 7.1.1 Definition of reading 7.1.2 Models of reading 7.1.3 Strategies of reading 7.1.4 Factors affecting reading 7.2 Constructing Reading Test 7.2.1 Specifying all possible contents 7.2.2 Setting the tasks 7.2.3 Procedures for writing items 7.2.4 Practical suggestions on item writing 7.3 Scoring Chapter Eight Assessing Writing 8.1 The Nature of Writing 8.1.1 Definition of writing 8.1.2 Nature of writing ability 8.1.3 Questions to be answered before writing test 8.1.4 Methods for writing test 8.2 Constructing Writing Test 8.2.1 Setting representative tasks 8.2.2 Eliciting a valid sample of writing ability 8.3 Ensuring Reliable Scoring 8.3.1 Setting tasks reliably to be scored 8.3.2 Creating appropriate scales for scoring 8.3.3 Conducting scoring Part III Assessment without Test Chapter Nine Observation and Portfolios 9.1 Observation in the Classroom 9.1.1 Definition of observations 9.1.2 Purpose of classroom observation 9.1.3 Guidelines to plan classroom observation 9.1.4 Observation loci 9.1.5 Steps to carry out classroom observation 9.1.6 Forms and methods of observation 9.1.7 Observation sheet 9.2 Portfolios 9.2.1 Definition and materials of portfolio 9.2.2 The benefits of portfolio 9.2.3 Purposes of portfolio assessment 9.2.4 Types of portfolio assessment 9.2.5 Features of portfolio assesment 9.2.6 Steps and guidelines to develop successful portfolio 9.2.7 Principles of portfolio assessment 9.2.8 Portfolio criteria--cycle two ~ three Chapter Ten Performance-based Assessment, Journals and Conference 10.1 Performance-based Assessment 10.1.1 The definition of performance-based assessment 10.1.2 The purpose of performance-based assessment 10.1.3 Features of performance assessment 10.1.4 Designing performance tasks 10.1.5 Defining the assessment criteria and creating performance rubrics 10.2 Journals 10.2.1 Definition of journal 10.2.2 Functions and drawbacks of journal 10.2.3 Benefits of journal 10.2.4 Features of journals 10.2.5 Types of journals 10.2.6 General steps and guidelines to develop journals 10.3 Conferences 10.3.1 Advantages of conferences 10.3.2 Functions and subject matter of conferences 10.3.3 Guidelines for conducting a conference Chapter Eleven Interviews and Questionnaires 11.1 Introduction to Interviews and Questionnaires 11.2 Organization of Interviews and Questionnaires 11.3 Questionnaires versus Interviews 11.4 Guidelines for Constructing Questionnaires and Interviews 11.4.1 Constructing questionnaires and interviews 11.4.2 Planning questionnaires and interviews 11.4.3 Devising questionnaire and interview items Chapter Twelve Self-assessment and Peer-assessment 12.1 Introduction to Self-assessment and Peer-assessment 12.1.1 Self-assessment 12.1.2 Peer-assessment 12.2 Types of Self-assessment and Peer-assessment 12.2.1 Direct assessment of a specific performance 12.2.2 Indirect assessment of general competence 12.2.3 Metacognitive assessment (for setting goals) 12.2.4 Socioaffective assessment 12.2.5 Student-generated tests 12.3 Guidelines for Self-assessment and Peer-assessment 12.3.1 Tell students the purpose of the assessment 12.3.2 Define the task(s) clearly 12.3.3 Encourage impartial evaluation of performance or ability 12.3.4 Ensure beneficial washback through follow-up tasks 12.4 Classification of Self-assessment and Peer-assessment Tasks 12.5 Self-assessment and Peer-assessment Sheet Bibliography
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