导语

  

内容提要

  

    本书是随着国家英语能力等级量表研发、国家外语能力测评体系建设工作的有序推进，作者针对不断优化的顶层设计之下一线英语教师和英语师范生存在的测评理念陈旧，测评知识缺失，测评技能低下等问题进行深入研究的成果。本书分为三部分。第一部分测评理论，论述了测评的目的、方法、分类、原则及其开发；第二部分测试性评估，详述了听、说、读、写四项语言技能的测评；第三部分非测试评估，阐述了课堂观察、学习档案袋、学习日志、叙事评价、访谈、学生自评、同伴互评等评估手段。本书着力将抽象的理论用具体的教例呈现出来，将划一的测评规则用操作的方式表现出来，将先进的测评理念用技能的方式外化出来，力求为英语教师提供便于实际应用的测评手册。

    杨香玲，甘肃省天水人，硕士，天水师范学院外国语学院教授，硕士生导师。研究方向为英语教学与测评。在《中国外语教育》《兰州大学学报》《吉首大学学报》《英语研究》等期刊发表论文40余篇；出版专著3部，参编教材1部。主持并完成国家基础教科研项目3项，甘肃省教育厅教科研项目6项，甘肃省教育规划项目2项。获全国教育硕士优秀教师奖，甘肃省高校社科优秀成果二等奖2项，天水市社科优秀成果二等奖2项，校级教书育人和教学科研骨干奖多项。

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