语言测评：原理与课堂实践（第二版）（英语教师职业发展前沿论丛）pdf/txt下载_在线阅读全文

语言测评：原理与课堂实践（第二版）（英语教师职业发展前沿论丛）

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版次：1
页数：
字数：
印刷时间：2013年01月01日
开本：12k
纸张：胶版纸
包装：简装
是否套装：否
国际标准书号ISBN：9787302306306

作者:H. Douglas Brown、Priyanvada Abeywickram出版社:清华大学出版社出版时间:2013年01月

内容简介

　　《语言测评：原理与课堂实践(第二版)(英文)》是一部语言测评领域的综合理论著作，具有很强的实用价值，在全球范围具有广泛和深远的影响力。
　　《语言测评：原理与课堂实践(第二版)(英文)》清晰、全面、系统地阐明了语言测评的基本原理和设计程序，同时提供了一系列科学有效的语言能力评估工具。本次第二版修订新增了近年语言测评领域的*课题和成果，如标准化测试和重形式的测试等，并在附录中新增了词汇术语列表和列举了当今主要的国际化商业考试等内容。每章的开始均设有本章学习重点和目标提示，章末设有课后练习，并提供更多相关的阅读参考建议和推荐。
　　读者对象：广大英语教师、英语语言及相关专业的研究生，以及相关科研和从业人员。

目　　录

丛书总序(王守仁)
中文导渎(韩宝成)
preface
text credits
chapter 1 assessment concepts and issues
assessment and testing
measurement and evaluation
assessment and learning
informal and formal assessment
formative and summative assessment
norm-referenced and criterion-referenced tests
types and purposes of assessment
achievement tests
diagnostic tests

丛书总序(王守仁) 
中文导渎(韩宝成) 
preface 
text credits 
chapter 1 assessment concepts and issues 
assessment and testing 
measurement and evaluation 
assessment and learning 
informal and formal assessment 
formative and summative assessment 
norm-referenced and criterion-referenced tests 
types and purposes of assessment 
achievement tests 
diagnostic tests 
placement tests 
proficiency tests 
aptitude tests 
issues in language assessment: then and now 
behavioral influences on language testing
.integrative approaches 
communicative language testing 
performance-based assessment 
current "hot topics" in classroom-based assessment 
multiple intelligences 
traditional and alternative assessment 
computer-based testing 
other current issues 
exercises 
for your further reading 
chapter 2 principles of language assessment 
practicality 
reliability 
student-related reliability 
rater reliability 
test administration reliability 
test reliability 
validity 
content-related evidence 
criterion-related evidence 
construct-related evidence 
consequential validity (impact) 
face validity 
authenticity 
washback 
applying principles to the evaluation of classroom tests 
1. are the test procedures practical? 
2. is the test itself reliable? 
3. can you ensure rater reliability? 
4. does the procedure demonstrate content validity? 
5. has the impact of the test been carefully accounted for? 
6. is the procedure "biased for best"? 
7. are the test tasks as authentic as possible? 
8. does the test offer beneficial washback to the learner? 
exercises 
for your further reading 
chapter 3 designing classroom language tests 
four assessment scenarios 
scenario 1: reading quiz 
scenario 2: grammar unit test 
scenario 3: midterm essay 
scenario 4: listening/speaking final exam 
determining the purpose of a test 
designing clear, unambiguous objectives 
drawing up test specifications 
devising test items 
designing multiple-choice items 
1. design each item to measure a single objective 
2. state both stem and options as simply and directly as
possible 
3. make certain that the intended answer is clearly the only
correct one 
4. (optional) use item indices to accept, discard, or revise
items 
administering the test 
scoring, grading, and giving feedback 
scoring 
grading 
giving feedback 
exercises 
for your further reading 
chapter 4 standards-based assessment 
the role of standards in standardized tests 
standards-based education 
designing english language standards 
standards-based assessment 
casas and scans 
teacher standards 
the consequences of standards-based and standardized testing 
test bias 
test-driven learning and teaching 
ethical issues: critical language testing 
exercises 
for your further reading 
chapter 5 standardized testing 
advantages and disadvantages of standardized tests 
developing a standardized test 
1. determine the purpose and objectives of the test. 
2. design test specifications. 
3. design, select, and arrange test tasks/items. 
4. make appropriate evaluations of different kinds of items. 
5. specify scoring procedures and reporting formats. 
6. perform ongoing construct validation studies. 
standardized language proficiency testing 
exercises 
for your further reading 
chapter 6 beyond tests: alternatives in assessment 
the dilemma of maximizing both practicality and washback 
performance-based assessment 
rubrics 
portfolios 
journals 
conferences and interviews 
observations 
self- and peer-assessments 
types of self- and peer-assessment 
guidelines for self- and peer-assessment 
a taxonomy of self- and peer-assessment tasks 
exercises 
for your further reading 
chapter 7 assessing listening 
integration of skills in language assessment 
assessing grammar and vocabulary 
observing the performance of the four skills 
the importance of listening 
basic types of listening 
micro- and macroskills of listening 
designing assessment tasks: intensive listening 
recognizing phonological and morphological elements 
paraphrase recognition 
designing assessment tasks: responsive listening 
designing assessment tasks: selective listening 
listening cloze 
information transfer 
sentence repetition 
designing assessment tasks: extensive listening 
dictation 
communicative stimulus-response tasks 
authentic listening tasks 
exercises 
for your further reading 
chapter 8 assessing speaking 
basic types of speaking 
micro- and macroskills of speaking 
designing assessment tasks: imitative speaking 
versant 
designing assessment tasks: intensive speaking 
directed response tasks 
read-aloud tasks 
sentence/dialogue completion tasks and oral questionnaires 
picture-cued tasks 
translation (of limited stretches of discourse) 
designing assessment tasks: responsive speaking 
question and answer 
giving instructions and directions 
paraphrasing 
test of spoken english (tse test) 
designing assessment tasks: interactive speaking 
interview 
role play 
discussions and conversations 
games 
actfl oral proficiency interview (opi) 
designing assessments: extensive speaking 
oral presentations 
picture-cued storytelling 
retelling a story, news event 
translation (of extended prose) 
exercises 
for your further reading 
chapter 9 assessing reading 
genres of reading 
microskills, macroskills, and strategies for reading 
types of reading 
designing assessment tasks: perceptive reading 
reading aloud 
written response 
multiple-choice 
picture-cued items 
designing assessment tasks: selective reading 
multiple choice (for form-focused criteria) 
matching tasks 
editing tasks 
picture-cued tasks 
gap-filling tasks 
designing assessment tasks: interactive reading 
cloze tasks 
impromptu reading plus comprehension questions 
short-answer tasks 
editing (longer texts) 
scanning 
ordering tasks 
information transfer: reading charts, maps, graphs, diagrams 
designing assessment tasks: extensive reading 
skimming tasks 
summarizing and responding 
notetaking and outlining 
exercises 
for your further reading 
chapter 10 assessing writing 
genres of written language 
types of writing performance 
micro- and macroskills of writing 
designing assessment tasks: imitative writing 
tasks in [hand]writing letters, words, and punctuation 
spelling tasks and detecting phoneme--grapheme
correspondences 
designing assessment tasks: intensive (controlled)writing 
dictation and dicto-comp 
grammatical transformation tasks 
picture-cued tasks 
vocabulary assessment tasks 
ordering tasks 
short-answer and sentence-completion tasks 
issues in assessing responsive and extensive writing 
designing assessment tasks: responsive and extensive writing 
paraphrasing 
guided question and answer 
paragraph construction tasks 
strategic options 
standardized tests of responsive writing 
scoring methods for responsive and extensive writing 
holistic scoring 
primary trait scoring 
analytic scoring 
beyond scoring: responding to extensive writing 
assessing initial stages of the process of composing 
assessing later stages of the process of composing 
exercises 
for your further reading 
chapter 11 assessing grammar and vocabulary 
assessing grammar 
defining grammatical knowledge 
designing assessment tasks: selected response 
multiple-choice tasks 
discrimination tasks 
noticing tasks or consciousness-raising tasks 
designing assessment tasks: limited production 
gap-filling tasks 
short-answer tasks 
dialogue-completion tasks 
designing assessment tasks: extended production 
information gap tasks 
role-play or simulation tasks 
assessing vocabulary 
the nature of vocabulary 
defining lexical knowledge 
some considerations in designing assessment tasks 
designing assessment tasks: receptive vocabulary 
designing assessment tasks: productive vocabulary 
exercises 
for your further reading 
chapter 12 grading and student evaluation 
the philosophy of grading: what should grades reflect? 
guidelines for selecting grading criteria 
methods for calculating grades 
teachers' perceptions of appropriate grade distributions 
institutional expectations and constraints 
cross-cultural factors and the question of difficulty 
what do letter grades "mean"? 
calculating grades 
alternatives to letter grading 
some principles and guidelines for grading and evaluation 
exercises 
for your further reading 
appendix: commercial tests 
glossary 
bibliography 
name index 
subject index

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语言测评：原理与课堂实践（第二版）（英语教师职业发展前沿论丛）下载

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