《語言測試與效度驗證：基於證據的研究方法》是2010年11月1日帕爾格雷夫·麥克米倫出版公司、外語教學與研究出版社出版的圖書，作者是（英國）韋爾（Cyril J.Weir）
基本介紹
- 書名：語言測試與效度驗證：基於證據的研究方法
- 又名：Language Testing and Validation:An Evidence-Based Approach
- 作者：（英國）韋爾（Cyril J.Weir）
- ISBN：9787513502887、7513502889
- 頁數：301頁
- 出版社：帕爾格雷夫·麥克米倫出版公司，外語教學與研究出版社
- 出版時間：2010年11月1日
- 裝幀：平裝
- 開本：16
- 版次：第1版
- 叢書名：當代國外語言學與套用語言學文庫
- 正文語種：英語
- 條形碼：9787513502887
- 尺寸：22.6 x 15 x 1.4 cm
- 重量：381 g
編輯推薦,內容簡介,圖書目錄,文章節選,
編輯推薦
《語言測試與效度驗證：基於證據的研究方法》是當代國外語言學與套用語言學文庫。
內容簡介
《語言測試與效度驗證：基於證據的研究方法》作者Weir教授是世界著名的語言測試專家，撰寫了很多在語言測試方面影響較大的著作。《語言測試與效度驗證：基於證據的研究方法》是第一部全面、系統地闡述語言測試效度的專著。書中吸收了效度研究的成果，提出了基於證據的效度驗證的理論框架，並列舉了大量研究實例，堪稱語言測試效度理論與實踐的里程碑之作。
圖書目錄
General Editors Preface
Acknowledgements
Abbreviations
Introduction
Part 1 Testing as Validity
1 Language Testing Past and Present
1.1 The Cambridge Proficiency Examination 1913-1945：
The Garden of Eden， the pre-scientific era
1.2 Developments in the 1960s： the move towards a
language-based examination
1.3 The 1975 and 1984 revisions： The Promised Land?
The Nature of Test Validity
Before the Test Event： A Pr/or/Validity Evidence
3.1 Theory-based validity
3.2 Context validity
4 After the Test Event： A Posteriori Validity Evidence
4.1 Scoring validity
4.2 Criterion-related validity
4.3 Consequential validity
Part 2 New Frameworks for Developing and Validating
Tests of Reading， Listening， Speaking and Writing
Introduction
5 Test Takers
5.1 Physical/physiological characteristics：
making accommodations
5.2 Psychological characteristics： affective schemata
5.3 Experiential characteristics： familiarity
6 Context Validity in Action
6.1 Task setting
6.2 Task demands
6.3 Setting and test administration
7 Theory-based Validity in Action
7.1 Reading
7.2 Listening
7.3 Speaking
7.4 Writing
8 Response Formats
8.1 Techniques for testing reading comprehension
8.2 Techniques for testing listening comprehension
8.3 Techniques for testing speaking
8.4 Techniques for testing written production
9 Scoring Validity in Action
9.1 Scoring written production
9.2 Scoring speaking tests
9.3 Internal reliability of receptive tests
9.4 Scores， grading and post-exam validation
procedures
10 External Validities in Action
10.1 Criterion-related validity
10.2 Consequential validity
Part 3 Generating Validity Evidence
Introduction
11 Research Methodologies for Exploring the
Validity of a Test
11.1 An introductory note on research
11.2 A priori validation： investigating the
specification of the construct and the
operationalization of the test
11.3 Establishing context validity
11.4 Establishing theory-based validity evidence
11.5 Establishing scoring validity evidence
11.6 Establishing evidence on a posteriori validities
Part 4 Further Resources in Language Testing
12 Key Sources
12.1 Books
12.2 Journals
12.3 Professional associations
12.4 Principal testing conferences
12.5 Email lists and bulletin boards
12.6 lntemet sites
12.7 Databases
12.8 Statistical packages
Postscript
References
Index
文章節選
v The time to be spent on each task should be clearly indicated on the testpaper and the invigilators should encourage students to comply with the instructions. In writing we are also concerned with time available： the speed at which processing must take place， the length of time available to write， normal time constraints， whether it is an exam or an assignment to hand in， and the number of revisions or drafts allowed， i.e.， the process element. Out side of examination essays， in the real world， writing tasks would not be timed at all and students would be allowed maximum opportunity and access to resources for demonstrating their writing abilities. There are， as we know，many difficulties in fully replicating reality. Considerations such as time constraints， scoring validity and test security requirements make longer，processoriented tests impractical in most situations （see Chapter 7 fordiscussion of this in relation to portfolio assessment）. The texts we get candidates to produce obviously have to be long enough for them to be marked reliably. If we want to establish whet her a student canorganize a written product into a coherent whole， length is obviously a key factor. As regards an appropriate time for completion of productoriented writing tasks in an actual examination setting， Jacobs etal. （1981： 19）， in the irresearch on the Michigan Composition Test， found that a time allowance of30 minutes probably gave most students enough time to produce an adequatesample of their writing ability.
