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经典项目分析在英语专业四级试卷质量评估中的应用
时间:2012-12-23 浏览次数:1091次 无忧论文网
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【中文题名】 经典项目分析在英语专业四级试卷质量评估中的应用 【英文题名】 The Application of the Classical Item Analysis in Quality Evaluation of the Tests for English Majors (Grade Four) 【中文摘要】 科学测试方法自引入中国以来,语言测试专家和教师在信度和效度方面做了大量研究,研讨了信度和效度的概念并把其作为测试标准。然而,项目分析则常常在测试质量研究中被忽略。鉴于此,本项研究就项目分析在测试质量评估中的应用做以探讨,以便使教师对这种分析方法有更清楚的认识,并使之在试卷评估和设计中得以启发。 项目分析方法有两种:一种是经典项目分析,另一种是项目反映理论。本文采用了第一种。一般来说,难易度和区分度是经典项目分析的两种重要指标。难易度是衡量试题难易程度的指标,即以答对该题目考生的人数占总考生人数的百分 【英文摘要】 Since scientific testing approaches were introduced to China, language testing experts and teachers have done much research on reliability and validity in validation study. They have discussed the concept of test reliability and validity, recognized them as complementary aspects of testing criteria. However, item analysis is often ignored when studying quality of a test. As such, this study aims to show how item analysis is applied for quality evaluation of tests, help teachers have a better understandin Chapter One Introduction 13-20 1.1 Definition of Classical Item Analysis 14-16 1.2 Scope of the Study 16-17 1.3 Methodology of the Study 17-18 1.4 Limitation of the Study 18-18 1.5 Organization of the Thesis 18-20 Chapter Two Literature Review of Language Testing 20-35 Introduction 20-20 2.1 Review of Language Testing 20-29 2.1.1 Testing in China 20-21 2.1.2 Testing Abroad 21-22 2.1.3 The Evolution of Language Testing 22-25 2.1.4 Approaches to Language Testing 25-35 2.1.4.1 The essay-translation approach 25-26 2.1.4.2 The structuralist approach 26-27 2.1.4.3 The integrative approach 27-28 2.1.4.4 The Communicative approach 28-54 2.2 The Evaluation of Tests 29-33 Summary 33-35 Chapter Three Methodology of the Study 35-45 Introduction 35-35 3.1 Data Collection 35-41 3.1.1 Rationale of the Selection of TEM-4 Tests 35-36 3.1.2 Introduction of TEM-4 Tests 36-38 3.1.3 Participants of the Study 38-39 3.1.4 Administration of the TEM-4 Tests 39-40 3.1.5 Questionnaire 40-41 3.2 Requirements for Analysis 41-43 3.2.1 Item Analysis 41-42 3.2.2 Measure of Central Tendency 42-42 3.2.3 Measure of Dispersion 42-50 Summary 43-45 Chapter Four Evaluation of TEM-4 Tests 45-77 Introduction 45-45 4.1 Description of the Test Papers 45-48 4.2 Test Item Types of TEM-4 48-49 4.3 Statistical Analysis 49-68 4.3.1 Item Analysis of TEM-4 1998 50-56 4.3.1.1 Listening Comprehension 54-54 4.3.1.2 Cloze 54-55 4.3.1.3 Grammar & Vocabulary 55-55 4.3.1.4 Reading Comprehension 55-60 4.3.2 Item Analysis of TEM-4 2000 56-62 4.3.2.1 Listening Comprehension 60-60 4.3.2.2 Cloze 60-61 4.3.2.3 Grammar & Vocabulary 61-61 4.3.2.4 Reading Comprehension 61-66 4.3.3 Item Analysis of TEM-4 2001 62-71 4.3.3.1 Listening Comprehension 66-67 4.3.3.2 Cloze 67-67 4.3.3.3 Grammar & Vocabulary 67-68 4.3.2.4 Reading Comprehension 68-126 4.4 Extended Answer Analysis 68-71 4.5 Teachers' Overall Opinions about the Tests 71-72 4.5.1 Teachers' Responses to Objective Questions 71-72 4.5.2 Teachers' Responses to Open-Ended Questions 72-79 Summary 72-77 Chapter Five Suggestions and Implications 77-094 Introduction 77-77 5.1 Suggestions on Multiple-Choice Item Construction 77-84 5.1.1 Suggestions for Writing Listening Comprehension Items 79-80 5.1.2 Suggestions for Writing Cloze Items 80-81 5.1.3 Suggestions for Writing Grammar & Vocabulary Items 81-83 5.1.4 Suggestions for Writing Reading Comprehension Items 83-126 5.2 Suggestions on Item Cards and Banks Construction 84-86 5.3 Implication to Language Testing Experts and Language Teachers 86-89 5.4 Suggestions for Further Study 89-91 Overall Summary 91-126 Bibliography 094-97 Appendix Ⅰ 97-126 Appendix Ⅱ 126-134
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