一項(xiàng)英語(yǔ)專業(yè)大學(xué)一年級(jí)成績(jī)測(cè)試中關(guān)于思辨能力評(píng)估的效度研究
發(fā)布時(shí)間：2022-02-21 02:07
成績(jī)測(cè)試作為一種評(píng)估學(xué)生在實(shí)現(xiàn)課程學(xué)習(xí)目標(biāo)方面取得了多少進(jìn)步的手段,是最常見(jiàn)的評(píng)估方式之一,也通常在學(xué)生總成績(jī)中占最大比重。成績(jī)測(cè)試的質(zhì)量能對(duì)一門課程的教學(xué)產(chǎn)生重大影響。成績(jī)測(cè)試的結(jié)果往往能給課堂教學(xué)提供反饋,幫助老師和學(xué)生改進(jìn)教學(xué)與學(xué)習(xí)方式。思辨能力是現(xiàn)代社會(huì)發(fā)展所必需的一項(xiàng)能力,是目前教育改革所強(qiáng)調(diào)的一項(xiàng)能力,也是英語(yǔ)精讀課程教學(xué)大綱的目標(biāo)里所包含的一項(xiàng)能力。在教育改革的背景下,精讀課程再培養(yǎng)學(xué)生思辨能力方面承擔(dān)著十分重要的作用。作為精讀課程的期末考試,除了要考查學(xué)生的基本語(yǔ)言能力之外,還應(yīng)該考查學(xué)生的思辨能力。要了解一項(xiàng)測(cè)試在檢測(cè)其欲測(cè)能力方面表現(xiàn)得如何,應(yīng)對(duì)其構(gòu)念效度進(jìn)行研究。為了了解精讀課程的考試是否有效地考查了學(xué)生的思辨能力,本研究試圖探究英語(yǔ)專業(yè)大一精讀課的一項(xiàng)成績(jī)測(cè)試中思辨能力考查的效度。本研究提出的研究問(wèn)題是:思辨能力在這項(xiàng)考試中是否得到了有效的考查?本研究采用了Bachman與Palmer的測(cè)試使用論證框架（AUA）作為效度驗(yàn)證的理論框架�；谠摽蚣苤小皩�(duì)于預(yù)測(cè)能力的解釋有意義”這一主張之下的7點(diǎn)通用理由,本研究對(duì)其做了適當(dāng)?shù)恼{(diào)整并作為該考試的效度驗(yàn)證框架。為了證明...
【文章來(lái)源】：北京外國(guó)語(yǔ)大學(xué)北京市211工程院校教育部直屬院校
【文章頁(yè)數(shù)】：86 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
摘要
Abstract
Ⅰ. Introduction
1.1 Rationale for this study
1.2 Organization
Ⅱ. Literature Review
2.1 Models of construct
2.2 Models of construct validation of language tests
2.3 Validation framework of the assessment of CT skills in IR test
2.4 Empirical studies on construct validity of achievement tests
Ⅲ. Research Methodology
3.1 Research questions
3.2 Research design and methods
3.2.1 Participants
3.2.2 Research instruments
3.2.3 Data collection procedures
3.2.4 Data analysis
Ⅳ. Results and discussion
4.1 The definition of CT skills in the test
4.2 The clearness of the test items
4.3 The conditions for administering the test
4.4 The scoring
4.5 The engagement of CT skills in the test
4.6 The interpretation of test scores
4.7 Teachers' communication of the definition of CT
Ⅴ. Conclusion
5.1 Summary of this study
5.2 Implications and suggestions
5.3 Limitations and further research
References
Appendix 1. A Sample of the Test Paper and the Scoring Criteria
Appendix 2. The questionnaire for the test designer concerning the construct of the final test of intensive reading
Appendix 3. An outline of the questionnaire for experts
Appendix 4. A sample of the questions for interviewing teachers
Appendix 5. A sample of the questions for interviewing students
Appendix 6. The syllabus of 1~(st)-year English Majors' intensive reading course
本文編號(hào)：3636276
【文章來(lái)源】：北京外國(guó)語(yǔ)大學(xué)北京市211工程院校教育部直屬院校
【文章頁(yè)數(shù)】：86 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
摘要
Abstract
Ⅰ. Introduction
1.1 Rationale for this study
1.2 Organization
Ⅱ. Literature Review
2.1 Models of construct
2.2 Models of construct validation of language tests
2.3 Validation framework of the assessment of CT skills in IR test
2.4 Empirical studies on construct validity of achievement tests
Ⅲ. Research Methodology
3.1 Research questions
3.2 Research design and methods
3.2.1 Participants
3.2.2 Research instruments
3.2.3 Data collection procedures
3.2.4 Data analysis
Ⅳ. Results and discussion
4.1 The definition of CT skills in the test
4.2 The clearness of the test items
4.3 The conditions for administering the test
4.4 The scoring
4.5 The engagement of CT skills in the test
4.6 The interpretation of test scores
4.7 Teachers' communication of the definition of CT
Ⅴ. Conclusion
5.1 Summary of this study
5.2 Implications and suggestions
5.3 Limitations and further research
References
Appendix 1. A Sample of the Test Paper and the Scoring Criteria
Appendix 2. The questionnaire for the test designer concerning the construct of the final test of intensive reading
Appendix 3. An outline of the questionnaire for experts
Appendix 4. A sample of the questions for interviewing teachers
Appendix 5. A sample of the questions for interviewing students
Appendix 6. The syllabus of 1~(st)-year English Majors' intensive reading course
本文編號(hào)：3636276
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