一項英語專業(yè)大學一年級成績測試中關于思辨能力評估的效度研究
發(fā)布時間：2022-02-21 02:07
成績測試作為一種評估學生在實現(xiàn)課程學習目標方面取得了多少進步的手段,是最常見的評估方式之一,也通常在學生總成績中占最大比重。成績測試的質量能對一門課程的教學產(chǎn)生重大影響。成績測試的結果往往能給課堂教學提供反饋,幫助老師和學生改進教學與學習方式。思辨能力是現(xiàn)代社會發(fā)展所必需的一項能力,是目前教育改革所強調的一項能力,也是英語精讀課程教學大綱的目標里所包含的一項能力。在教育改革的背景下,精讀課程再培養(yǎng)學生思辨能力方面承擔著十分重要的作用。作為精讀課程的期末考試,除了要考查學生的基本語言能力之外,還應該考查學生的思辨能力。要了解一項測試在檢測其欲測能力方面表現(xiàn)得如何,應對其構念效度進行研究。為了了解精讀課程的考試是否有效地考查了學生的思辨能力,本研究試圖探究英語專業(yè)大一精讀課的一項成績測試中思辨能力考查的效度。本研究提出的研究問題是:思辨能力在這項考試中是否得到了有效的考查?本研究采用了Bachman與Palmer的測試使用論證框架（AUA）作為效度驗證的理論框架�；谠摽蚣苤小皩τ陬A測能力的解釋有意義”這一主張之下的7點通用理由,本研究對其做了適當?shù)恼{整并作為該考試的效度驗證框架。為了證明...
【文章來源】：北京外國語大學北京市211工程院校教育部直屬院校
【文章頁數(shù)】：86 頁
【學位級別】：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：3636276
【文章來源】：北京外國語大學北京市211工程院校教育部直屬院校
【文章頁數(shù)】：86 頁
【學位級別】：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：3636276
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