內容大鋼
本書是隨著國家英語能力等級量表研發、國家外語能力測評體系建設工作的有序推進，作者針對不斷優化的頂層設計之下一線英語教師和英語師範生存在的測評理念陳舊，測評知識缺失，測評技能低下等問題進行深入研究的成果。本書分為三部分。第一部分測評理論，論述了測評的目的、方法、分類、原則及其開發；第二部分測試性評估，詳述了聽、說、讀、寫四項語言技能的測評；第三部分非測試評估，闡述了課堂觀察、學習檔案袋、學習日誌、敘事評價、訪談、學生自評、同伴互評等評估手段。本書著力將抽象的理論用具體的教例呈現出來，將劃一的測評規則用操作的方式表現出來，將先進的測評理念用技能的方式外化出來，力求為英語教師提供便於實際應用的測評手冊。
作者介紹
楊香玲|責編:張淑文
楊香玲，甘肅省天水人，碩士，天水師範學院外國語學院教授，碩士生導師。研究方向為英語教學與測評。在《中國外語教育》《蘭州大學學報》《吉首大學學報》《英語研究》等期刊發表論文40余篇；出版專著3部，參編教材1部。主持並完成國家基礎教科研項目3項，甘肅省教育廳教科研項目6項，甘肅省教育規劃項目2項。獲全國教育碩士優秀教師獎，甘肅省高校社科優秀成果二等獎2項，天水市社科優秀成果二等獎2項，校級教書育人和教學科研骨幹獎多項。
目錄
Part I Theory of Language Assessment
Chapter One An Introduction to Language Assessment
1.1 The Relationship among Testing, Assessment, and Teaching
1.1.1 What is testing?
1.1.2 Testing and teaching
1.1.3 Assessment and teaching
1.2 Approaches to Language Assessment
1.2.1 Approaches to language testing
1.2.2 Approaches to non-testing assessment
1.2.3 Differences between testing assessment and non-testing assessment
1.3 Purpose of Assessment
1.3.1 Purpose of testing assessment
1.3.2 Purpose of non-testing assessment
1.4 A Look at the Current Large-Scale Tests at Home and Abroad
1.4.1 PETS (Public English Test System)l--5
1.4.2 CET(College English Tests)
1.4.3 TEM(Test for Enghish Majors)
1.4.4 TOEFL(Test of English as a Foreign Language)
1.4.5 IELTS(The International English Language Testing System)
Chapter Two Types of Assessment
2.1 Types of Testing Assessment
2.1.1 Tests classified by purposes
2.1.2 Tests classified by ways of testing
2.1.3 Testing classified by language measuring forms
2.1.4 Testing classified by score interpretation
2.1.5 Testing classified by scoring methods
2.1.6 Testing classified by test influence
2.1.7 Other test categories
2.2 Types of Non-testing Assessment
2.2.1 Diagnostic assessment
2.2.2 Authentic assessment
2.2.3 Formative assessment
2.2.4 Sizing up assessment
2.2.5 Instructional assessment
Chapter Three Principls of Assessment
3.1 Validity
3.1.1 Definition of validity
3.1.2 Features of validity
3.1.3 Types of validity
3.1.4 Factors affecting test validity
3.1.5 Methods making tests more valid
3.2 Reliability
3.2.1 Definition of reliability
3.2.2 Types of reliability
3.2.3 Reliability coefficient and obtaining methods
3.2.4 Methods making tests more reliable
3.2.5 The relationship between validity and reliability
3.3 Backwash
3.4 Practicality
3.5 Authenticity
Chapter Four Stages of Test Development
4.1 Thinking Stage--Stating the Test Problems
4. 2 Developing Stage--Providing a Solution to the Problems
4.2.1 Drawing up test specifications
4.2.2 Writing items
4.3 Implementing Stage
4.3.1 Administering
4.3.2 Scoring and giving feedback
Part Two Testing Assessment
Chapter Five Assessing Listening
5.1 Nature of Listening
5.1.1 Definition of listening
5.1.2 Characteristics of listening
5.1.3 Factors affecting listening
5.1.4 Types of listening
5.1.5 Difficulties in listening teaching
5.2 Constructing Listening Test
5.2.1 Specifying all possible contents
5.9.2 Setting the tasks
5.3 Scoring Listening Tests
Chapter Six Assessing Speaking
6.1 Nature of Speaking
6.1.1 Definition of speaking
6.1.2 Importance of speaking ability
6.1.3 Features of spoken English
6.1.4 Constitutive elements of spoken English
6.1.5 Difficulties in testing speaking skills
6.2 Constructing Speaking Test
6.2 . 1 Specifying all possible contents
6.2.2 Choose appropriate techniques
6.2.3 Suggestions for the tester on planning and conducting speaking test
6.2.4 Tips for the test
6.2.5 Four stages of training the interviewers
6.3 Ensure Valid and Reliable Scoring
6.3.1 Principles of scoring
6.3.2 Approaches to scoring
6.3.3 Training of scorers
Chapter Seven Assessing Reading
7.1 Nature of Reading
7.1.1 Definition of reading
7.1.2 Models of reading
7.1.3 Strategies of reading
7.1.4 Factors affecting reading
7.2 Constructing Reading Test
7.2.1 Specifying all possible contents
7.2.2 Setting the tasks
7.2.3 Procedures for writing items
7.2.4 Practical suggestions on item writing
7.3 Scoring
Chapter Eight Assessing Writing
8.1 The Nature of Writing
8.1.1 Definition of writing
8.1.2 Nature of writing ability
8.1.3 Questions to be answered before writing test
8.1.4 Methods for writing test
8.2 Constructing Writing Test
8.2.1 Setting representative tasks
8.2.2 Eliciting a valid sample of writing ability
8.3 Ensuring Reliable Scoring
8.3.1 Setting tasks reliably to be scored
8.3.2 Creating appropriate scales for scoring
8.3.3 Conducting scoring
Part III Assessment without Test
Chapter Nine Observation and Portfolios
9.1 Observation in the Classroom
9.1.1 Definition of observations
9.1.2 Purpose of classroom observation
9.1.3 Guidelines to plan classroom observation
9.1.4 Observation loci
9.1.5 Steps to carry out classroom observation
9.1.6 Forms and methods of observation
9.1.7 Observation sheet
9.2 Portfolios
9.2.1 Definition and materials of portfolio
9.2.2 The benefits of portfolio
9.2.3 Purposes of portfolio assessment
9.2.4 Types of portfolio assessment
9.2.5 Features of portfolio assesment
9.2.6 Steps and guidelines to develop successful portfolio
9.2.7 Principles of portfolio assessment
9.2.8 Portfolio criteria--cycle two ~ three
Chapter Ten Performance-based Assessment, Journals and Conference
10.1 Performance-based Assessment
10.1.1 The definition of performance-based assessment
10.1.2 The purpose of performance-based assessment
10.1.3 Features of performance assessment
10.1.4 Designing performance tasks
10.1.5 Defining the assessment criteria and creating performance rubrics
10.2 Journals
10.2.1 Definition of journal
10.2.2 Functions and drawbacks of journal
10.2.3 Benefits of journal
10.2.4 Features of journals
10.2.5 Types of journals
10.2.6 General steps and guidelines to develop journals
10.3 Conferences
10.3.1
10.3.3 Guidelines for conducting a conference
Chapter Eleven Interviews and Questionnaires
11.1 Introduction to Interviews and Questionnaires
11.2 Organization of Interviews and Questionnaires
11.3 Questionnaires versus Interviews
11.4 Guidelines for Constructing Questionnaires and Interviews
11.4.1 Constructing questionnaires and interviews
11.4.2 Planning questionnaires and interviews
11.4.3 Devising questionnaire and interview items
Chapter Twelve Self-assessment and Peer-assessment
12.1 Introduction to Self-assessment and Peer-assessment
12.1.1 Self-assessment
12.1.2 Peer-assessment
12.2 Types of Self-assessment and Peer-assessment
12.2.1 Direct assessment of a specific performance
12.2.2 Indirect assessment of general competence
12.2.3 Metacognitive assessment (for setting goals)
12.2.4 Socioaffective assessment
12.2.5 Student-generated tests
12.3 Guidelines for Self-assessment and Peer-assessment
12.3.1 Tell students the purpose of the assessment
12.3.2 Define the task(s) clearly
12.3.3 Encourage impartial evaluation of performance or ability
12.3.4 Ensure beneficial washback through follow-up tasks
12.4 Classification of Self-assessment and Peer-assessment Tasks
12.5 Self-assessment and Peer-assessment Sheet
Bibliography
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