论文题目: 考试效度研究的互动性——再论TEM4阅读测试项目的有效性
论文类型: 博士论文
论文专业: 英语语言文学
作者: 邹申
导师: 戴炜栋
关键词: 考试有效性,效度验证,考试规范,阅读模式与技能,阅读策略,师生评判,阅读试题
文献来源: 上海外国语大学
发表年度: 2005
论文摘要: 本博士学位论文的主要内容是验证高等学校英语专业四级考试(TEM4)阅读项目的效度,其目的是为了进一步提高该阅读项目的测试有效性。效度验证涉及多个层面,包括定性类评价和定量类研究。对效度和效度验证性质与作用的深入探讨突出了效度验证在阅读测试评估中的重要地位。在阅读测试效度验证过程中,我们需要搜集各种不同的证据来支持所测试的潜在能力。证据来源于测试范畴的界定、与外部检验方法的比较、答题过程研究、考试使用的恰当性以及考试构建(即所测试的阅读能力)的论证等方面。阅读能力的验证是阅读效度研究过程的关键所在,是效度研究的核心。在效度验证的各个阶段,考试规范的作用不可忽视。在规划阶段考试规范的作用是以清晰的文字表述所要观察的阅读表现和能力以及其他要素。在设计与实施阶段考试规范有助于效度各个要素的具体操作和实现。在评估阶段考试规范的功能体现在辅助验证考试的有效性上。随后,本论文对相关的阅读模式及其理论支撑作了详细综述。与此同时,论文讨论了其他有关阅读测试的因素,如技能因素、读者因素、文本因素、方式方法因素等。上述讨论对本论文中效度验证模式的提出做了理论铺垫。本效度验证模式包含四个参数:回顾、分析、修改和评估(R.A.R.E.)。回顾主要指的是对所验证考试的历史回顾及对现状的总结。其目的是为进一步研究确定方向及内容。分析则是通过实证调研手段来收集各类效度验证证据,已达到验证考试效度的目的。修改以上述研究成果为参照,涉及测试范畴的重新划定、考试规范的修订、考试形式和考试实施条件的重新规划与确定等。最后一个环节评估是对所作修改有效性的检验,包括小规模预测后的信息反馈等。评估的主要目的是确定修订后考试的效度。应该指出,模式的四个参数间存在相互关联、相互依存的关系。这种关系不是线性的,而是双向互动的。
论文目录:
Acknowledgements
Abstract (English version)
Abstract (Chinese version)
List of Tables and Figures
Introduction
Chapter One Aspects of Validation Studies
1.1. Definition of Validity
1.2. Importance of Validity
1.3. Types of Validity
1.3.1. Content Validity
1.3.2. Criterion-related Validity
1.3.3. Response Validity
1.3.4. Ethical Validity
1.3.5. Construct Validity
1.4. Validity and Validation
1.5. Methods of Validation Studies
1.5.1. Data Collection Procedures
1.5.2. Data Analysis Procedures
1.6.Implications for Reading Test Validation
Chapter Two Test Specifications
2.1. Definitions of Test Specifications
2.1.1. Role in Test Construction and Evaluation
2.1.2. Format of Test Specifications
2.2. Usefulness of Test Specifications
2.3. Implications for Reading Test Validation
Chapter Three Theoretical Considerations in Reading
3.1. Reading Models and Approaches
3.1.1. The Psycholinguistic Perspective
3.1.1.1. Kenneth Goodman’s Model
3.1.1.2. Frank Smith’s Model
3.1.2. The Cognitive Perspective
3.1.2.1. LaBerge-Samuels’s model
3.1.2.2. Just and Carpenter’s model
3.1.2.3. Rumelhart’s model
3.1.3. Patterns of Processing
3.1.3.1. The Bottom-up Pattern
3.1.3.2. The Top-down Pattern
3.1.3.3. The Interactive Pattern
3.2. Factors Affecting the Reading Process
3.2.1. Skill Factors
3.2.2. Reader Factors
3.2.2.1. Reader Prior Experience
3.2.2.2. Reader Topical Knowledge
3.2.2.3. Reader Motivation
3.2.3. Text Factors
3.2.3.1. Presentation Facet
3.2.3.2. Language Facet
3.2.4. Method Factors
3.2.4.1. Sources of Errors
3.2.4.2. Method Effects in Reading
3.3. Implications for Reading Test Validation
Chapter Four A Proposed Framework for Reading Test Validation
4.1. A Proposed Framework for Reading Test Validation: An Overview
4.1.1. Facets of Validity
4.1.2. Test Specifications
4.1.3. Reading-related Factors
4.1.4. AProposed Framework
4.2. The R.A.R.E. Approach
4.2.1. Review
4.2.2. Analysis
4.2.3. Revision
4.2.4. Evaluation
4.2.5. Interactivenes of R.A.R.E
4.3. The Validation Study
4.3.1. Research Purposes
4.3.2. Research Questions
4.3.3. Research Design
4.3.4. Research Methods
Chapter Five Review of the TEM4 Reading Component since 1996
5.1. Overview of the 1996 Validation Study
5.1.1. Aims of the Validation Project
5.1.2. Formulation of the Project Proposal
5.1.3. Description of the Study
5.1.4. Summary of the Findings and Conclusion
5.2. Validation of the TEM4 Reading Component
5.2.1. Content Validation Measures
5.2.2. Internal Statistical Validation Measures
5.2.3. External Statistical Validation Measures
5.3. Developments since 1996
5.3.1. Reading Test Operations
5.3.2. Reading Test Format
5.3.3. Test Population
5.3.4. Related Studies
5.3.5. Need for Changes
Chapter Six Validity Evidence of the Current TEM4 Reading Component
6.1. Statistical Evidence
6.1.1. Criterion Relatedness of the TEM4 Reading Component
6.1.1.1. Research Rationale
6.1.1.2. Research Design
6.1.1.3. Results and Discussion
6.1.2. Review of Past Test Performance
6.1.2.1. Research Rationale
6.1.2.2. Research Design
6.1.2.3. Results and Discussion
6.2. Judgmental Evidence
6.2.1. Reading Strategy Survey
6.2.1.1. Research Rationale
6.2.1.2. Research Design
6.2.1.3. Results and Discussion
6.2.2. Teacher/Student Judgment
6.2.2.1. Research Rationale
6.2.2.2. Research Design
6.2.2.3. Results and Discussion
6.3. Summary
Chapter Seven Redesigning the TEM4 Reading Component
7.1. Test Specification Revisited
7.1.1. Guidelines for Revision
7.1.1.1. Summary of the Current TEM4 Reading Specification
7.1.1.2. Summary of the Feedback from the Empirical Studies
7.1.1.3. Principles of Revision
7.1.2. The New Reading Test Specification
7.1.2.1. Structure of the New Reading Test Specification
7.1.2.2. Features of the New Reading Test Specification
7.2. Development of the New Test Format
7.2.1. Categories of Reading Questions
7.2.2. Features of the New TEM4 Reading Questions
7.3. Validation Procedures
7.3.1. Research Rationale
7.3.2. Research Design
7.3.3. Results and Discussion
7.4. Summary
Conclusion
Bibliography
Appendices
发布时间: 2006-12-30
参考文献
- [1].分析性口试评分表的效度研究[D]. 刘芹.上海外国语大学2005
标签：考试有效性论文; 效度验证论文; 考试规范论文; 阅读模式与技能论文; 阅读策略论文; 师生评判论文; 阅读试题论文;