Criterion‐Referenced Language Test Development: Linking Curricula, Teachers, and Tests
Criterion‐Referenced Language Test Development: Linking Curricula, Teachers, and Tests
复制标题
标准参考语言测试开发：将课程、教师和测试联系起来
DOI：
10.2307/3587557
复制
发表时间：
1994
期刊：
影响因子：
3.2
通讯作者：
F. Davidson
中科院分区：
文献类型：
--
作者：
Brian K. Lynch;F. Davidson
在讨论项目分析中使用标准参考测量和规范参考测量技术时，Brown（1989）呼吁加强测试与课程之间的关系。Alderson和Wall（1993）指出需要对反拨现象的存在进行实际的研究，即测试对教学的影响。本文通过提出标准参考语言测试开发（CRLTD）作为连接ESL课程、教师经验和语言测试的一种手段来回应这些呼吁。
In discussing the use of both criterion-referenced measurement and norm-referenced measurement techniques for item analysis, Brown (1989) has called for strengthening the relationship between testing and the curriculum. Alderson and Wall (1993) have pointed out the need for actual studies on the existence of washback, or the influence of tests on teaching. This article answers those calls by presenting criterion-referenced language test development (CRLTD) as a means for linking ESL curricula, teacher experience, and language tests.
CRLTD focuses on the generation of test specifications, as adapted from Popham (1978), and their refinement following the production of items or tasks from those specifications. Sample specifications are presented from university ESL/EFL programs at the University of Illinois, Urbana-Champaign, and the University of California, Los Angeles. CRLTD is elaborated further in the form of a workshop designed to translate curricular goals into test instruments with the active participation of teachers. The article concludes by examining data from teachers who have used CRLTD and with a discussion of its benefits as a proactive process for teaching and assessment.