Measurement and Evaluation of English Communicative Competence---Discrete-point vs Integrative Tests & Integrative vs.Analytical Evaluation----

1996年，我们研究了交际能力和交际能力测试（简称CT）。1997年，我们基于Welr的三部分框架(听力(L)，口语(S)，阅读（R)和写作(W)）构建了4个ct，一个离散点测试（CRT）和2个综合测试（听写（DICT）和1个完形测试（CLZ））。我们对3所公立初中的461名三年级学生和5所公立高中的274名二年级学生进行了7项测试。1998年，我们分析了369名初中生（S: 106）和238名高中生（S: 90）的数据。初中生测验的主要结果是：(1)8、W、R、L的内容和结构效度较高。在并发效度方面，CRY与S、CRT与W的相关程度为中等；CRT & R和CRT & L之间的相关性很高。(2)综合评价在S、R和L中的信度较高；W是中等的。综合评价（IE）、分析评价（AE）和传统评价（TB）的评分间信度较低；在R和L中是中等的。(3)与CLZ的相关性：S与CLZ的相关性较低；CLZ& W、CLZ& r、CLZ& L的相关性较高。(4) S和W的AB和IE相关性较高；(5)上层、中层和下层组：下层组结果最显著，上层组次之。(6)南、西地区结核与ae相关性较高。(7) CRY、DICT、CLZ可靠性高。同样的情况也几乎发生在高二学生身上。

In 1996, we studied communicative competence and tests measuring communicative competence (communicative tests (abbreviated to CT). In 1997, we constructed 4 CTs based on Welr's 3-part framework (Listening (L), Speaking (S), Reading (R), and Writing (W)), a discrete-point test (CRT), and 2 integrative tests (Dictation (DICT) & 1 cloze test (CLZ)). We administered the 7 tests to 461 3rd-year students at 3 public junior high schools and 274 2nd-year students at 5 public senior high schools. In 1998, we analyzed the data from 369 Junior high school students (S : 106 sts.) and from 238 senior high school students (S : 90 sts). The main results for the Junior high school student tests are : (1) The content and construct validity of 8, W,R, and L are high. For concurrent validity, the correlations between CRY & S and between CRT & W are moderate ; the correlations between CRT & R and CRT & L are high. (2) The intra-rater reliability of integrative evaluation in S,R, and L is high ; that in W is moderate. The inter-rater reliability of integrative (IE), analytical (AE) and traditional evaluation (TB) in S and W is low ; that in R and L is moderate. (3) Correlations with CLZ : The correlation between S & CLZ is low ; the correlations between CLZ& W, CLZ &R, and CLZ & L are high. (4) The correlation between AB & IE in S and W Is high ; their T-tests show no difference between AB & TE in S & W.(5) Upper-level, intermediate-level and lower level groups : The lower level group shows the most significant results, followed by the upper level one. (6) The correlations between TB &AE in S and W are high. (7) CRY, DICT and CLZ reliability is high. The same is almost true of 2nd-year senior high school students.