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

英语交际能力的测量与评价——离散点测试与综合测试

基本信息

批准号：
08680285
负责人：
MOCHIZUKI Akihiko
金额：
$ 1.41万
依托单位：
University of Tsukuba (1998)Shizuoka University (1996-1997)
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1996
资助国家：
日本
起止时间：
1996 至 1998
项目状态：
已结题

项目摘要

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.

1996年，我们研究了交际能力和测量交际能力的测试（交际测试，简称CT）。1997年，我们根据Welr的三部分框架（听力（L），口语（S），阅读（R）和写作（W）），一个离散点测试（CRT）和两个综合测试（听写（DICT）和一个完形填空（CLZ））构建了四个测试。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次测试。1998年，我们对369名初中生（S：106名）进行了问卷调查。238名高中生（S：90分）。初中生测试的主要结果是：（1）8、W、R、L的内容效度和结构效度较高。在同时效度方面，CRY与S、CRT与W之间的相关性中等，CRT与R、CRT与L之间的相关性较高。(2)S、R、L三个维度的综合评价的评价者内信度较高，W维度的评价者内信度中等。综合评价、分析评价和传统评价的评分者间信度S和W较低，R和L中等。(3)与CLZ的相关性：S与CLZ之间的相关性较低; CLZ与W、CLZ与R和CLZ与L之间的相关性较高。(4)S和W的AB和IE之间的相关性很高，它们的T检验表明S和W的AB和TE之间没有差异。(5)高、中、低三组：低水平组的结果最显著，其次是高水平组。(6)S、W区TB与AE的相关性较高。(7)CRY、DICT和CLZ可靠性高。高中二年级的学生几乎也是如此。