论文部分内容阅读
Abstract:This paper not only discusses the different reasons that students take tests in language learning, details the difference between placement tests, progress tests and achievement tests,but also focus on how to design good tests.
Keywords:placement tests;progress tests;achievement tests;good tests
At various stages during students’ language learning, they need or wish to be tested on their ability in the English.If they need to be arranged in a class at an appropriate level, they may take placement tests at the beginning of the semester.The purpose of the test is to get not only what students know, but also what they don’t know.Thus,teachers can arrange the students with different language level in various classes which are suitable for them.In appropriate classes, students can be motivated greatly, which can bring very nice results in language learning.
At different stages during a semester, the teachers can give progress tests. The aims are to know how students are getting on with what they have learnt in class, and how they have made progress.Thus, accordingto the the results of the progress tests, teachers can make some changes of the teaching plan,teaching content and methods.At the same time, students will come to realize what they have really learnt in class, which make them study harder later and make them realize their weaknesses in language learning.
At the end of the term, teachers may give a final achievement test to know how well students have learnt in English lessons.Achievement tests often measure the students’abilities in four skills: reading, writing, speaking and listening.The scores of achievement tests also are quite important for the students. And this kind of tests are comprehensive ones.
During the learning progress, teachers may do continuous assessment, in which the students’progress is measured as it is happening. Continuous assessment is also used to better identify instructional practices, to evaluate the effectiveness of instructional practices.Instudents’view, progress and achievement tests are the major means to measure their language abilities ,yet some of them are quite strenuous in taking such kinds tests,most of them do better in continuous assessment envioronments.To some degree, students’abilities and achievements should be measured both by achievement tests and continuous assessment together.
Good tests have a positive rather than a negative effect both on teachers and students. The purpose of testing is to show what students have learnt.So the tests should be designed according to the average level of students.A good test should be valid. If the goal of tests is to measure a student’s writing ability, then teachers need to show that in the case.And at the same time, teachers should consider the circumstance that students are in and the total time that the students will spend.A test should be designed to minimise the effect of individual marking styles.And when teachers design tests,they should also consider the practicality of the test. Finally, teachers sould keep in mind that tests have a strong influence on students’ motivation in learning English. As we all know, they can be encouraged by the good results of the tests which provide more confidence to them.But poor achievements will discourage students, thus,they should take all students’mentalities into account. For those students who are good at English, teachers can encourage them to take part in some public examinations, such as CET4, CET6 and so on, to get certificates to show their level. Tests given in class are also important means of promoting feedback.It is better to have frequent short tests than infrequent long ones.
When teachers write progress tests, it is essential to consider how difficult the tests should be and the content they will cover. And teachers need to decide how important each part of a test is related to the other parts.It is obvious that test is an essential component of classroom work and that its development can raise standards of achievements.
References:
［1］Bachman L. Fundamental Considerations in Language Testing［M］.Oxford:Oxford Univer sity Press, 1990 .
［2］Black P,Wiliam D. Assessment and classroom learning［J］.Assessment Educ,1989(5).
Keywords:placement tests;progress tests;achievement tests;good tests
At various stages during students’ language learning, they need or wish to be tested on their ability in the English.If they need to be arranged in a class at an appropriate level, they may take placement tests at the beginning of the semester.The purpose of the test is to get not only what students know, but also what they don’t know.Thus,teachers can arrange the students with different language level in various classes which are suitable for them.In appropriate classes, students can be motivated greatly, which can bring very nice results in language learning.
At different stages during a semester, the teachers can give progress tests. The aims are to know how students are getting on with what they have learnt in class, and how they have made progress.Thus, accordingto the the results of the progress tests, teachers can make some changes of the teaching plan,teaching content and methods.At the same time, students will come to realize what they have really learnt in class, which make them study harder later and make them realize their weaknesses in language learning.
At the end of the term, teachers may give a final achievement test to know how well students have learnt in English lessons.Achievement tests often measure the students’abilities in four skills: reading, writing, speaking and listening.The scores of achievement tests also are quite important for the students. And this kind of tests are comprehensive ones.
During the learning progress, teachers may do continuous assessment, in which the students’progress is measured as it is happening. Continuous assessment is also used to better identify instructional practices, to evaluate the effectiveness of instructional practices.Instudents’view, progress and achievement tests are the major means to measure their language abilities ,yet some of them are quite strenuous in taking such kinds tests,most of them do better in continuous assessment envioronments.To some degree, students’abilities and achievements should be measured both by achievement tests and continuous assessment together.
Good tests have a positive rather than a negative effect both on teachers and students. The purpose of testing is to show what students have learnt.So the tests should be designed according to the average level of students.A good test should be valid. If the goal of tests is to measure a student’s writing ability, then teachers need to show that in the case.And at the same time, teachers should consider the circumstance that students are in and the total time that the students will spend.A test should be designed to minimise the effect of individual marking styles.And when teachers design tests,they should also consider the practicality of the test. Finally, teachers sould keep in mind that tests have a strong influence on students’ motivation in learning English. As we all know, they can be encouraged by the good results of the tests which provide more confidence to them.But poor achievements will discourage students, thus,they should take all students’mentalities into account. For those students who are good at English, teachers can encourage them to take part in some public examinations, such as CET4, CET6 and so on, to get certificates to show their level. Tests given in class are also important means of promoting feedback.It is better to have frequent short tests than infrequent long ones.
When teachers write progress tests, it is essential to consider how difficult the tests should be and the content they will cover. And teachers need to decide how important each part of a test is related to the other parts.It is obvious that test is an essential component of classroom work and that its development can raise standards of achievements.
References:
［1］Bachman L. Fundamental Considerations in Language Testing［M］.Oxford:Oxford Univer sity Press, 1990 .
［2］Black P,Wiliam D. Assessment and classroom learning［J］.Assessment Educ,1989(5).