简答题
1. What are the purpose of classroom test? (1)enabling teachers to increase their
own effectiveness by making adjustments in their teaching to enable certain groups of students or individuals in the class to benefit more.(2)help to locate the precise areas of difficulty encountered by the class or by the individual student.(3)enable the teacher to ascertain which parts of the language programme have been found difficulty by the class. In this way, the teacher can evaluate the effectiveness of the syllabus as well as the methods and materials he or she is using.
2. What is the test of vocabulary of concernt?(1)vocabulary(concerned with word
meanings,word formation and collocations) (2)A test of vocabulary measures students’knowledge of the meaning of certain words.
3. What are the four approaches to language testing?(1)the essay-translation
approach(2)the structuralist approach(3)the integrative approach(4)the communicative approach. 4. How should dictation be given?(1)read through the whole dictation passage at
广州2a大学approaching normal conversational speed(2)dictate in meaningful units of sufficient length to challenge the students short-term memory span.(3)after the dictation,the whole passage is read once more at slightly slow
er than normal speed.
5. Analysis subjective and objective testing(1)subjective and objective are terms
used to refer to scoring of tests.all test items,no matter how they are devised,require candidates to exercise a subjective judgement.(2)be ability reading and vocabulary are often measured by objective tests while be ability to write and to speak can be measured by subjective.(3)objective tests require far more careful preparation than subjective tests,examiners tend to spend a relatively short time on setting the questions but considerable time on marking.in an objective test the tester spends a great deal of time constructing each test item 6. What’s kind of objective is a poor test?(1)the test items are poorly
written(2)irrelevant areas and skills are emphasized in test simply because they are’testable’(3)it is confined to language-based usage and neglects the communicative skills involved.
7. Principles should be observed when multiplechoice items are constructed(1)each
multiple-choice item should have only one answer(2)only one feature at a time should be tested(3)each option should be grammatically correct when placed in the stem(4)all multiple-choice items should be at a level appropriate to the proficiency level of the testees(5)multiple-choice items should be as brief and as clear as possible(6)in many tests,item are arranged in rough order of increasing difficulty.
8. What are the types of subjective items to test grammar? Multiple-choice items.
Error-recognition items. Rearrangement items. Completion items. Transformation items. Items involving the changing of words. ‘broken sentence’ items. Pairing and matching items. Addition items.
9. to compare and assess three types of multiple-choice.item types 2 and 3 are
preferable to 1 because the options do not interrupt the flow of meaning in the sentence: these items present the entire sentence so that it can be read at a glance. Unfortunately,type 1 confuses the reader because of the long parenthesis. Item type 4 shows the correct form as part of the sentence in such a way that it cannot be compared on equal terms with the other options.
10. why is passage is taken straight from a newspaper article good ? the context
provides students with enough background knowledge and details to avoid ambiguity and alternative interpretations, and the newspaper report itself is very interesting, does it really matter if it will not allow us the opportunity to test every point of grammar which we may want to test?students taking this test are being given a real feel for the language they are learning.
11. 比较type1 and type2.(1)item type 2 allows the test writer to test errors caused by
omission, this type of error cannot be tested by the first item of the error-recognition.however, there are different ways of correcting many sentences.(2)for this reason, the test writer is strongly advised to avoid items of the second type.
12. what can not be tested by rearrangement? (1)structure,inversion.(2)the order of
adjectives and the position of adverbs can be tested in this way, as indeed can several other grammatical areas.
13. what are the three ways of restricting the choice available to the testees?(1)by
providing a context(2)by providing data(3)by using multiple-choice techniques. 14. what are the two advantages in using a passage of continuous prose rather than
separate sentences?(1)the use of context often avoids the kinds of ambiguity referred to in the previous paragraphs.(2)the students experience the use of grammar in context, being required to use all the context clues available in order to guess many of the missing words.
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