课堂语言能力评价(圣智英语教师丛书)
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品牌: 科恩
基本信息·出版社：外语教学与研究出版社，圣智学习出版公司
·页码：394 页
·出版日期：2009年
·ISBN：9787560051697
·条形码：9787560051697
·包装版本：第2版
·装帧：平装
·开本：16
·正文语种：英语
·丛书名：圣智英语教师丛书
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内容简介《课堂语言能力评价》主要讲述了：“汤姆森英语教师丛书”精选自汤姆森学习出版集团设计的多套论著和教程，均为当代语言教育领域的力作。由当今国际语言教育界的权威人士编著，并由国内英语教育界专家学者撰写导读。本丛书19个选题都是目前英语教师需要了解的课题，可用作英语教师专业化教育与发展和英语专业硕士研究生教育的教材，并可供在职大、中学英语教师和语言教育研究者使用。
编辑推荐《课堂语言能力评价》：
“圣智英语教师丛书”精选白圣智学习出版公司出版的当代语言教育领域的力作，由当今国际语言教育界的权威人士编著，国内英语教育界专家、学者撰写导读。丛书选题涵盖外语教学理论、语言教学技能和实践、学法指导、课程设计、语言测试与评估、外语教学科研方法、师资发展、语境和文化教学以及教学法等诸多领域，能够满足目前英语教师适应新课改的迫切需要。本丛书既可用作英语教师专业化教育与发展和英语专业硕士研究生教育的教材，同时也是语言教育研究者必备的参考书。
目录
导读
Acknowledgments
Chapter 1: Introduction
Chapter 2: Key Questions in Language Assessment
Chapter 3:The Assessment Instrument,the Respondent, and the Assessment Process
Chapter 4: Scoring and Evaluating the Assessment Instrument
Chapter 5: The Process of Responding to an Assessment Instrument
Chapter 6: Preparing an Assessment Instrument
Chapter 7: Assessing Reading Comprehension
Chapter 8: Assessing Listening and Speaking
Chapter 9: Assessing Written Expression
Chapter 10::Taking Stock
References
Index
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文摘插图：
Discussion Questions and Activities
1. You are a college ESL instructor and have designed a mid-term test that has your students read two passages with conflictingviews on the issue of global warming. You have constructed tenshort-answer questions that require the students to relate one textto the other. Half of your items call for "higher level" synthesis ofideas——-such as through comparison and contrast——-and the otherhalf test for more "lower level" comprehension of concepts intro-duced to describe what global warming is or could be. Much toyour surprise, some of the less profident students in your class dowell on the synthesis items and poorly on identifying the mean-ings for concepts, while truly profident students do just theopposite. How would you explain this phenomenon, assumingthe items themselves are well-constructed？
2. One of the reasons it is helpful to scrutinize carefully itemson a language assessment measure is to make sure that no item Isassessing factors beyond those which the instrument is intendedto assess. Prepare to make such a case at a faculty meeting forforeign-language instructors where you work, and to explain tothem what happens to the results of assessment when items aretesting points other than those intended to be assessed.
3. What does it mean to derive distractors for multiple-choiceitems empirically？ What advantages can you see in doing so？
4. As a group activity, take a multiple-choice reading compre-hension test and have the participants respond to some or all of theitems. Then divide up into small groups and have all the groupmembers take turns giving their rationale for why they chose aparticular alternative choice for each item. Be sure that all partid-pants give their rationale for not choosing the other alternatives.This exercise has the potential of being an eye-opener for allparticipants, for they must examine the way in which they dealwith
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