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"64LJw5~V[N3.ܞV:L|=rYccg,#Ǚ|*˂pӘ۷ag5O$(LND$|y&:L9_1"bqf~]:X#,gzx"# b=\|t #,NN_&\x1nY}> {߻9]o\u3w#v?V( D/ 0|DArialll RomanTTH-ܖ 0ܖD[SOalll RomanTTH-ܖ 0ܖ DWingdings 2manTTH-ܖ 0ܖ0DTimes New RomanTTH-ܖ 0ܖ@DRockwell RomanTTH-ܖ 0ܖ@ .  @n?" dd@  @@`` 9~) ,, !"#$%&'()*+,-./02345/XR$<&n[`iQo|R$ɵ'F"\U| 0AA @8ʚ;ʚ;g4kdkdtg 0ppp@  <4dddd H* 0T___PPT10D[SOes New RomanTTx 0xDTimes New RomanTTx 0x +TEST BACKWASH AND ENGLISH LANGUAGE LEARNING,,C(UDuanmu Qingyi College of International Exchange and Education Henan Normal University(VZAHC$I ` cgq N T(u (according to different uses) KmՋSR:N 1. f[KmՋ/MRwKmՋ Aptitude Test (Prognostic or Predictive Tests) 2. ʋeKmՋ/ۏekKmՋ Diagnostic Test (Formative or Progress Test) 3. b1\KmՋ Achievement Test (Attainment Test) 4. sKmՋ/R~KmՋ Placement Test 5. 4ls^KmՋ Proficiency Test \/ZZ-GGC  3 2 (   Effect of Test BackwashC$  Test backwash generally refers to the effects they have on instruction. Backwash also means the effect of an assessment on teaching and learning before the assessment itself. Positive backwash is said to result when a testing procedure which encourages  good teaching practice is introduced. However, when we say test backwash, we usually mean the effect of test backwash used to evaluate or check the effect of teachers teaching work, as well as the progress the students have made for their studies. ZC  4I. Test Reliability (KmՋO^)G$1. Test-retest ReliabilityQKmO^ 2. Parallel forms Reliabilitys^LwSO^) 3. The Split-half Method Reliability ([JSRglO^) 4. Inter-rater / Routine double-marking / Mark-remark Reliability Y,gO^) 5. Intra-rater / Internal consistency / Scorer Reliability (QNO^)  KCCCC&C CCCCCj)HB b While reliability normally exists in the Zero to One range, and while it always represents the ratio of true score to observed score variances, a variety of methods exists for the computation of reliability in any given instance. The reliability of the whole test can be estimated by using the formula: N m (N  m) r = ------- ( 1  ----------------) N  1 Nd where, N = the number of items in the test m = the mean score on the test for all the testees d = the standard deviation of all the testees scores r = reliability Writing English Language Testing. P.164 UP -=P)CGGGGGCICCc,CC c TCcCc C  C  C ( C   >6<Reliability Coefficient (O^|pe):C C$C The ideal reliability coefficient is +1. A test with a reliability of 1 is one which would give precisely the same results for a particular set of candidates regardless of when it happened to be administered. A test which had a reliability coefficient of zero would give sets of results quite unconnected with each other (Let us hope that no such test exist!). 1. Good vocabulary, structure and reading tests are usually in the 0.90 to 0.99 range. 2. Auditory comprehension tests are more often in the 0.80 to 0.89 range. 3. Oral production tests may be in the 0.70 to 0.79 range. (A reliability coefficient of 0.85 might be considered high for an oral production test but low for a reading test.) P.32 0Testing for Language Teachers 0 by Arthur HugheslPCYCCBCB_C0II. Test Validity (KmՋHe^)DG$G Gx Test Validity in general refers to the appropriateness of a given test or any of its component parts as a measure of what it is purposed to measure. A test is said to be valid to the extent that it measures what it is supposed to measure. The varieties of Test Validity: a. face validity (wSbHe^) b. content validity (Q[He^) c. construct validity (~gHe^) d. predictive validity (MRwHe^) e. concurrent validity (qQeHe^)$Ct.BIII. Test Difficulty IndexKmՋf^ B"G$GG$ The single most important characteristic of an item to be accurately determined is its difficulty. Tests that are too difficult or too easy for a given group of examinees often show low reliability. But the same tests used with examinees of appropriate ability often prove highly reliable. Item difficulty is determined as the proportion of correct responses, signified by the letter  p . The formula for item difficulty then is: "Cr p = ------------ N where, p fdifficulty, proportion correct "Cr fthe sum of correct responses (Number of correct answers) N fthe number of examinees For Example : Item No. 2: P = 2330 = 0.77 Item No. 6: P = 1530 = 0.5 Item No. 13: P = 8 30 = 0.27 lf^3 >IV. Test DiscriminationKmՋv:SR^ F G$GG V Another important characteristic of a test item is how well it discriminates between weak and strong examinees in the ability being tested. Hc  Lc D = --------------- n where, D = discriminability/discrimination Hc = the number of correct responses in the high group (upper half of the testees) Lc = the number of correct responses in the low group (Lower half of the testees) n = number of candidates of Hc l: :SR^(W+10R-1KN, 1h:yg[v:SR^,sS@b gvؚRuT{ [g, @b gvNORuT{勘.0h:yl g:SR^,sSؚRuT{[ NT{vNpeNNORuv T; -1h:y:SR^,sS@b gvNORuT{[ g, @b gvؚRuT{.P,R7ZCaCCCC GoCxfHG,   V. Evaluation of TestsG 1. Test Reliability 2. Test Validity 3. The Characteristics of the Examinees: Test Difficulty 4. Suitability of Format and Features: Test Applicability 5. The Development Sample: Test Relevance 6. Availability of Equivalent or Equated Forms: Test Replicability ( Y6R, Y(u) 7. Scoring and Reporting: Test Interpretability 8. Cost of Test Procurement, Administration, and Scoring: Test Economy 9. Procurement of the Test: Test Availability 10. Political Considerations: Test AcceptabilityXP CCCC> !Key Points for Test Breakthroughs""$I. Breakthrough of Listening Comprehension II. Breakthrough of English Vocabulary III. Breakthrough of English Grammar IV. Breakthrough of Reading Comprehension V. Breakthrough of Composition (Writing).wESE+VI. Breakthrough in Listening Comprehension,,GLiaisonޏ/ޏ (1) Consonant + Vowel (+CQ) come in/ work out/ good idea/ think of it/ read it again/ speak English/ first of all/ not at all/ all of us/ look at it/ pick it up/ put it on/ take it along/ take it away/ leave it alone/ an hour/ an egg/ an end/ in an hour/ in August/ in an instant/ put it up/ let him in/ best of all/ take it out/ back in a minute/ an hour and a half/ one of us/ make it up/ a cup of tea/ a bottle of ink/ a bowl of rice/ a box of sweets/ keep on/ above all/stand up/ take off/ take it off (2) r-linksr-󗂂 there is/ there are/ our own/ more over/ for ever/ after all/ far away/ here and there/ father and mother/ remember it/ for instance/ later on/ clear enough/ for a moment/ for an hour/ a pair of shoes/ a pair of trousers/ for example/ more or less/ far and wide/ a matter of fact, etc.PIPGG GGC GGCC-C|- X(3) Vowel + VowelCQ+CQ I am/ you are/ she is/ go out/ any other/ too often/ go on/ try it/ try again/ throw away/ no objection/ very interesting/ highly important/ day in and day out/ go away/ no end/ see off/ stay up/ we agree/ May I? / who else/ how old, etc. (Notegarden, button, cotton, written, beaten, eaten, gotten, mutton, needn t, important, etc. ) For Example (TOEFL): Directions: In this part of the test, you will hear several short talks and conversations. After each talk or conversation, you will be asked some questions. The talk and question will be spoken just one time. They will not be written out for you, so you will have to listen carefully in order to understand and remember what the speaker says. When you hear a question, read the four possible answers in your test book and decide which one would be the best answer to the question you have just heard.... vPGGCC CCCGCG&CGCGCG CGCGCGCGCGCGCGCGCGGCCGGGG/CG&CGCGCG&CGCGCGCGCGCG CGCG/CH -Abilities Involved in Listening Comprehension..GT1. Ability to distinguish the different phonemes in the flows of speech, 2. Ability to understand the communicative value of sentences and discourses, 3. Ability to distinguish the main points and major information in a discourse through the changes of the speaker s speed, voice emphasis, or attitudes, 4. Ability to make correct judgments 5. Ability to take down notes quickly 6. Ability to skim-listen to obtain gist; scan-listen to obtain specific information; selective extraction of relevant points to summarize text.8NP " P*C VII. Breakthrough of Vocabulary G `Word Formation of English: (1) Words of Conversionlbc (2) Compound Words (composition Tb) (3) Word Derivation>mu (4) Back-formation (u) (5) Shortening (abbreviation )eu) 8EAAl2    (1) Words of Conversionlbc \N{|͋lS:NSN{|͋ ͋b_ NS S NS0O `$ We usually iron our clothes with a hot iron. bN8^(upqeqc g0 a$ The driver had to use the hand brake (N! adj.) to stop the car. S:gS_(uKb9Rf\f\P Neg0 Hand me the hammer! b$~b(V.)0 Hands of a clock (hour, minute, second, N.) b$ He will be freed as a freeman. N\\O:N1uNʑ>e(So he is free). c$ Next morning, there was a foot of snow on the ground. (Usually, each of us has a right foot and a left foot.),ZECCCGCG C CC GCCC CCCGC CCCG1CGCGCCCCGTCt%4G M   bSpecial Words must be Memorized Specially: 1. bQv T,S N T,a` N T: tear/tear, lead/lead, live a happy life/ a live broadcast, minute hand/a minute observer (description) (~_v,~v),  de sert, etc. 2.Sv T,bQ N T,a` N T: write/right, deer/dear, stationaryYbk NRv NSv  stationeryewQ , story/storey, die/dye, buy/bye, knight/night, steal/steel, complement(e)/compliment(^), etc. 3.bQv T,Sv T a` N T(lbc): a piece of paper/test paper (n./n.), to be celebrated / a celebrated man g Tgv 'Y Tv a chair/to chair the meeting (n./v.), your mouth/ the river mouth, etc.j2P*GGC G CGCG CG CGCC=C C CCHCC CC+CGCGC GC GC CCGCG CGC^.n '  I   #( ' F(2) Compound Words (composition Tb)&$ C C ``$ The retired chemist has the never-to-be-too-old-to-learn spirit and tries to seek the still-to-be-discovered elements. a$She brings with her a see-through plastic bag wherever she goes. b$The policeman smiled, his eyes glittering with a we-have-seen-through- all-of-your-trick-and-you-had-better-come-out-clean look on his face. More examples: cold-war yearsQb greenhouse ()n[) air-conditionerzz dressmaker birth-controluc6R VS. Ru family planning) go-between -NN/ZN a good-for-nothing (person) day-dreaming}veh/zz` short-/ long-term plan new-comer/freshman (fresh-woman)eeg , life-and-death struggle (u{keN) , etc. ZCC$CC CC C C1CNCCCs      ,;  .(3) Word Derivation>mu &C(C  R(W͋9h(roots)MRbT ɅN9eS͋9h+TINvRSZP͋(affixes), g MR(prefixes)TT(suffixes)KNR ggbe͋v͋ S g>muRv͋ (productive affixes) Ngbe͋v͋ Se>muRv͋ (unproductive affixes). Prefixes: connect disconnect, able enable/disable, force enforce, danger endanger, il- illogical NT;v/illegal^lv im- impossible NSv/improper NT v ir- irregular NĉRv/irreparable NO Yvetc. Suffixes: N.: workmanship, uselessness, employer, discussion, difficulty, scientist, actress, waitress, musician, etc. Adj.: cheerful, homeless, decisive, continuous, rainy, significant, acceptable, imaginary, troublesome, golden, fortunate, European, etc. V.: realize, normalize, widen, strengthen, activate, etc. Adv.: happily, backward, really, terribly, etc._gPC GCCCCCCCCCCGCG CGCGCGC G C GCC   z       (4) Shortening ()wl) or Clipping (*bwl) ad (advertisement), lab (laboratory), km (kilometers, kg.), photo (photograph), phone (telephone, cell-phone, mobile phone), fridge (refrigerator), Prof. (professor), etc. (5) Abbreviation )eu N-bomb (nuclear bomb), VIP (very important person), NATO (North Atlantic Treaty Organization), WTO (World Trade Organization), NY (New York), UNESCO (U.N. Educational, Scientific and Cultural Organization) CCTV (Chinese Central Television), etc.ZGG GGGnCc3CGC9C'C> /How to Enlarge Scope of Your English Vocabulary00C 8 1. Learning new words in language context (틃X): (1) TIN͋bSIN͋ (synonyms and antonyms) (2) cNsQ| (precedent) (3) )R(u͋N͋KNv-dMsKm͋IN (guessing the word-collocations) 2. Learning new words by association/connection (T`): (1) Q~l (by way of word network) (2) R{|l (by way of classification) (3) kl (by way of comparison or contrast) (4) >mul (by way of derivation)ZC*CC CC!CCCCcCCCCC+  l !#,III. English GrammarG (1) Patterns of Sentences (SW) A. Simple Sentences {USS I am a teacher. You are a student. B. Compound Sentences v^RS I am a teacher and I teach English. C. Complex Sentences YTS Oct. 1 is the day when PRC was established in 1949. D. Compound Complex Sentences v^R YTS I know how to study English well, but I can hardly tell you clearly the way how to do it.NZGGlCb ; ; T a z(2) Types of Sentences (S_) A. Declarative Sentences HS I like English very much. B. Imperative Sentences HyOS Tell me how to do it. C. Exclamatory Sentences aSS What a lovely day it is. D. Interrogative Sentences uS May I know your name? (see next page) &>Z"l# ? 4 9 ' (3) Types of Questions (S{|+R) A. General Questions N,S Are you English major student? Do you study English? B. Special Questions yrkS What is your specialty/major? C. Alternative Questions bS Do you study English or Japanese? D. Disjunctive Questions SaS You are a college student, aren t you?8eZEAECb" [ ; ? ' (4) Types of English Verbs: Notional Verbs ([aR͋) Link-verbs (|R͋) Auxiliary Verbs (RR͋) Modal Verbs (``R͋) Transitive verbs (SirR͋) Intransitive Verbs ( NSirR͋) Regular Verbs (ĉRR͋) Irregular Verbs ( NĉRR͋) Consult: The 25 sentence patterns in 0The Oxford English-Chinese/Chinese-English Dictionary 0PPPGCC%CCCCCCCCCCCCC CGCGCCTCC3'%W`Verbs to be followed by Gerunds only ( NRR͋T(uR T͋)Z1C G C  C& Ladmit avoid risk appreciate consider complete deny enjoy envy escape finish imagine keep miss stop suggest stop mind require delay fancy postpone practise leave off excuse pardon advise endure detest discontinue explain favor forgive mention prevent recall resent understand witness, etc. O1. Your shoes need polishing. 2. She doesn't allow smoking in her house. 3. They avoided giving us a definite answer.&'P&C,tThe phrases to be followed by Gerunds only  NRwT{(uR T͋ 8;+C C C. 6object to, persist in, dream of, suspect of, accuse of charge with, hear of, approve of, prevent from, keep from stop from, refrain from, depend on, thank for, feel like excuse for, aim at, devote to, set about, spend in be fond of, be sick of, succeed in, go on, insist on get through, keep on, give up, be used to, put off can't help, be opposed to, look forward to, be interested in, be busy with be proud of, be keen on, be suitable for, be good at take part in, be suitable for be engaged in, be capable of be afraid of, be tired of, be accustomed to feel ashamed of, be responsible for, etc.&7P6C Verbs followed by either Gerunds or Infinitives  NR͋TS(uR T͋b N[_ *D/CC4Lcan't afford be worthwhile remember can't bear propose start begin continue like dislike intend prefer hate regret love hate attempt want need forget neglect try deserve, etc. O1. I remember seeing her once somewhere. I must remember to take my notebook with me. 2. I regret not having accepted your advice. I regretted to say I haven t given you enough help. 3. I like reading books of this kind. I'd like to read that book.&ZCx-!"N N[_\O[틄v͋_Y 8^v g" $ 8want, like, wish, hate, prefer, hope, continue, manage, try, ask, offer, start, forget, promise, mean, pretend, intend, begin, attempt, decide, learn, desire, agree, care, choose, determine, undertake, expect, etc. SYtell, advise, show, teach, find out, decide, discuss, learn, forget, know, consider I{R͋8^NN*NޏcN/oR͋v N [_\O[whether, how, where, when, etc. O1. The book explains how to solve the problems. 2. I hope you'll advise me what to do. 3. We must decide immediately whether to go or stay. &ZCZ`  "6h:y SV v N[_(Whb_[͋TZPr ;N/fN *CC xhappy, lucky, fortunate, unfortunate, pained, ashamed, surprised, grieved, frightened, shocked, sorry, glad, delighted, able, unable, destined, apt, willing, unwilling, worthy, eager, proud, disappointed, angry, right, anxious, content, impatient, fit, ready, clever, unwise, quick, naughty, slow, prompt, proud, foolish, rude, thoughtless, cruel, wrong, (in) considerate, etc. O1. We should "not feel ashamed to ask and learn from people below." 2. He was annoyed to hear them talk like that. 3. We were grieved to learn of his death.&=Z<C#* N[_N T͋0N͋gb YT[ 8^v gC ,ask, tell, invite, compel, force, oblige, get, beg, allow, help, wish, like, hate, prefer, intend, expect, encourage, advise, persuade, instruct, permit, remind, request, order, require, command, warn, leave, cause, press, urge, etc. O1. Her mother forbid her to fall in love with him. 2. May I request you to be present at the ceremony? 3. His conscience compelled him to tell the truth.$C$0laRR͋Tv YT[{wS N[_&{S to Calet, make, have, see, hear, watch, notice, feel, bid, behold, dare, help, know, need, observe, perceive, etc. For example: (a) Suddenly we felt the atmosphere grow tense. (b) What make you think like that? (c) I observed tears come into his eyes. Phrases: had better, had rather, would rather, would sooner, can not but, nothing but, etc.8bCC\C%" Fb_Qv YT[[e  wait for, call on, count upon, vote for, rely on, depend upon, long for, prevail, upon, care for, etc. For example: A. The government called on us to increase production. B. You can count on us to give you full support. (W listen to, look at Tbv YT[-N R͋ N&^ N [_&{Sto: A. She listened to the rain pattern on the window- panes. B. It s quite amusing to look at (watch) other people play chess. lP GC+GC@&  Verbs used as linking verbs(u\O|͋vR͋  become, seem, appear, turn, prove, go, get a[ look, feel, sound, taste, smell, etc. Verbs (vi.) cannot be used in passive voice  NRR͋ NS(uNR`/INTRANSITIVE VERBS  rise, lie, occur, die, happen, take place, break out, descend, ascend, belong, appear, depart, listen, succeed, fail, stare, own, etc.UE GE,AC%AA,E GGAP ,S '!"15*NR͋THATNS-N(uZbl2$C$ $$ (#'Idioms cannot be Separated by pronouns:r(C$G$C$ G$ C$C$1. call on : ask to recite 2. come back : return 3. come over : pay a casual visit 4. get up : arise 5. get along : progress 6. get along with : be friendly 7. get out of : escape, evade 8. get through : finish 9. get by : succeed with minimum effort 10. get over (an illness) : recover 11. go on : take place, happen 12. go over : review 13. keep on : continue 14. look into : investigate 15. look for : seek 16. look out : beware 17. look like : resemble 18. make out : succeed 19. make sure of : verify 20. run over : hit by a car 21. run out of : exhaust one s supply 22. run across : discover by chance 23. run into : meet by chance 24. show off : display 25. show up : appearWKC(CC CZC+CC CSC)$HIdioms can be separated by pronouns>%C$G$C$#1. call up : telephone 2. do over : repeat 3. Fill out : complete 4. give back : return 5. give up : cease, surrender 6. hand in : submit 7. keep up : maintain 8. leave out : omit 9. look up : examine 10. look over : examine 11. make up : prepare, invent, compensate 12. make up one s mind : decide 13. pick out : choose 14.put off :postpone 15. Put (clothing) on : dress 16.put out : extinguish 17. Take off : remove, undress 18. take up : introduce, discuss, study 19. Take down :record in writing 20. talk over : discuss 21. Try out : test 22. turn in (a report) : deliver 23. Turn off : put out of operation 24. turn on : put into operation 25. Use up : consume PC%C CCC$CCCC+&Abilities of Using EnglishC Three types of knowledge required for English learners: (1) linguistic knowledge f[wƋl0͋Gl, etc. (2) textual knowledge ezf[wƋO0;, etc. (3) knowledge of the world NLuwƋSS0[Ye0eS, etc. Communicative Abilities for English learners: (1) Accuracy Qnxno mistakes in vocabulary and grammar (2) Fluency Am)R (correct pronunciation and intonation) (3) Appropriateness _SO (speak suitable words at suitable times) (4) Tolerance [[ (Englishnalization/ varieties of English)Z8GC-GGCCC<C T    ?% >E*% Thank You for Your Attention ! 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