摘要：as a comparatively direct measure of learners' communicative language ability,performance test (typ...as a comparatively direct measure of learners' communicative language ability,performance test (typically writing and speaking test) claims construct validity and a strong power for predictive utility of test scores and is gaining increasing interest both in practice and research in language testing. despite the seemingly direct relationship between the underlying constructs and scores, a routine but more complicated procedure should still be followed in test validation. the present thesis aims to give a general overview of justifications for and problems involved in test validation in performance testing context and illustrate how many-facet rasch model (mfrm)could be adopted as an effective tool in addressing problems in test validation.as an illustration, the present study investigates and models possible sources of score variability within the framework of mfrm, based upon raw scores of cet-set (college english test-spoken english test) administered on 19th and 20th, nov. 2005in hangzhou. the results demonstrate that cet-set could successfully separate candidates into statistically distinct levels of proficiency and facets in the model such as rater, task, rating domains and rating scales generally function well within certain limits. however, tendency to give central ratings along the scale, less variability across three rating domains and certain patterns of bias in raters' rating pattern are detected. fair scores for each candidate are also provided, minimizing the variability due to facets other than candidates' ability.mfrm manifests itself as effective in detecting whether each test method facet functions as intended in such performance test setting and providing useful feedback for test improvement.显示全部
摘要：research on reading used to focus on exploring skills such as scanning and skimming for efficient c...research on reading used to focus on exploring skills such as scanning and skimming for efficient comprehension of written texts. but the recent one or two decades have seen a dramatic shift of focus in research on psychology and cognitive linguistics. psychologists and linguists are increasingly showing more interest in the study of the process of reading than in the study of the outcome of reading. and metacognition, as a central component of psychology, is now serving as the primary theoretical base for the study of the learner's self-regulation in the reading process. based on an investigation of university english majors' status quo of metacognition and cognitive linguistics, this research is intended to identify the differences from a metacognitive perspective between the more efficient and the less efficient efl readers of the same grade, and those between the efl readers of different grades. for this purpose, 40 sophomores and 40 seniors of the english language and literature program of the school of foreign studies of guangzhou university were selected for the investigation. in conducting the investigation, reading tests were given to find out the students' reading competence and questionnaires were designed to check the students' knowledge of metacognition. the data collected were then analyzed both quantitatively and qualitatively. analysis of the investigation shows that 1)there are considerable differences in metacognition between the more efficient and the less efficient readers of the same grade; and the higher grade the subjects are in , the more differences are identified between the more efficient and the less efficient readers in the use of specific metacognitive strategies and cognitive strategies in the reading process. 2) significant differences in metacognition exist between readers of the lower grade and readers of the higher grade. analytically the differences in students' reading competence can, to a certain extent, be attributed to efl teachers' unawareness of the importance of metacognition in the reading process and to the lack of training in metacognition especially metacognitive strategies in the reading course. but from a theoretical and pedagogical point of view, this should be taken into account in efl research and reading teaching. with an investigation-based understanding and a theoretical analysis of efl readers' differences in reading in relation to metacognition, this study has come to the conclusion that measures should be taken to increase efl reading teachers' and learners' awareness of the significance of metaconinition in reading. based on the findings of the investigation, suggestions intended for improvement of the current efl reading teaching and learning are proposed. and it is hoped that the findings will shed lights on further research in this area.显示全部
