北美教育學作業代寫 測試評估

正如卡爾所說,任何測試都必須評估它應該評估的東西:“我們希望使用測試或評估是為了特定的原因,是為了完成某項工作,而不僅僅是因為”。記住這一點,我按照課程設計了一個測試來測試他們(學生)在這兩天的觀察中所學的內容。所有的選擇都是和HI班的老師和CSUN的LING 568教授協調的。達到最大有效性、公平性和可靠性,我決定遵循指導方針的類,并創建一個集成測試評估的一些技能在課堂上練習,即聽力理解通過記事和真/假答案的任務后,閱讀理解和詞匯使用一個簡短的文本和完形的任務,最后,段落寫作通過簡短的回答將聽力和閱讀信息的任務。本來也考慮了語法,因為課上講了被動致使詞,但是修改了考試,計算了時間,就把這一點去掉了。集成測試的思想不是一次測試一個基礎,而是復制真實世界的情況,人們不僅聽(他們聽和說)或練習詞匯(他們在閱讀、口語和/或聽力時在上下文中使用詞匯)。正如Carr提到的,這個測試“要求考生使用語言能力的多個方面,通常是執行更生活化的任務……這樣的測試更接近現實生活中的語言使用任務,因此,需要更多的交際性語言使用”(Carr, 2015:320)。這一發現和其他類似的發現表明,綜合測試在測試第二語言時更有用、更有效。設計評估工具花了1.5個小時。大部分時間都花在尋找難度和詞匯量合適的文本上。聽力部分(包括正確/錯誤的問題)沒有花任何時間,因為我能在幾分鐘內找到一個相關的問題。測試本身由4個集成的任務/部件組成。

北美教育學作業代寫 測試評估

As Carr states, any test must assess what it is supposed to assess: “we want to use a test or assessment for a particular reason, to do a certain job, not just because” . Keeping this in mind, I followed the class curriculum and designed a test that would test what they (the students) were taught during those 2 days of observation. All the choices were coordinated with the teacher of HI class and LING 568 professor at CSUN. To achieve maximum validity, fairness and reliability, I decided to follow the guidelines of the class and create an integrated test that assessed some of the skills practiced in the class, namely, listening comprehension via notetaking and true/false answers following the task, reading comprehension and vocabulary using a short text with cloze task, and finally, paragraph writing by means of incorporating listening and reading information in a short answer task. Originally, grammar was also considered, as passive causative was covered in the class, but upon revising the test and calculating the timeframe, this point was taken out. The idea of integrated testing is not testing one sill at a time, but rather replicating the real world situations, where people do not only listen (they listen and speak) or practice vocabulary (they use vocabulary in context while reading, speaking, and/or listening). As Carr mentions, this test “requires examinees to use multiple aspects of language ability, typically to perform more life-like tasks… Such tests more closely resemble real-life language use tasks, and thus, require more communicative language use” (Carr, 2015:320). This and other similar findings suggest that integrated tests are more useful and valid when testing second language.It took 1.5 hours to design the assessment tool. Most of the time was spent on looking for the right text with appropriate level of difficulty and vocabulary. The listening part (with its true/false questions) did not take any time as I was able to find a relevant one in matter of minutes. The test itself is comprised of 4 integrated tasks/parts。