大学英语四级考试网考语言能力结构初探(1)研究.pdf

Chapter One Introduction 1.1 Rational of the Paper With the fast development of web technology, language testers witness the tendency of using computers in language testing to replace the traditional paper-based language testing. During the last half century, computer-based language tests, defined as tests or assessments that are administered by computer in either stand-alone or networked configuration or by other technology devices linked to the Internet or the World Wide Web (Olsen, 2000), have been successfully developed. As a new form of test delivery, computer-based testing is becoming more prevalent around the world. Since the 1990s, academic institutions and testing organizations promoted researches on computerized language assessment. Many universities and language testing organizations are engaged in the related research of Computer-based Language Testing (CBLT). For instance, the Educational Testing Service (ETS) launched CBT TOEFL in 1998 and the new TOEFL in 2006, which is labeled as internet-based test (IBT), was offered around the world. Further, many computer adaptive tests (CAT) are being developed for use in different language testing situations, for example, the University of Cambridge Local Examination Syndicate’s (UCLES, which is called Cambridge Assessment now) CommuniCAT tests (UCLES, 1998). An adaptive computer-based test does not involve simply translating a paper-based test to a computer-based medium; rather it is a subtype of computer-based testing, whereby test takers are offered items which are pitched as far as possible at the test takers’ ability level (see Carlson, 1994). As GARY J. OCKEY (2009) concluded, CBT has had a great impact on language assessment practices during the last two decades, including affecting the way la