Questionnaires-eg-课件.pptVIP

● Questionnaires  e.g. * ● Interviews e.g. * (All the examples are taken from Yin, 2004) ● Questionnaires  e.g. * Now it is a curious paradox that formal examinations often hinder rather than help a student to learn a language. However, there should be no need to work at cross-purposes: it is quite possible for the student to go on learning a language and to prepare for an examination at the same time. It must be clearly understood that a formal examination with its bias towards the written language will only exert a pernicious influence on language learning when it is regarded as an end in itself. When the teacher makes it his aim to get his class through an examination and no more, he will undoubtedly fail to teach the language properly. An examination must always be regarded as something secondary, a by-product which the student will take in his stride. It must never be regarded as an end in itself. An intermediate course should not only enable a student to go on learning English systematically, but should, incidentally, enable him to pass an examination without special preparation. (L. G. Alexander 1997) 2. Tests (product evaluation) * (1) Types of language test a. Tests classified by use ●Achievement tests ●Proficiency tests: e.g. TOFEL, IELTS ●Aptitude Tests ●Diagnostic Tests ●Placement tests (编班测试) * b. Tests classified by standard for  measuring ●Criterion-referenced tests (标准参照性 测试) ●Norm-referenced tests (常模参照性测 试) c. Tests classified by linguistic levels and skills ●Phonology/vocabulary/grammar tests ●Speaking (oral)/listening (aural)/reading/ writing tests * d. Tests classified by system of scoring ●Objective tests ●Subjective tests e. Tests classified by nature ●Discrete-point tests(分立型测试) ●Integrative tests(综合型测试) f. Communicative language tests g. Computer-assisted language testing * (2) Basic requirements of test a. Test validity (测