测试多种词汇联想,促进有效的长期学习

Reima Al-Jarf
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引用次数: 0

摘要

本文旨在为规划和设计词汇测试提供一个全面的指导,其中包括确定测试所要涵盖的技能;概述所涵盖的课程内容;准备一个规格表,显示技能、内容主题和分配给每个主题的问题数量;以及准备测试说明。测试应符合以下几个标准:说明应简明扼要;试题应涵盖课堂和课本中涉及的各种技能、任务和练习;测试项目应要求学生完成音素、词素、词缀、单词、短语和段落层次的任务。试题应测试学生思考、应用、推断、联系和综合信息的能力,而不是单纯的记忆能力,并且不应使用课本中的原句和例子。测试应尽可能多地使用制作题。测试应具有足够的辨别力;应可靠有效;应既是一种能力测试,又是一种速度测试。此外,文章还介绍了最佳测试长度、学期内何时进行测试以及测试持续时间。文章还介绍了试卷格式;如何评分,每种题型和整个测试的分数分配,使用整分,而不是分数;拼写和语法错误的扣分。评分结束后,教师将批好的答卷交还给学生,展示评分系统,并逐题讲解,给出正确答案,指出常见错误。后续问题包括计算测试的效度、信度和区分度,利用测试结果诊断薄弱环节并提供补救措施。 此外,还介绍了建议的测试模式对学习成果的影响和学生的看法。
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Testing Multiple Vocabulary Associations for Effective Long-term Learning
This article aims to give a comprehensive guide to planning and designing vocabulary tests which include Identifying the skills to be covered by the test; outlining the course content covered; preparing a table of specifications that shows the skill, content topics and number of questions allocated to each; and preparing the test instructions. The test should meet several criteria as the instructions should be brief and clear; the questions should cover all kinds of skills, tasks and exercises covered in the classroom and textbook; the test items should require the students to perform tasks at the phoneme, grapheme, affix, word, phrase and paragraph levels. The questions should test student’s ability to think, apply, infer, connect, and synthesize information, not mere recall, and should not use exact sentences and examples from the textbook. The test should have as many production questions as possible. It should have adequate discrimination power; should be reliable and valid;  and should be a power and a speed test. In addition, the article describes the optimal test length, when to give the tests during the semester and the test duration. It describes the test paper format; how the tests are scored, marks allocated for each question type and whole test, using whole marks, not fractions; deducting points for spelling and grammatical mistakes. After scoring the answer sheets, the instructor returns the marked answer sheets to the students, shows the marking system and goes through the questions one by one, gives the correct answers and mentions the common errors. Follow-up issues such as calculating the test validity, reliability, and discrimination power, using the test results for diagnosing weaknesses and providing remedial work are given.  The effects of the proposed test model on learning outcomes and students’ views are also given.
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