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新書推薦： 《 失衡与重塑——百年变局下的中国与世界经济 》 售價：NT$ 602.0 《 不被定义的年龄：积极年龄观让我们更快乐、健康、长寿 》 售價：NT$ 352.0 《 南方谈话：邓小平在1992 》 售價：NT$ 367.0 《 纷纭万端 ： 近代中国的思想与社会 》 售價：NT$ 500.0 《 中国古代文体形态研究（第四版）（中华当代学术著作辑要） 》 售價：NT$ 765.0 《 朋党之争与北宋政治·大学问 》 售價：NT$ 454.0 《 甲骨文丛书·波斯的中古时代（1040-1797年） 》 售價：NT$ 403.0 《 以爱为名的支配 》 售價：NT$ 286.0

建議一齊購買： + NT$ 599 《 语言测评实践：现实世界中的测试开发与使用论证 》 + NT$ 572 《 词汇研究（全国高等学校外语教师丛书.理论指导系列） 》 + NT$ 326 《 实用英语教学法：少儿英语篇（英语教师职业发展前沿论丛） 》 + NT$ 279 《 实用英语教学法：阅读篇（英语教师职业发展前沿论丛） 》 + NT$ 298 《 实用英语教学法：口语篇（英语教师职业发展前沿论丛） 》 內容簡介： 《语言测评：原理与课堂实践第二版英文》是一部语言测评领域的综合理论著作，具有很强的实用价值，在全球范 围具有广泛和深远的影响力。 《语言测评：原理与课堂实践第二版英文》清晰、全面、系统地阐明了语言测评的基本原理和设计程序，同时提供了一系列科学有效的语言能力评估工具。本次第二版修订新增了近年语言测评领域的最新课题和成果，如标准化测试和重形式的测试等，并在附录中新增了词汇术语列表和列举了当今主要的国际化商业考试等内容。每章的开始均设有本章学习重点和目标提示，章末设有课后练习，并提供更多相关的阅读参考建议和推荐。 读者对象：广大英语教师、英语语言及相关专业的研究生，以及相关科研和从业人员。 目錄： 丛书总序王守仁 中文导渎韩宝成 preface text credits chapter 1 assessment concepts and issues assessment and testing measurement and evaluation assessment and learning informal and formal assessment formative and summative assessment norm-referenced and criterion-referenced tests types and purposes of assessment achievement tests diagnostic tests placement tests proficiency tests aptitude tests issues in language assessment: then and now behavioral influences on language testing .integrative approaches communicative language testing performance-based assessment current "hot topics" in classroom-based assessment multiple intelligences traditional and alternative assessment computer-based testing other current issues exercises for your further reading chapter 2 principles of language assessment practicality reliability student-related reliability rater reliability test administration reliability test reliability validity content-related evidence criterion-related evidence construct-related evidence consequential validity impact face validity authenticity washback applying principles to the evaluation of classroom tests 1. are the test procedures practical? 2. is the test itself reliable? 3. can you ensure rater reliability? 4. does the procedure demonstrate content validity? 5. has the impact of the test been carefully accounted for? 6. is the procedure "biased for best"? 7. are the test tasks as authentic as possible? 8. does the test offer beneficial washback to the learner? exercises for your further reading chapter 3 designing classroom language tests four assessment scenarios scenario 1: reading quiz scenario 2: grammar unit test scenario 3: midterm essay scenario 4: listeningspeaking final exam determining the purpose of a test designing clear, unambiguous objectives drawing up test specifications devising test items designing multiple-choice items 1. design each item to measure a single objective 2. state both stem and options as simply and directly as possible 3. make certain that the intended answer is clearly the only correct one 4. optional use item indices to accept, discard, or revise items administering the test scoring, grading, and giving feedback scoring grading giving feedback exercises for your further reading chapter 4 standards-based assessment the role of standards in standardized tests standards-based education designing english language standards standards-based assessment casas and scans teacher standards the consequences of standards-based and standardized testing test bias test-driven learning and teaching ethical issues: critical language testing exercises for your further reading chapter 5 standardized testing advantages and disadvantages of standardized tests developing a standardized test 1. determine the purpose and objectives of the test. 2. design test specifications. 3. design, select, and arrange test tasksitems. 4. make appropriate evaluations of different kinds of items. 5. specify scoring procedures and reporting formats. 6. perform ongoing construct validation studies. standardized language proficiency testing exercises for your further reading chapter 6 beyond tests: alternatives in assessment the dilemma of maximizing both practicality and washback performance-based assessment rubrics portfolios journals conferences and interviews observations self- and peer-assessments types of self- and peer-assessment guidelines for self- and peer-assessment a taxonomy of self- and peer-assessment tasks exercises for your further reading chapter 7 assessing listening integration of skills in language assessment assessing grammar and vocabulary observing the performance of the four skills the importance of listening basic types of listening micro- and macroskills of listening designing assessment tasks: intensive listening recognizing phonological and morphological elements paraphrase recognition designing assessment tasks: responsive listening designing assessment tasks: selective listening listening cloze information transfer sentence repetition designing assessment tasks: extensive listening dictation communicative stimulus-response tasks authentic listening tasks exercises for your further reading chapter 8 assessing speaking basic types of speaking micro- and macroskills of speaking designing assessment tasks: imitative speaking versant designing assessment tasks: intensive speaking directed response tasks read-aloud tasks sentencedialogue completion tasks and oral questionnaires picture-cued tasks translation of limited stretches of discourse designing assessment tasks: responsive speaking question and answer giving instructions and directions paraphrasing test of spoken english tse test designing assessment tasks: interactive speaking interview role play discussions and conversations games actfl oral proficiency interview opi designing assessments: extensive speaking oral presentations picture-cued storytelling retelling a story, news event translation of extended prose exercises for your further reading chapter 9 assessing reading genres of reading microskills, macroskills, and strategies for reading types of reading designing assessment tasks: perceptive reading reading aloud written response multiple-choice picture-cued items designing assessment tasks: selective reading multiple choice for form-focused criteria matching tasks editing tasks picture-cued tasks gap-filling tasks designing assessment tasks: interactive reading cloze tasks impromptu reading plus comprehension questions short-answer tasks editing longer texts scanning ordering tasks information transfer: reading charts, maps, graphs, diagrams designing assessment tasks: extensive reading skimming tasks summarizing and responding notetaking and outlining exercises for your further reading chapter 10 assessing writing genres of written language types of writing performance micro- and macroskills of writing designing assessment tasks: imitative writing tasks in [hand]writing letters, words, and punctuation spelling tasks and detecting phoneme--grapheme correspondences designing assessment tasks: intensive controlledwriting dictation and dicto-comp grammatical transformation tasks picture-cued tasks vocabulary assessment tasks ordering tasks short-answer and sentence-completion tasks issues in assessing responsive and extensive writing designing assessment tasks: responsive and extensive writing paraphrasing guided question and answer paragraph construction tasks strategic options standardized tests of responsive writing scoring methods for responsive and extensive writing holistic scoring primary trait scoring analytic scoring beyond scoring: responding to extensive writing assessing initial stages of the process of composing assessing later stages of the process of composing exercises for your further reading chapter 11 assessing grammar and vocabulary assessing grammar defining grammatical knowledge designing assessment tasks: selected response multiple-choice tasks discrimination tasks noticing tasks or consciousness-raising tasks designing assessment tasks: limited production gap-filling tasks short-answer tasks dialogue-completion tasks designing assessment tasks: extended production information gap tasks role-play or simulation tasks assessing vocabulary the nature of vocabulary defining lexical knowledge some considerations in designing assessment tasks designing assessment tasks: receptive vocabulary designing assessment tasks: productive vocabulary exercises for your further reading chapter 12 grading and student evaluation the philosophy of grading: what should grades reflect? guidelines for selecting grading criteria methods for calculating grades teachers'' perceptions of appropriate grade distributions institutional expectations and constraints cross-cultural factors and the question of difficulty what do letter grades "mean"? calculating grades alternatives to letter grading some principles and guidelines for grading and evaluation exercises for your further reading appendix: commercial tests glossary bibliography name index subject index

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