語言測試的基本理論

TheoriesandPracticeofEnglishLanguageTestingChapteiOne:BasicNotionsaboutLanguageTesting1..1Whatislanguagetesting,andwhatisitconcernedabout?（語言測試的性質(zhì)和目的）Languagetestingreferstothesystematicandscientificwaystomeasureandevaluatelearnerslearningresultandteachers,teachingeffectiveness.Somebasicnotionsandpointsaboutlanguagetesting:1.2.1Whatislanguageabilityandmeasurementoflanguageability（語言能力的測量）?Scopeoflanguageabilityisshownasthefollowingdiagram:語言能力語用能力語言功能能力社會語言能力對方言或變體的語感對語域差異的語感對自然地道語言的語感對文化含義或比喻的理解語法能力語音詞匯詞法句法語篇能力詞語連接修辭結(jié)構(gòu)語言功能能力社會語言能力對方言或變體的語感對語域差異的語感對自然地道語言的語感對文化含義或比喻的理解LanguagemeasurementreferstothemeaningfillandappropriateinterpretationstliatEnglishteachersmakeontliebasisofagiventestscores.AsweknowtliatlearnersJlanguageabilityispsychologicalbehaviors,andisdifficulttomeasure.Therefore,wehavetousesomequantitativescoresorcriteriatomeasurelearners'languageproduction.Rulesfbrthemeasurementoflanguageability（語言能力的測量法則）Rulesrefertothewaysandcriteriatomeasurelearners'languageability.Areliableandvalidmeasuiementshouldbebasedonthereasonableandscientificrulesandmethods.Whatisalanguagetest?Alanguagetestreferstoanyproceduresfbrmeasuringlearners'languagecompetenceandperformance.Anastasi（阿納斯塔西），apsychologistdefinedthetestasastandardizedandobjectivemeasurementofbehaviorsamples1.（將心理測驗定義為一種對行為樣本客觀和標準化的測量1961）.Whatisevaluation?Evaluationrefeistoanysystematicproceduresfbrgatlieriiigandanalysisofinfonnationfbrthepurposeofdecisionmakuig.（為作出某種決策而收集資料，并對其進行分析、解釋的系統(tǒng)過程）Evaluationusesbothquantitativemetliodsandqualitativemethods（量化、質(zhì)化方法）toevaluatealearner^languagecompetenceandperformance.（Weiss,1972）ThepurposeofLanguagetestsistomeasurealearner'slanguageability.Inordertoacliievethispurpose,atestpaperisusuallydesignedtocheckortestthelearner.Aiidscoresobtainedbythelearnerareusedcluesorevidencetoevaluatethelearner^languagecompetenceandpeiibrmance.Atestpaper,justlikeamlerfbrmeasuringlength,aiidwidthofceitamobjects.shouldbeproper,scientificandaccurate,sothatwecangetthereliableandvalidevaluationofthelearner5slanguageability.Functionsoflanguageinclude:Diagnosticfunction:Justasadoctordoessomediagnosestocheckapatient,sillness,ateacheroftendesignssometeststofindoutlearners'progressandachievementsaswellasdisadvantagesandweaknessinthecourseofteachmg.Theteachercanalsousetestasthemeansofgettmgfeedbackabouthisteachmgmethodsandresults.Thatistofindoutwhatshouldbeunprovedintermsofteachingmaterials,teachingmethods,andlearnmgenviiomnent.aswell.Selectivefunction:Sometestsaredesignedinordertoselectapplicantsofceitamlevelsoiqualificationstobeemolledfbrsomeuniversities,suchasTOEFL,TestofEnglishasaForeignLanguage,IELTS.InternationalEnglishLanguageTestmgSystemt（由英國文化協(xié)會組織的考試，簡稱雅思考試，即國際英語語言測試系統(tǒng)），andChina'sCollegeEntranceExamination,etc.Placementfunction:Testsdesignedtoplacestudentsofdifferentlevelsintodifferentclassesorgroups,sothatpropertextbooks,teachmgmethodscanbeusedtoteachstudentsofdifferentlevels,soastoachievebetterteachingresults.Thesetestsarecalledplacementtests（分班考試）.1.3.4.Teachingfunction:Testsaredesignedatceitaiiistagesforstudentstogettheirgeneralinformationsothatteacherscancheckthekteachmgeffectivenessandlearners5learningresultssothattheycanapplydifferentstrategiestomiprovethekteacluiigmethodstomeettheneedofthestudents.Teachmgfunctionmaybeshownmoreclearlyinthefollowingflowchart:入學(xué)?考試1?課程?考試2?畢業(yè)EmolmentofnewstudentsHavingTest1toknowlearners5presentstandmgandplacethemmtodifferentclassorgroupsDifferentprograms,coursesandstrategiesfbrstudentsofdifferentlevelsHavingTest2toknowwhetherthelearnershaveanivedattheexpectedlearningtaigetsGraduation（ifthelearnershavearrivedatthetaigets,tlieywillbeallowedtograduate,othenviseceitamremedialmeasuresshouldbeaddedtohelpleainerstoreachtlieexpectedtaigetsbeforegraduation.Scientificresearchfunction:Sometestsaieheldtoacliieveinformationordataforscientificresearch,intothequestions,suchas:ComparisonbetweensecondlanguageacquisitionandsecondlanguagelearnmgEnviiomnentfortlieefficiencyofsecondlanguagelearnmgRelationslupbetweendifferentteacluiigprograms/teachmgstrategiesandlearnmgresultsFactorstliataffectthesecondlanguageleainmgRelationshipbetweenteachmgmaterialsandlanguagelearningefficiencyl\pesoflanguagetestsClassificationoftestsonbasisoflearnmgstages:PlacementTest（編班i則試）：Aplacementtestisdesignedtoplacestudentsatanappropriatelevelmaprogramorcourse.Theterm^placementtest”doesnotrefertowhatatestcontains,orhowitiscontiasted,buttothepuiposeforwliichitisused.Varioustypesoftestortestingproceduies（e.g.dictation,aninterview,agranunai-test）canbeusedforplacementpurpose.Classroomtest（隨堂測試）：Aclassroomtestisashorttestdesignedtotestlearningeffectivenessafteraceitainperiodofteaching,forexample,afterlecturmgofceitamunitsorchaptersThepuiposeoftlietestistofindouthowmuchandhowwellthestudentshaveleainedfromtlielectuiesandhelpthemtograspthemajorpointsofthelecturesandtextbooks.Testingitemscanincludedictation,spelling,blank-filling,paraphrase,andtranslation,etc.Mid-termtest:（期中測試）:Aniid-termtestisheldillthemiddleofasemester.Itiscompaiativelyalonger,moresystematicandcomprehensivetestthanaclassroomtest.Thetestisdesignedtogetuifbrmationaboutlearners5comprehensiveunderstaiidmgandmastermgofwhattlieyhavelearned.End-of-termtest,alsofinal-termtest:Afilial-termtestrefersthetestdesignedinaccordancewiththegeneralteachmgprogramandheldattheendofasemester.Thepuiposeofthetestistoobtainthegeneralinformationaboutwhatthestudentshavelearnedduringthewholesemesterandtheiiabilitytosolveproblemswiththekleainedknowledgeandskills.Thepurposeincludesthefollowingtlueeaspects:ToreviewandstrengthenwhathasbeenlearnedmtliesemesterToevaluateateacher'steachmgeffectivenessToreviseteachingplansandstrategiesintlienextsemesterClassificationonbasisofpurposesProficiencytest（水平$則試）：Aproficiencytestmeasureshowmuchofalanguagesomeonehaslearned.Itisnotlinkedtoapailicularlanguagecourse,ensivereading,butmeasuresthelearner'sgeneralleveloflanguageniasteiySomeproficiencytestshavebeenstandardizedforworldwideuse,suchasAmericanTestofEnglishasaForeignLanguage（TOEFL）,BritishUniversityofCambridgeCertificateofProficiencyinEnglish（CCPE）andChina'sEnglishProficiencyTest（EPT）,etc.Aproficiencytestmeasureswhatanapplicant,whowantstostudyabroad,haslearnedrelativetoaspecificpurpose,e.g.doesheorsheknowenoughEnglishtofollowlecturesinEnglish.Achievementtest（力戈侖責(zé)測試）：Ailacluevementtestmeasureshowmuchofalanguagesomeonehaslearnedwithreferencetoaparticularcourseofstudy.Withthehelpofthiskindoftest,theteachercanjudgethesuccessofhisorherteaclungandtoidentifytheweaknessofliisorherstudents.Languageaptitudetest（潛能/素質(zhì)測試）：Ailaptitudetestmeasuresaperson'saptitudefbrsecondlanguageorforeignlanguageleainmg,andcanbeusedtoidentifythoselearnerswhoaremostlikelytosucceed.Languageaptitudetestsusuallyconsistofseveraldifferenttestswliichmeasuresuchabilitiesas:soundcodingability…theabilitytoidentifyandremembernewsoundsinafbieignlanguagegrammaticalcodingability■一theabilityidentifythegrammaticalfunctionsofdifferentpaitsofsentencesinductivelearningability■■-theabilitytoworkoutmeaningswithoutexplanationmanewlanguage.memorization■一theabilitytorememberwords,rules,andetc.Diagnostictest（診斷§則試）：Adiagnostictestisdesignedtoshowwhatskillsorknowledgealearnerknowsanddoesnotknow.Forexample,adiagnosticpronunciationtestmaybeusedtomeasurethelearner'spronunciationofEnglishsounds.Itwouldshowwhichsoundsastudentisandisnotabletopronounce.ClassificationoftestonbasisoftestingmethodsDiscrete-pointtest（分離式測試）：Adiscrete-pointtestmeasuresknowledgeofmdividuallanguageitems,suchasagiaimiiartestwhichhasdifferentsectionsontenses,adverbs,andprepositions.Discretepomttestsaiebasedonthetheoiythatlanguageconsistsofdifferentparts（e.g.graiimiar,soundsandvocabulary）,anddifferentskills（e.g.listening,speaking,readingandwriting）.Theseaiemadupofelementsthatcanbetestedsepaiately.Integrativetest（綜合性;則試）：Anmtegrativetestrequuesalearnertouseseverallanguageskillsatthesametime,suchasadictationtest,whichrequuesthelearnertousedlanguageofgranunai;vocabulary,andlistenmgcomprehension.（見exampleP.12）Classificationoftestsonbasisoftest-evaluatmgmethodsSubjectivetest（主觀性測試）：Subjectivetestsarescoredaccordmgtothepersonaljudgmentofthemarker,suchastiaiislationandessaytests.Sometimesitisdifficulttoevaluateasubjectivetestbecausethereisnoso-calledstandardevaluatingcriteiiaanddifferentmarkersmaygivedifferentscorestothesameessayObjectivetest（客觀性測試）：Objectivetestaretheteststhatcanbemarkedwitliouttheuseoftheexaminer怎personaljudgment.Usuallyonlyoneanswerisacceptedasthecorrect.TRUE-FALSEandMULIPLE-CHOICEtestsaieexamplesofobjectivetests.Communicativelanguagetesting（交際語言測試）：Communicativelanguagetestsnoonlymeasurethelearner^abilitytoapplythegranmiaticalmlesofalanguageinordertoformgraininaticallycorrectsentencesbutalsotoknowwhen,whereaiidtowhomtousethesesentences.Acommunicativetestmeasuresthefollowingaspects:KnowledgeofgrammarandvocabulaiyofalanguageKnowledgeofrulesofspeaking,fbrexample,knowinghowtobegmandendconversations,knowingwhattopicsmaybetalkedaboutindifferenttypesofspeechevents,knowingwhichaddressformsshouldbeusedwitlidifferentpersonsonespeakstoaiidindifferentsituationsKnowinghowtouseandrespondtodifferenttypesofspeechacts,suchasrequests,apologies,thanks,andinvitations.Knowinghowtouselanguageappropriatelywhencommunicatingwithothers,suchassocialsetting,therelationshiptoothers,aiidthetypesoflanguagethatcanbeusedinapaiticularoccasion.TheoriesandPracticeofEnglishLanguageTestingChapterTwo:TheoreticalFoundationofEnglishLanguageTestingThepracticeofEnglishlanguagetestmghasbeenbasedonaseriesoflanguagelearnmgandlanguageteachingtheories.Themostimportantandinfluentialtheoriesonlanguagetestmginthepastcentuiyarestatedinthefollowingtlueestagesofdevelopment:2.2.1Pre-scientifictesting,alsonamedastheessay-translationapproach（科學(xué)前語言測試或?qū)懽鞣g法測試）：Thisapproachwaswidelyusedbefore1940s.Thetestingwasmainlyconductedaccordingtotiaditionalandexperientialtestmgmethods,andwaslackofsystematicresearchandscientificevidence.Theexaminerdesignedhisorhertestsjustbasedonliisorherpersonalteacluiigexperience,theiefbre,somescholarscallitpre-scientifictestmg.Thistestmgmetliodhadsomeremarkablefeatures:Lackofsystematicandscientificstudyintermsoflanguagetesting,andtestsweredesignedinaccordancewiththeexaninier^subjectivedesiiesandpersonalexperience,andevaluatedbyhisaibitraryjudgment.Testpapersareusuallyconsistedoftranslation,writmgandgrammaticalanalysis.Thecontentofthetestmgpapershadreinaikablyliteraiyfeatuies,relatedtoliterature.ThetestpaperwascompletedinwrittenEnglish.Structural-Psychometrictesting（結(jié)構(gòu)主義/心理測試法）：Tinstestmgmetliod.basedonstructurallinguisticsandpsychometncs,stressedtliatlanguageasasystemmcludedsomeImguisticunits,suchassounds,wordsandsentences.Alltheseunitscouldbetestedandevaluatedseparately,andlanguageskills,suchaslistening,speakuig.readingandwritingcouldalsobetestedinthisway.Thetestpaperistypicallyintheformofmultiplechoices.CommunicativeLanguageTesting（交際語言測試法）：Baclmiaiibelievesthatcommunicativelanguagecompetence（交際語言官巨）J）consistsoftlueeimportantaspects:theyarelanguagecompetence（語言能力），stiategiccompetence（策略能力）andpsycho-physiologicalmechanisms（心理生理機制）Communicativelanguagecompetencemcludesorganizationalcompetence（語言組織能力）.Thatistheabilitytomakesentencesbyusingconectknowledgeofsounds,wordsandgiaimnarandpragmaticcompetence（語用能力）.Thatistheabilitytousealanguagemreallife■一tounderstandthelelationslupbetweensentencesandthecontextsandsituationsinwinchtlieyareused,Strategiccompetencereferstotliecognitiveprocesstousebothverbalandnon-verbalcommunicationstiategiestoimprovetheeffectivenessofconununication.Forexample,ifaspeakerlacksaparticularwordorstruchne,hemayuseapaiaphiaseorabodygesturetocompensateorunprovehisconununication.Forinstance,“/wenttothedepartmentyesterdaytobuysomeoh,thethingyouusetobrushyourteetheverymorning.”Stiategiccompetenceconsistsof:

a）,assessmentstiategies（評估策略）：toassessorjudgethesituationinwliichcoimuunicationwilltakeplace.Forexample,whenyouwanttoaskorhelpastrangertofuiddirections,youhavetojudgethefeaturesoftliesituationandwhatknowledgeandskillsyouneedtoarriveattheconmiunicativetarget.Afterconununicationyouhavetoassesstheactualeffectivenessofyouicommunication-一whetheryouhaveairivedatthetargetornot,b）.goal-settiiigstrategies（確定目標策略）：Asatestdesigneryouhavetomakesurewhatknowledgeorskillsyouwanttotestyoustudents,suchasvocabularyorgrammar,orreadingcomprehension,etc.c）.plaimingstiategies（制定計劃策略）：Selectceitainconmiunicativesituationsforyourtestingpuiposes.d）.executionstiategies（執(zhí)行?計劃策略）.Selectappropriatepsycho-physiologicalorganismstoarriveattheabovetarget.C.Psycho-physiologicalmechanisms（心理生理機制）refeistotheinvolvementofspeechorgans,e.g.mouth,ears,etc.andtheneivesystemmthecourseofcommunication,Thatis,thespeakerhastousehisbraintodeternmiewhichwords,structures,intonation,andwaysofexpressionhehastouseinordertoachievelusconmiunicativepurposes.Thelelationshipofdifferentmgredientsofconunumcativelanguagecompetence（交際語言能力）canbeindicatedinthefollowingdiagram:（Bacliman的語言交際能力的各個組成部分示意圖）：知識結(jié)構(gòu)

（世界知識）語言能力

（語言知識）

2.4.1AuthenticityinLanguageTesting（語言測試的真實性）:Authenticitymeansthatlanguagetestingshouldtestlearners5abilitiesinactualconmiuiiications.Therelationshipbetweenthecharacteristicsoflanguagetestmgtasks（語言§則試任務(wù)牛寺征）andchaiacteristicsoflanguagetestingtasksinactualuse（實際語言運用任務(wù)特征）isdescribedasthefollowingchart:知識結(jié)構(gòu)

（世界知識）語言能力

（語言知識）語言測試任務(wù)特征真實性實際語言運用任務(wù)特征Situationalauthenticity（情景真實性）：referstothedegreestowhichlanguagetestshavethequalitiesandfeaturesinactualcommunication,suchasfromnewspapers,magazines,andradioortelevisionprogiains.Forexample,theBusinessEnglishCertificate（BEC）requuesthelearnerstohavetheabilitytoconductbusinesstalkinspokenEnglish.Thus,areal-likebusinesstalkisarrangedbetweentheexaminerandexamineetotesthowwelltlieleainercanusehislanguageandstiategiestofulfillthebusinesstalk.語言測試任務(wù)特征真實性實際語言運用任務(wù)特征Communicativeauthenticity（交際真實性）：Itrefersthedegreeofleainers,mvolvementandparticipationintheconmiumcativetestmgtasks,ortheinteractionbetweentlieexaminerandthelearner.AuthenticityistheessenceofcommunicativeJlanguagetesting.Toachieveconununicativetestmgpurposes,Bachniansuggeststhefollowingfourmeasures:Particulai-stiategiesforthefiilfilhiientoftlietaskshouldbeincludedasnecessaryinformationtotest-takersinthecourseofdesigiuiigtestmgpapers.Adequatetime,necessaiyreferenceandrelevanttoolsshouldbeofferedtotlietest-takerssothattheycanuseefficientstrategiestoftilfillthetasks.Testingtasksshouldbeappropriate,neitliertooeasynortoodifficult.Botliextremeswillleadtothetest-takers5poorapplicationofstiategiesintestmg.Designingthetestinaninterestingway.Improvementofauthenticitytendstomcreasetest-takers;interestandcreativityincommunicativetestmg.2.5TestingmethodsandtestingeffectivenessAswasindicatedbylinguisticreseaich,thetest-taker5sbehaviorsmfiilfillmentoftestmgtaskswillbeaffectednotonlybyhisorhislanguagecompetence,butalsodeterminedbytestmgmethods,atmosphere,qualityoftlietestmaterialsandenviiomnent.Differenttest-takershavedifferentreactionstodifferentsituations.Thefactorsthatwillaffecttestmgeffectivenessaiegeneralizedasfollows:2.5.1Environmentfactorsinclude:Degreesoffaiiuliaiitywithtestmgplacesandtestingequipment（對考場和設(shè)備的熟悉程度）Inspectorsofthetesting（監(jiān)考）Timeandduration（測試時間和時段）Conditionallequuementsfortesting（實施考試的條件）2.5.2Instructionsfortest-takersintestpapers:（測試說明）Organizationalstmcturesoftestpapers（試卷組織結(jié)構(gòu)）Allocationoftmie（時間分配）Iiistmctionsofthetestmgitems（解題要求）2.5.3Theinputofthetestmgmaterials（考試材料的輸入方式）Audio-mputorvisualinputLanguageornon-laiiguagematerialsOriginalorsunplifiedmaterialsSpeedoftheinputmaterialsWaysofansweringquestionsChapterThree:GeneralPlanningofLanguageTestingThePlaimmganddesignmgoflanguagetestmghasbeenconsideredasaserious,difficultandcomplicatedwork.Itmvolveseffortsofmanyaspects,academicfieldsandfactors.Therefore,itisnecessarytosetupaspecialcommitteetotakechargeoftliismiportantjob.Thecommitteeshouldmchidespecialistsfromdifferentfields,suchaslinguists,psychologists,teachersandgovenmientofficials,etc.Atestprogramshouldbeestablishedasthebasisplanninganddesignmglanguagetestsofalltypesandlevels3.1ChoiceofthetypesoftestsDifferentpurposesandfiinctionsofthelanguagetestsneeddifferenttypesoftests,aswehavediscussedaboveinthepreviouschapters,wehaveplacementtest,acliievementtest,diagnosistestandproficiencytest,etc.Therefore,aslanguagesteachersorrelatedworkers,wehavetomakecleai-whatarethepurposesoftlietesting,whatmfbniiationweexpectedfromtlietest,beforeweplananddesignanytest.3.2Choiceofknowledgeandskillstobetested（確定考試內(nèi)容）:SkillsandcontentstobetestedaredeteinwiedbytheGeneralTeachmgProgramandTeacluiigPlanandTeachmgTargets.AccordmgtoB.Bloom,theAmericaneducator,sixaspectsoftheteaclungtargetsshouldbeconsideredwhenlanguageteachmgandtestingareplannedandconducted,i.e.:knowledge,comprehension,application,analysis,mtegiation（綜合）andevaluation.Knowledgereferstomemorizationofbasicfacts,ideas,principles,teclinicalterms,classificationandprocessoflearnmg.Oneofthebasicandunpoitanttestingtaigetsistogetmfoimatioiiabouthowlearnershavemasteredtheknowledgetheyhavelearned.Comprehensionreferstothelearners,abilitytoretelLexplain,mducewhattheyhavelearned,buttheabilityisonlytheunderstaiidmgatalowerlevel,basedonmemory,andwaitingtobemoveduptoreferenceandjudgment.Applicationreferstolearners,abilitytouseabstractmlesandmethodstosolveproblemsindifferentsituations,asisthecaseingranuiiaticaltest.Thetestistoseewhetherthetest-takerisabletowritegrammaticallycorrectsentencesonbasisofthegiaiimiaticalruleshehaslearned.Analysisreferstoatest-taker'sabilitytodisintegrateafactoranideaintoseparateunitsorpartsandfindoutthexelationslupbetweentheseunits,butinlanguagetestingapplicationisstressedmorethananalysis,becausetheultmiatepuiposeoflanguagelearningistoapplyitinconmiunication.Integrationrequiresthetest-takertointegrateseparateunitsintoasanentirety.Forexample,awritingtestrequiiesthetest-takertousehisknowledgeofvocabularyandgiaimnartowriteashortessay.Evaluationreferstotest-taker^abilitytomakeconectandreasonableevaluationonthemamidea,socialbackground,stylesandlanguagefeatuiesofaparticularstoiy,fictionorotherliteraryworks,Asfaraslanguagetestingisconcerned,testplaimershouldtakemoreconsiderationmtothelearner5sabilitiesofcomprehension,applicationandmtegiationthantheabilitiesofknowledge,analysisandevaluation,becauseasweknowthatlanguagecompetenceisorshouldbereflectedinapplication,orconmiunication.3.3Choiceoftypesofitemstobetested（確定考試題型）Intermsoftestingevaluation,languagetestscanbedividedmtosubjectivesuchascompositions,oraltests,tiaiislation.etc.,andobjectivetests,suchastrue/falsejudgmentandmultiple-choice.Subjectivetestsaieeasytodesignandliasahighervalidity（效度〉butitisdifficulttoevaluate,becauseithasnoso-calledevaluatingcriteriaandcoststoomuchenergytoevaluate.Objectivetestsare.onthecontiary.difficulttodesignbuteasytoevaluate,andhavearelativelyhigherreliability（信度）,sinceanyquestionhasa"onlyconectanswer”.Generallyspeaking,subjectiveandobjectivetestshavebothadvantagesanddisadvantages.Theiefbie,thechoiceoftypesofitemsisdetenniiiedbythetargetsandrequirementsoftlietesting,Multiple-choiceitems(多項選擇題)：Atypicalmultiple-choiceitemisusuallymadeupofastatementandfourchoices,inwhichonlyonechoiceisconsideredascorrectitem,andtheothertlueechoicesaredeliberatelyusedasinteiierenceitems.Theadvantagesofthistypeoftestare:Itisusefultotestlanguagepointsandskills,suchastenses,nounsandprepositions,etc.Ithasaremarkablediagnosticfunctiontofindoutwhatshouldbeunprovedinteachingbycheckuigthemistakesfrequentlymadebylanguagelearners.Multiple-choiceitemsareeasytoevaluatesinceithasonlyaconectchoiceandhasnopersonalandsubjectiveideastoaffecttheexanmiertomakeconectevaluation.Furthermore,acomputercanbeusedasamarker,wliichwillgreatlyraisetheevaluatmgefficiencyandissuitableforlarge-scaleexamination,suchastheCollegeEntranceExaminationTinskindoftestsalsohassomedisadvantages:Itisdifficulttodesigntheitemswhichwillcosttoomuchtimeandenergy.Thetestcannotreflectthetest-taker5sabilitiesofexpression,inferenceandaigument.Itcannotbringaboutausefulfeedbacktolanguageteachmgandlearning.Someexamplesareofferedasreference:()1.MlandMrs.BrownasmallrestaurantinChinaTown.A.openB.stallC.runD.seive()2.Hecannotacarforhedoesn'tearnthatmuchmoney.A.obtainB.affbidC.getD.deserve()3.Finally,hishardworkpaid.Hegota$1000prize.A.backB.offC.outD.over()5.Jackisquiteasinger.Hesiiigsbetterthaninhisclass.A.allstudentsB.anyotherstudentC.anystudentD.eveiystudent()6.Underthetable.A.waslyingahalf-consciousyoungmanB.wasahalf^consciousyoungmanlyingC.lyingahalf-consciousyoungmailwasD.wasayoungmanlying,half^conscious()7.Thesilkclothsmoothandsoft.A.touchesB.feelsC.looksD.seems()8.Color-blmdpeoplehavedifficultybehveenblueandgreen.A.separatingB.comparingC.contrastingD.distinguishing()9.1thuikthatthethieemonthsinthecountiyhaveusalotofgood.A.madeB.givenCgotD.done()10.Janesaidithadbeenfoolishmetomakesuchamistake.A.toB.forC.ofD.aboutTme-falseitems(是二IE題)：Itisthehvo-choiceitemwhichrequkesthetest-takertofindouttheconectitemofeachpairofstatements.Theadvantageoftliistestistocostlesstimeandenergytomakeuptheitems,anditisasobjectiveasmultiplechoiceitemsintermsofevaluation.Buttheproblemisthatthereisonlychoicebehveenthetmeandfalsestatement.thereafter,correctguessingmaytakeuphalfthechance.Tine-falseitemsaiesuitableforreadmgcomprehensiontests.Forinstance:Firstreadthefollowingpassage,anddecidewhetherthefollowingfivestatementsaretrueorfalse:Peopledon'tlikegettingtheirhandsduty.Rubbishdisposalhasalwaysbeenlefttosociety'slowerranks,withan"outofsight,outofmind”attitudefrompeoplewhoarenotduectlyinvolved.Today,however,boththeincreaseintheamountandthecomplexityofwasteproducedaretliieateniiighumanhealthandtheenvironmentasneverbefore.Thecompositionofwastehasaltered,themostdramaticchangebemginthenumberofchemicalswedump.Chemicalsintheformofpills,pesticideorpaintaieanessentialpartofourlives.Thedisposalofwastefromthesechemicalshasmcreasedtheproblemsinthewaywetreatmbbish,forcingustofacewhatwewouldrathertluowaway.Pollutionofwater,airandsoiliswidespread.Leadmtheairaffectsourbrains.Heavymetalsinthesoilaretakenupbyplantsandpassedontouswhenweeatthem.Theenviioiunentisseriouslyaffecteduswell.Treesaredymgfromacidrain.Riversrunblackwithpollution.Mysteriousgreenwastesfrompetrol-chenucalfactoriesspoilfieldswherecluldrenplay.Theincreaseincomplexityofwastehascaughtdisposalauthoritiesbysurpriseandtoday'sdangerouswasteisshowinguptheshortcomingsofthedisposalsystems.Themostcoininonformofwastedisposalisthe"tip”，nowadayscalledalandfill.Landfillsar