語言項目中的測試:英語語言測評綜合指南(簡體書)
- 系列名:英語教師職業發展前沿論叢
- ISBN13:9787302308898
- 出版社:清華大學出版社(大陸)
- 作者:James Dean Brown
- 裝訂/頁數:平裝/306頁
- 出版日:2013/01/01
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CRITERION-REFERENCED ITEM RNRLYSIS
Recall that a central difference between NRTs and CRTs is that NRTs (typicallydesigned to spread students out in percentile terms for proficiency or placement testingpurposes) are constructed to produce normal distributions, while CRTs (because theyare designed to measure what students know or can do in percentage terms fordiagnostic or achievement purposes) do not necessarily do so. In addition, the itemselection process for developing NRTs is designed to retain items that are well-centered (with IFs of .30 to .70) and spread students out efficiently (the highest IDs areretained). Such items once selected for a revised version of an NRT will generallywork together to provide a normal distribution of scores.
In contrast, CRTs may not necessarily produce scores that are normally distributed.
In fact, a CRT that is designed to measure student achievement might produce scoresthat are predominantly high. Consider an ideal situation in which all the studentsmastered all the objectives in a particular course because they were highly motivatedstudents, the materials were marvelous, and the teacher was, of course, spectacular. Allof those students could reasonably be expected to score 100 percent on the end-of-course criterion-referenced achievement test designed to measure those objectives.Of course, a teacher could create the same effect (that is, everyone scoring100 percent) by writing a final examination that is far too easy for the students.Tocheck for this possibility, the teacher may want to administer the test (or an equivalentform of the test) at the beginning of the course as a diagnostic test. If the studentsperform poorly on the beginning-of-course diagnostic test (pre-test) and score well onthe end-of-course achievement test (post-test), then the teacher can interpret the highscores at the end of the course as legitimate reflections of the students' knowledge orskills, rather than reflections of a test that is too easy for the students.
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