大学英语期末分级测试阅读理解内容效度研究——以不同班型考试为例  

Content Validity of Reading Comprehension in College English Final Examinations

作　　者：甘凌[1,2] 蒋业梅[1] 

机构地区：[1]广西师范大学外国语学院,广西桂林541004 [2]中南财经政法大学外国语学院,湖北武汉530073

出　　处：《广西师范大学学报（哲学社会科学版）》2013年第5期155-160,共6页Journal of Guangxi Normal University(Philosophy and Social Sciences Edition)

基　　金：广西教育科学"十一五"规划课题(2010C026);广西师范大学213教育教学改革立项项目"大学英语教学评估体系改革研究"

摘　　要：依据巴奇曼(Bachman)和帕尔默(Palmer)任务特征模式,从语篇输入和预期回答两方面对广西某校不同班型A、B班2—4级期末试卷阅读理解的内容效度进行对比研究。研究发现:两种班型期末分级测试阅读理解的内容效度不高,有待改进。A、B班的阅读文章题材体裁比例分配不均衡,缺乏与学生生活和经历相关的话题;同一级别的期末测试,B班的阅读文章比A班的相对偏难,具有偏颇性;预期回答方面,两种班型的阅读篇章基本符合《大学英语课程教学要求》和《大学英语考试大纲》的规定,但题型设计不够全面。According to Bachman and Palmer＇s task characteristics model, content validity of reading comprehension in final examinations is comparatively studied from two aspects： discourse input and expected answer. And this study is carried out in Class A and Class B, Level 2-4 final papers in a school of Guangxi. The result shows that the reading comprehension in final placement test for two types of classes has a relatively low content validity which needs to be improved. The themes and genres of reading passages for Class A and Class B are not distributed reasonably and not quite relevant to students＇ lives and experi- ences. The passages for Class B are a little difficult and tricky than those for Class A in the same level final exams. With regard to expected answers, passages of two class types basically conform to rules of ＂College English Curriculum Requirements＂ and ＂College English Exam Syllabus＂, however, the design of questions is not comprehensive.

关 键 词：期末分级测试 阅读理解内容效度 不同班型 

分 类 号：H310.4[语言文字—英语]