考试与考生 --不对等与对等 邹申 上海外国语大学 2013.10

Who is more powerful: tests or test takers?

考 试 考 生

不对等现象 考试内容 考试形式 考试规则 分数解释 分数使用

如何改变不对等现象? 提升考生知情权

考生知情权 信息来源 官方文件 考试机构文件 学校、教师

考试性质 Proficiency test Achievement test Placement test Diagnostic test

考试内容 测试知识？ 测试能力？ 测试知识+能力？

考试形式 Selected-response tasks Limited-production tasks Extended-production tasks Integrative tasks Independent tasks

IELTS 部分 节 题型 题量 时间（分钟） Listening 4 填空题，多项选择， 匹配题，补全句子，简答题等 40 30 Reading 多项选择， 信息匹配，补全句子，图表填写，简答题等 60 Writing 2 描写文 （150字） 说明文、论说文、报告等（250字） Speaking A 考官与考生对话（个人情况、一般性话题等） 11-14 B 简短演讲（考生根据所给题目演讲） C 后续讨论（考生就Part B的相关内容进行更深入的讨论）

考试规则 power test vs. speed test listening with questions vs. listening without questions test instructions: simple vs. detailed

分数解释 norm-referencing criterion-referencing

Test Test Date Read -ing* Listen Speak -ing Writ Total TELXML Feb. 14, 20__ 29 19 106

Reading  Skills Level   Your Performance   Reading High(22-30) Test takers who receive a score at the HIGH level, as you did, typically understand academic texts in English that require a wide range of reading abilities regardless of the difficulty of the texts. Test takers who score at the HIGH level, typically have a very good command of academic vocabulary and grammatical structure; can understand and connect information, make appropriate inferences, and synthesize ideas, even when the text is conceptually dense and the language is complex; can recognize the expository organization of a text and the role that specific information serves within the larger text, even when the text is conceptually dense; and can abstract major ideas from a text, even when the text is conceptually dense and contains complex language.

High Listening (22-30) Listening Skills Level Your Performance Test takers who receive a score at the HIGH level, as you did, typically understand conversations and lectures in English that present a wide range of listening demands. These demands can include difficult vocabulary (uncommon terms, or colloquial or figurative language), complex grammatical structures, abstract or complex ideas, and/or making sense of unexpected or seemingly contradictory information. When listening to lectures and conversations like these, test takers at the HIGH level typically can understand main ideas and important details, whether they are stated or implied; distinguish more important ideas from less important ones; understand how information is being used (for example, to provide evidence for a claim or describe a step in a complex process); recognize how pieces of information are connected (for example, in a cause-and-effect relationship); understand many different ways that speakers use language for purposes other than to give information (for example, to emphasize a point, express agreement or disagreement, or convey intentions indirectly); and synthesize information, even when it is not presented in sequence, and make correct inferences on the basis of that information.

分数使用 credential vs. non-credential purposes selection purposes recruitment purposes instructional purposes ???

不对等 知情权 对等

考 试 考 生

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