论文部分内容阅读
【Abstract】This paper analyzes the content validity of reading comprehension in CET-4 in December， 2013 （the first test after some changes to this exam） . The results show that the design of reading comprehension conforms to the standards of CET-4 Testing Syllabus but needs further improvement. The paper proposed several pieces of advice based on the results.
【Key words】Text Input； Expected Response； Content Validity
1. Introduction
CET-4， playing a crucial role in testing Chinese students’ English language ability， is one of the most influential tests in China. After a long period of preparing， the new CET-4 came to people’s sight in December， 2013. To figure out the future direction for collage English curriculum reform and improve the quality of collage English teaching， it is necessary to deliberate on content validity.
2. Background
In Longman Dictionary of Language Teaching and Applied Linguistics， content validity is“a form of validity which is based in the degree to which a test adequately and sufficiently measures the particular skills or behavior it sets out to measure.” In a test， content validity can be identified from three aspects： 1） whether the content of the test is relevant to its goal； 2） whether the content is representative； 3） whether the content can represent its subject （Liu， 2000： 208）.
In this paper， I randomly select one out of those test papers and analyze it based onBachman and Palmer’s Test Task Characteristics Model， in which 5 major factors—test environment， test instruction， text input， expected answer and the relations between text input and expected answer—are mentioned. This paper will mainly focus on text input and expected answer.
3. Results and analyses
3.1 Text input
The analyses of text input （Graph 1） will include four parts –text length， readability， text type and subject matter. Text type includes exposition， narration and argumentation.Meanwhile， subject matter involves social sciences， humanities and natural sciences.Readability is analyzed in Microsoft Office Word 2007 through inspection of spelling and grammar and evaluated based on Flesch Reading Ease （Rudolf Flesch）.
As for text length， the Syllabus stipulates that the total number of vocabulary in fast reading is around 1000 words； gap filling in careful reading around 200-250 words； multiple choice in careful reading around 300-350 words. According to Graph 1， gap filling and fast readingmeet the requirement of the Syllabus， while multiple choice 1 and multiple choice 2 slightly outstrips the length required by the Syllabus.
4. Conclusion
Reading comprehension in this test shows some degree of validity， though not completely.So in general， it meets the requirement of the Syllabus. Specifically， text length， readability，text type， subject matter and skills tested fundamentally meet the standards. However， there are still some problems needed to be pointed out. First， the types and subject matter are unitary， concentrating on expositions， especially social scientific ones. Second， the difficulty level of texts fluctuates sharply. Third， skills tested in this exam are unbalanced. Based on above analyses， it is suggested that reading comprehension should attach more importance to the diversities of text type and subject matter. Besides， the difficulty level should be more stable （in the range of 50-70）. Last but not least， abilities tested should be in a balance. Problems testing students’ language skills and reading skills should make up a larger part so that reading comprehension can test students reading abilities in a more comprehensive way.
References：
[1]Bachman
【Key words】Text Input； Expected Response； Content Validity
1. Introduction
CET-4， playing a crucial role in testing Chinese students’ English language ability， is one of the most influential tests in China. After a long period of preparing， the new CET-4 came to people’s sight in December， 2013. To figure out the future direction for collage English curriculum reform and improve the quality of collage English teaching， it is necessary to deliberate on content validity.
2. Background
In Longman Dictionary of Language Teaching and Applied Linguistics， content validity is“a form of validity which is based in the degree to which a test adequately and sufficiently measures the particular skills or behavior it sets out to measure.” In a test， content validity can be identified from three aspects： 1） whether the content of the test is relevant to its goal； 2） whether the content is representative； 3） whether the content can represent its subject （Liu， 2000： 208）.
In this paper， I randomly select one out of those test papers and analyze it based onBachman and Palmer’s Test Task Characteristics Model， in which 5 major factors—test environment， test instruction， text input， expected answer and the relations between text input and expected answer—are mentioned. This paper will mainly focus on text input and expected answer.
3. Results and analyses
3.1 Text input
The analyses of text input （Graph 1） will include four parts –text length， readability， text type and subject matter. Text type includes exposition， narration and argumentation.Meanwhile， subject matter involves social sciences， humanities and natural sciences.Readability is analyzed in Microsoft Office Word 2007 through inspection of spelling and grammar and evaluated based on Flesch Reading Ease （Rudolf Flesch）.
As for text length， the Syllabus stipulates that the total number of vocabulary in fast reading is around 1000 words； gap filling in careful reading around 200-250 words； multiple choice in careful reading around 300-350 words. According to Graph 1， gap filling and fast readingmeet the requirement of the Syllabus， while multiple choice 1 and multiple choice 2 slightly outstrips the length required by the Syllabus.
4. Conclusion
Reading comprehension in this test shows some degree of validity， though not completely.So in general， it meets the requirement of the Syllabus. Specifically， text length， readability，text type， subject matter and skills tested fundamentally meet the standards. However， there are still some problems needed to be pointed out. First， the types and subject matter are unitary， concentrating on expositions， especially social scientific ones. Second， the difficulty level of texts fluctuates sharply. Third， skills tested in this exam are unbalanced. Based on above analyses， it is suggested that reading comprehension should attach more importance to the diversities of text type and subject matter. Besides， the difficulty level should be more stable （in the range of 50-70）. Last but not least， abilities tested should be in a balance. Problems testing students’ language skills and reading skills should make up a larger part so that reading comprehension can test students reading abilities in a more comprehensive way.
References：
[1]Bachman