基于教考评衔接的高中英语学考内容效度研究-《集美大学学报（教育科学版）》

文章信息/Info

Title:: A Study on Content Validity of Senior High School English Proficiency Test Based on Teaching-Testing-Assessment Interconnection

Author(s):: HUNG Rui; RAO Xin-hui; CHEN Huang-qi; School of Foreign Languages, Jimei University, Xiamen 361021, China

摘要:: 参照2019年人教版高中英语必修教材阅读文本，以H省5套英语学考阅读理解语篇为例进行内容效度分析发现：在语篇输入特征上，英语学考阅读理解语篇词汇大体符合课标要求，但存在部分未给释义的超纲词汇；语篇主题涉及不够广泛，长度较短、易读度高；体裁过于集中在说明文，应用文、议论文考查较少与必修教材阅读文本存在较大差距；在预期回答特征上存在部分阅读技能考查缺失、设问不够合理等问题。结合教考评衔接理论，建议丰富阅读语篇主题与体裁，提高阅读试题语篇词数与难度，全面考查阅读技能，从而提高试题的命题质量。

Abstract:: Founded on Teaching-Testing-Assessment Interconnection(TTAI) and self-built corpus, and applying the framework of Task Characteristics and the Curriculum Standard for General Senior English(2020), this paper analyses the content validity of five sets of EAAE reading comprehension texts, referencing peer texts of compulsory textbooks of PEP(2019) . It is found that between EAAE reading texts and PEP ones lies in wider divergence. The former vocabulary basically fulfills the requirements of the New Curriculum Standard in terms of its discourse input features; however, there do appear some vocabularies without paraphrase and beyond the Curriculum; the former is confined to limited theme range; its genre is mainly expository writing and less practical and argumentative ones; it has shorter text length and higher readability; problems like the absence of examination of reading skills and ineffective questions arise concerning the attributes of expected response. In an attempt to improve the paper quality of EAAE, it is proposed to, through the application of TTAI, adjust and enrich themes and genres of its reading texts, increase its word-base and difficulty, design questions scientifically, and examine reading skills holistically.