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計(jì)算機(jī)自適應(yīng)英語能力測(cè)試系統(tǒng)設(shè)計(jì)與效度驗(yàn)證
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計(jì)算機(jī)自適應(yīng)英語能力測(cè)試系統(tǒng)設(shè)計(jì)與效度驗(yàn)證 版權(quán)信息
- ISBN：9787518065103
- 條形碼：9787518065103 ; 978-7-5180-6510-3
- 裝幀：一般膠版紙
- 冊(cè)數(shù)：暫無
- 重量：暫無
- 所屬分類：>
計(jì)算機(jī)自適應(yīng)英語能力測(cè)試系統(tǒng)設(shè)計(jì)與效度驗(yàn)證 內(nèi)容簡(jiǎn)介
本研究的主要目的是：1）完成計(jì)算機(jī)自適應(yīng)測(cè)試的大型題庫(kù)的構(gòu)建，該題庫(kù)包括以下三種題型：完形填空、語法選擇題、詞匯選擇題。在內(nèi)容方面，該題庫(kù)涵蓋英語專業(yè)四級(jí)考試（TEM 4）要求的所有語法知識(shí)點(diǎn)和考試大綱所要求的所有詞匯。2）在題庫(kù)的基礎(chǔ)上設(shè)計(jì)一個(gè)計(jì)算機(jī)自適應(yīng)英語測(cè)試系統(tǒng)，并采用“評(píng)估使用論證”（Assessment Use Argument，簡(jiǎn)稱AUA）對(duì)該測(cè)試進(jìn)度效度驗(yàn)證。
計(jì)算機(jī)自適應(yīng)英語能力測(cè)試系統(tǒng)設(shè)計(jì)與效度驗(yàn)證 目錄
List of Symbols and Abbreviations
Chapter 1 Introduction
1．1 Research Background
1．2 Research Objective
1．3 Research Questions
1．4 Research Methods
Chapter 2 Literature Review
2．1 Item Response Theory
2．1．1 History ofIRT
2．1．2 Basic Assumptions of IRT
2．1．3 Dichotomous IRT Models
2．1．4 Polytomous IRT models
2．1．5 A Comparison between IRT and CTT
2．2 Computerized Adaptive Testing
2．2．1 Introduction
2．2．2 Working Procedure
2．2．3 IRT Model
2．2．4 Item Pool
2．2．5 Item Selection
2．2．6 Ability Estimation
2．2．7 Stopping Rule
2．3 Validation of both PPLT and CALT
2．3．1 PreviouS Research on Test Validation
2．3．2 New AUA Framework
2．4 Current Research on CALT
2．4．1 Studies Abroad
2．4．2 Domestic Studies
2．5 Implication for This Study
Chapter 3 Item Bank Construction
3．1 Introduction
3．2 Methods
3．2．1 Original Data Analysis
3．2．2 Instruments
3．2．3 Procedures
3．2．4 Data Analysis
3．3 Results and Discussions
3．3．1 Uni-dimensionality Assumption
3．3．2 Local Independence Assumption
3．3．3 Item Calibration
3．3．4 DIF Analysis
3．3．5 Resuhs for Item Bank Distribution
3．3．6 Discussion under the AUA Framework
3．4 Conclusion
Chapter 4 Design， Operation and Validation of a CALT System
4．1 Introduction
4．2 Methods
4．2．1 CALT Design Overview
4．2．2 Participants
4．2．3 Instruments
4．2．4 Procedures
4．2．5 Data Analyses
4．3 Results and Discussions
4．3．1 Construct Measured by the CALT and CBLT
4．3．2 Influence of Computer Familiarity
4．3．3 Factorial Invariance of the CALT across Gender
4．4 Discussion in the Context of the AUA
4．5 Conclusion
Chapter 5 Conclusions
5．1 Findings
5．2 Implications
5．2．1 Theoretical Implications
5．2．2 Practical Implications
5．3 Suggestions for Future Research
References
Appendix 1
A sample paper of the Computer-based English proficiency test
Part Ⅰ Cloze
Part Ⅱ Grammar Multiple Choice
Part Ⅲ Vocabulary Multiple Choice
Appendix 2
A sample score report of the Computer—adaptive English proficiency test
考試成績(jī)報(bào)告
分?jǐn)?shù)解釋
Appendix 3
Appendix 4
Chapter 1 Introduction
1．1 Research Background
1．2 Research Objective
1．3 Research Questions
1．4 Research Methods
Chapter 2 Literature Review
2．1 Item Response Theory
2．1．1 History ofIRT
2．1．2 Basic Assumptions of IRT
2．1．3 Dichotomous IRT Models
2．1．4 Polytomous IRT models
2．1．5 A Comparison between IRT and CTT
2．2 Computerized Adaptive Testing
2．2．1 Introduction
2．2．2 Working Procedure
2．2．3 IRT Model
2．2．4 Item Pool
2．2．5 Item Selection
2．2．6 Ability Estimation
2．2．7 Stopping Rule
2．3 Validation of both PPLT and CALT
2．3．1 PreviouS Research on Test Validation
2．3．2 New AUA Framework
2．4 Current Research on CALT
2．4．1 Studies Abroad
2．4．2 Domestic Studies
2．5 Implication for This Study
Chapter 3 Item Bank Construction
3．1 Introduction
3．2 Methods
3．2．1 Original Data Analysis
3．2．2 Instruments
3．2．3 Procedures
3．2．4 Data Analysis
3．3 Results and Discussions
3．3．1 Uni-dimensionality Assumption
3．3．2 Local Independence Assumption
3．3．3 Item Calibration
3．3．4 DIF Analysis
3．3．5 Resuhs for Item Bank Distribution
3．3．6 Discussion under the AUA Framework
3．4 Conclusion
Chapter 4 Design， Operation and Validation of a CALT System
4．1 Introduction
4．2 Methods
4．2．1 CALT Design Overview
4．2．2 Participants
4．2．3 Instruments
4．2．4 Procedures
4．2．5 Data Analyses
4．3 Results and Discussions
4．3．1 Construct Measured by the CALT and CBLT
4．3．2 Influence of Computer Familiarity
4．3．3 Factorial Invariance of the CALT across Gender
4．4 Discussion in the Context of the AUA
4．5 Conclusion
Chapter 5 Conclusions
5．1 Findings
5．2 Implications
5．2．1 Theoretical Implications
5．2．2 Practical Implications
5．3 Suggestions for Future Research
References
Appendix 1
A sample paper of the Computer-based English proficiency test
Part Ⅰ Cloze
Part Ⅱ Grammar Multiple Choice
Part Ⅲ Vocabulary Multiple Choice
Appendix 2
A sample score report of the Computer—adaptive English proficiency test
考試成績(jī)報(bào)告
分?jǐn)?shù)解釋
Appendix 3
Appendix 4
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計(jì)算機(jī)自適應(yīng)英語能力測(cè)試系統(tǒng)設(shè)計(jì)與效度驗(yàn)證 作者簡(jiǎn)介
張一鑫，上海外國(guó)語大學(xué)英語語言文學(xué)專業(yè)博士，師從上海外國(guó)語大學(xué)鄒申教授，研究方向?yàn)橛⒄Z語言測(cè)試學(xué)，計(jì)算機(jī)自適應(yīng)語言測(cè)試。上海外國(guó)語大學(xué)教育技術(shù)學(xué)專業(yè)本科、碩士。從事教育培訓(xùn)行業(yè)十余年，專業(yè)從事各類英語測(cè)試的培訓(xùn)工作，涵蓋國(guó)內(nèi)考試有：大學(xué)英語四六級(jí)，上海中高級(jí)口譯，英語專業(yè)四八級(jí)，研究生入學(xué)考試英語一、二考試；留學(xué)考試有：托福，雅思，SAT，GRE等。
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