本 科 生 毕 业 设 计 (论 文)
题目：Diachronic Content Validity Study on Reading Comprehension Tests of NMET in Shandong Province(2007-2011).
教学单位 外国语学院__ _ _______ 姓 名 _刘洁 ________ 学 号 _200830701021__________ 年 级 _2008级 ________ 专 业 _英语 _____ 指导教师 _张书奎________________ 职 称 _讲师_________________
2012年 4 月 30日
Contents
Abstract …………. ……………………………………………………………III Chapter 1 Introduction ………………...…………………...………………….1 Chapter 2 Content Validity……………………………………….……….…...1 2.1 Definition of Validity…………………………………………………. 1 2.2 Types of Validity……………………………………………………….2 2.2.1 Face Validity……………………………………………………….2 2.2.2 Content Validity…………………………………………………....2 2.2.3 Criterion Validity…………………………………………………...2 2.2.4 Construct Validity………………………………………………….2 2.3 National Matriculation English Tests…………………………………...2 Chapter 3 Theoretical Foundation and Research Framework………….……….3
3.1 Theoretical Foundation…………………………….….………………3
3.2ResearchFramework………………………….………………………...3
3.2.1 Data Collection……………………………………………………3 3.2.2 Data Analysis……………………………….……..……………....3
Chapter 4 Findings and Discussions ..…………………………………………..4
4.1 Length………………………………………….………………………4 4.2 Speed…………………………………….………….……….……..….5 4.3 New Words………………………………………………….…………5
4.4 Readabilities………………………………………………..........……..6 4.5 Topics………………………………………………………………….7 4.6 Genres…………………………………………………………………8 4.7 Reading Skills…………………………………………………………8 Chapter 5 Conclusions and Suggestions…………………………..…………...9
5.1 Conclusions……………………..………………….…………….…....9 5.2 Suggestions…………………….…………………………….….........10 5.2.1 Suggestions for the Testing Service Centre…………….………10 5.2.2 Recommendations and Implications for English Teaching and
Learning………..………………………………………….……….11 5.3 Limitation of the Study…………………….…………………..…….11 References …………………………………………………….......................12 Acknowledgement…………………………………………………...……....13
Abstract: This paper aims to explore the content validity of the Shandong NMET(National Matriculation English Tests)reading comprehension component based on the framework of task characteristics and related content validity theories, the senior high English teaching syllabus and the Syllabus for NMET test. The results show that reading comprehension parts of 2007-2011 Shandong NMET have well met the requirements of the two syllabi and have got a well content validity in many aspects such as topics, new words and reading skills. However, the author also finds some weaknesses. Based On the findings, this author puts forward some suggestions in order to improve language testing as well as teaching and learning English reading in high schools.
摘要：本文以山东省2007～2011年高考英语阅读理解测试为研究对象，结合任务特征框架、内容效度的相关研究, 再根据全日制高级中学英语教学大纲( 试验修订版) 和2007- 2011年的高考英语考试大纲, 对其阅读理解内容效度进行研究分析。 结果表明: 这五年高考英语山东省英语阅读理解试题在选材，生词量，以及考察能力等方面符合考试大纲和教学大纲的要求, 具有较好的内容效度。但同时也发现还存在一些不足，文章对此提出几点建议，希望能对高考英
语阅读测试的命题质量的提高以及今后的高中英语教学有所促进。
Key words: National Matriculation English Tests; Reading Comprehension Tests; Content Validity
关键词：高考英语；阅读理解测试；内容效度
Diachronic Content Validity Study on Reading Comprehension
Tests of NMET in Shangdong Province（2007-2011）.
Chapter 1 Introduction
Now, the National Unified Enrollment Examinations (NUEE) is one of the largest-scale tests in China. Due to that National Matriculation English Tests (NMET) is one of the three major subjects, it is necessary to make well analyses about it. As a high-stakes test, NMET, is used as agents to change or attempt to change the classroom teaching(Qi Luxia,2005：142)．It is widely acknowledged that the central problem of foreign language testing is validity. Reading comprehension is a main language skill. What’s more, it has a significant percentage in NMET. Therefore, the content validity of reading comprehension has a directly influence on the realization of NUEE Function. Currently, scholars do many researches on validation study about TOFEL，IELTS，TEM and CET. But, few are related to the NMET, let alone the English test paper of Shandong province.
Owing to the significant role reading plays, this paper has chosen to analyze the content validity of reading comprehension component of 2007-2011 Shandong NMET to make a clear analysis of it and throw some light on teaching and learning English reading in high schools as well as on the NMET.
Chapter 2 Content Validity
2.1 Definition of Validity
Many scholars give many kinds of definitions about validity. ‘The problem of validity is that of whether a test really measures what it purports to measures’.
Kelly(1927：14)defines. Henning(2001：89)notes，validity usually refers to a given test’s fitness or any of its component parts as a measure of what it is purported to measure．Henning states：‘tests are more or less valid for their purposes；validity is not an all—or-nothing matter’(Alderson，Clapham&Wall，2000：1 70)． In sum, the validity of a test is the extent to which it measures what it is supposed to measure and nothing else．Every test, whether it is a short，informal classroom test or a public examination, should be as valid as the constructor call make it．The test must aim to provide a true measure of the particular skills which it is intended to measure：to the extent that it measures external knowledge and other skills at the same time. It will not be a valid test．
2.2 Types of Validity
2.2.1 Face Validity
Face validity is a measure of how representative a research project is ‘at face value,’ and whether it appears to be a good project. Ingram(1 977：1 8)notes face validity as“the test's surface credibility or public acceptability\In generally, if a test seems to cater for other testers, teachers, moderators, and testees, it can be described as having at least face validity. measures what it should measures we can be said that it has face validity．Therefore, directly tests have high face validity, while indirectly tests have low face validity.
2.2.2 Content Validity
Content validity is the estimate of how much a measure represents every single element of a construct. Kerlinger(1973:458)states that content validity is a tool to measure the representativeness of the content and the adequacy of the samplings. In other words, it refers to whether the tests the requirements of the syllabus or not. Content validity is an important issue for both language testing and language teaching. Hughes(2000：27)states that‘'the greater a test’s content validity is，the more likely it is to accurately measure what it is supposed to measure．
2.2.3 Criterion Validity
Criterion Validity assesses whether a test reflects a certain set of abilities. Usually, there are two kinds of Criterion Validity- Concurrent validity and Predictive validity. Concurrent validity measures the test against a benchmark test and high correlation indicates that the test has strong criterion validity. While, Predictive validity is a measure of how well a test predicts abilities. It involves testing a group of subjects for a certain construct and then comparing them with results obtained at some point in the future.
2.2.4 Construct Validity
Construct validity defines how well a test or experiment measures up to its claims.