By Pan Zhixin
This ebook reviews intimately the newly built Communicative Listening Comprehension try (CLCT) for the nationwide collage English attempt (CET) of China. Following the foundations of communicative trying out typically and attempt development method proposed by means of Bachman and Palmer (1996) particularly, the venture develops CLCT for CET-4 and CET-6. The study starts off with the development of frameworks of listening activity features and communicative listening skill. to that end, in response to a survey of chinese language students' English listening wishes and an research of listening initiatives in influential English listening direction books and public checks, CLCT-4 and CLCT-6 try necessities are constructed. ultimately, pattern papers are produced and a sequence of posteriori reports are performed to ascertain the trouble and value of the newly constructed notes-completion activity sort in CLCT exams. for instance of winning integration of communicative checking out theories and attempt building perform, this study offers beneficial insights into listening attempt improvement for different large-scale assessments.
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Additional resources for Assessing listening for Chinese English learners: developing a communicative listening comprehension test suite for CET
A language test itself is a particular type of communicative situation. It is different from the individual communicative tasks presented within it. In this sense, together with test rubrics, it applies only to the language test as a whole rather than to individual test tasks or language use tasks. Therefore, it would be more reasonable to put the two in a single category separated from those aspects applicable to individual tasks, either test or target. At the same time, as a basic principle of the theory on communicative language use and testing, a task always takes place in a context of situation.
Some writers claim that good tests will encourage the use of beneficial teaching-learning processes (Alderson and Wall, 1993:116). Morrow (1986) coins the term “washback validity,” which has been accepted by many testing researchers. Hughes (1989:44–46) puts forward a number of measures to achieve beneficial washback, which include: “Test the abilities whose development you want to encourage”; “Sample widely and unpredictably”; “Use direct testing”; “Make testing criterion-referenced”; “Base achievement tests on objectives”; “Ensure test is known and understood by students and teachers”; “Where necessary, provide assistance to teachers”.
Its validity relies on whether performance on the test is related to, or corresponds to, language use in target situations other than the language test itself. As the aspects of language ability that language users utilize in accomplishing target language use tasks are normally established as the area of language ability to be measured, or the construct of a given test task, this language ability correspondence is, in actuality, equivalent to the test quality of fidelity. 1, which is a modification of Bachman and Palmer’s model (1996:11, 22).