【作者】 张妍；

【导师】 宋兴蕴；

【作者基本信息】 辽宁师范大学 ， 课程与教学论， 2006， 硕士

【摘要】 语言测试(外语测试)是随着外语教学出现并发展起来的。今天，外语测试已经作为一门立的学科，向着过程化、科学化和有效性的方向发展。她不仅仅着眼于测试的结果，而是逐渐地着眼于个人化和过程化。本研究试图通过定性与定量相结合的方法证明：电脑适应性个性化阅读理解测试模式(专业英语四级)(CAITRC)提高了学生的阅读理解能力。该模式的指导原则是项目反应理论，二语习得，认知理论和语言测试的有关理论。为了验证假设，本研究以这样的顺序展开：访谈，实验前测试，应用该模式的测试训练。该模式可以自动按顺序操作，也可依个人情况人为操作。(该模式集教、测、学于一体，即可以记录受试者的总体学习情况，也可以根据需要记录个性特征，如性格特征，答题时的心理过程，阅读过程中技巧或策略的运用，个人的学习进步情况，等等。) 在信息技术迅猛发展的时代，语言测试(这里指外语语言测试)也随着语言教学的发展而发展。与此同时，语言测试采纳了先进的理论与技术。现在在美国，电脑适应性测试在教育测试、职业测量、人事测评等方面大显身手。如：美国研究生入学考试，工商管理类研究生入学考试，全美护士国家委员会资格考试，等等。在中国，二十世纪八十年代开始标准化考试，电脑自适应性测试发展迅速，并取得了一些成就。例如，在全国大学英语考试中的应用，广东外语外贸大学的机助语言测试系统的研究。这些表明，电脑自适应性测试代表了测试学发展的方向与重点。 随着外语教学中结构主义的出现，语言测试的内容和方法也逐渐改变了，虽然这种变化稍慢些。自从模拟计算机使用之后，语言测试开始使用新的技术计算分数。后来，为了促进其发展，一些新技术和新理论被应用于语言测试中，例如：经典真值模式，概判理论，以及项目反应理论。直到今天，项目反应理论仍是相对比较先进的理论，因此被应用于电脑适应性测试。近年来，电脑适应性测试已经被应用于在我国的托福考试，并将应用于GRE的考试。在我国，语言测试发展相对较晚，但速度很快。目前，项目反应理论已经被应用于我国的大学英语考试等值评分处理过程。电脑适应性测试的题库也处于建立和完善中。 但是，这些研究仅仅是关于如何测试的。在真正的应用当中，需要一种集语言的教、测与学为一体的模式。电脑适应性个性化阅读理解测试(专业英语四级)正是这样的一个假设。 该假设是在对广东外语外贸大学继续教育学院中研究者的73名学生进更多还原

【Abstract】 Foreign language testing appears and develops with foreign language teaching. Up to now, foreign language testing has been an independent subject, which develops toward progressive, scientific and effective direction. It has not simply focused on testing results, but has gradually focused on individualization and processiblization. This study attempts to demonstrate that a model — Computer Adaptive Individualized Test for Reading Comprehension (TEM 4) (CAITRC) improves the reading comprehension abilities of the students by using the qualitative and quantitative approaches, and directed by item response theory, second language acquisition, cognitive science, and language testing. In order to test the hypothesis, the study proceeds with an interview, a pretest, and testing training applying the model. The model can be operated automatically and manually.In the age of the rapid development of scientific technology, language testing (foreign language testing) also develops alongside with language teaching. Meanwhile, language testing adopts the advanced technology, with the advanced theories. Now in America, CAT displays its functions fully in education tests, career measurements, personnel evaluations, etc, such as GRE (Graduate Record Examination), GMA (Graduate for Management and Administration Test), and NNCLT (Nurse National Committee License Test). In China, the standardized testing began from 1980s and the CAT develops very fast and has gained some achievements, for example, the application in CET, the research of computer-assistant language tests system in Guangdong University of Foreign Studies. These evidently show that CAT represents the direction and stress of testing development.With the occurrence of structuralism in foreign language teaching, the contents and methodologies of language testing changed gradually, although this change was a little bit more slowly. After the utility of analogue computer, language testing began to use the new technology to calculate scores. Then some new technologies and theories were used in language testing in order to improve its development such as the classic true score model, generalizability theory and the item response theory. Till now, the item response theory is a more relatively更多还原