上海市中考英语阅读理解部分

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上海市中考英语阅读理解部分

内容效度研究

ABSTRACT

As 2010 Shanghai World Expo draws near, Shanghai government attaches

much more importance to English teaching, which is up to an unprecedented

extent. Higher requirements for English curriculum and teaching at the basic

stage of education have been put forward. English Curriculum Standard for

Shanghai Primary and Secondary Schools was established in 2004 (referred to

as ECS2004). The document orients the English Achievement Test of Shanghai

Secondary Schools (referred to as Shanghai EAT).

Based on the framework of task characteristics proposed by Bachman and

Palmer (1996) and the reading assessment framework of Alderson (2000), the

author of this thesis attempts to explore the characteristics and content validity

of reading comprehension section of Shanghai EAT. Through comparing and

analyzing the examination papers of Shanghai EAT from 2005 to 2009, the

author concludes that the reading comprehension section of Shanghai EAT has

well met the requirements stipulated in the ECS2004, and has got a satisfactory

content validity. Meanwhile, the author detects some weaknesses and puts

forward some suggestions for further improvement and development of future

reading tests of EAT.

Key Words：Shanghai EAT, reading comprehension, content validity

摘要

随着 2010 上海世博会的临近，上海市政府对英语教育的重视达到了前所未有的

高度，对基础教育阶段的英语课程及教学提出了更高的要求。上海市教育委员会根据

上海市城市发展需要和时代特点，于 2004 年制订了新的课程标准，即《上海市中小学

英语课程标准》。本文探讨了自 2004 年该课程标准实行以来，上海市中考英语阅读理

解测试的内容效度。

本文首先以内容效度和阅读及阅读理解能力的相关理论为基础，结合 Bachman 和

Palmer(1996)任务特点框架中的输入（Input）和期望反应(Expected response)

)及

Alderson(2000)的阅读评估框架和中考英语阅读理解测试的特点，设计出本研究阅读

理解内容效度的考评指标体系。然后按照该指标体系，从试题构成（题型和分值）、输

入特点（篇章长度、要求速度、生词率、可读性、话题和体裁）和期望反应特点（题型和

阅读技巧）三方面，对 2005 年至 2009 年五份上海市中考英语试卷的阅读理解部分进

行了内容效度研究。讨论了五份中考英语试卷的阅读理解部分是否符合考评指标体系、

它们的共同特征和发展趋势。分析结果显示上海市中考英语阅读理解测试很好地体现

了《上海市中小学英语课程标准》（2004）的要求，具有较高的内容效度。同时通过本

研究的实施，作者也发现该考试存在一些不足，并提出了改进建议以促进中考阅读理

解试题设计的完善与发展。

关键词：上海市中考英语阅读理解部分内容效度

List of Acronyms

EAT

Shanghai EAT

Shanghai EAT 2005-2009

ECS2004

ARI

iii

English Achievement Test of Secondary Schools

English Achievement Test of Shanghai Secondary Schools

Shanghai EAT from 2005 to 2009

English Curriculum Standard for Shanghai Primary and

Secondary Schools

Automated Readability Index

List of Tables

Table 4.1 Layout of Shanghai EAT 2005-2009………………………………....................32

Table 4.2 Structures of Reading Tests in Shanghai EAT 2005-2009…………....................33

Table 4.3 Length of Reading Passages in Shanghai EAT 2005-2009……………………..35

Table 4.4 Speed Requirement of Reading in Shanghai EAT 2005-2009…………….........36

Table 4.5 New words Proportion of Reading Section in Shanghai EAT2005-2009…........37

Table 4.6 Requirement of New Words Proportion in ECS2004………………………......37

Table 4.7 SMOG-grading Standard ………………………………………….....................39

Table 4.8 ARI Standard……………………………………………………………….........40

Table 4.9 Flesch Reading Ease Standard………………………………………………......40

Table 4.10 Readability of Reading Section in Shanghai EAT 2005-2009……….…….........41

Table 4.11 Topics of Reading Passages in Shanghai EAT 2005-2009…………………….42

Table 4.12 Genre Distribution of Reading Passages in Shanghai EAT 2005-2009….........43

Table 4.13 Response Types of Reading Tests in Shanghai EAT 2005-2009………..…......44

Table 4.14 Reading Skills Coverage of Reading Tests in Shanghai EAT2005-2009……...46

List of Figures

Figure 2.1 Grellet’s Classification of Task Types…………………………………………...20

Figure 3.1 Framework of Test Task Characteristics by Bachman and Palmer...……………..22

Figure 3.2 Framework for Content Validity of Shanghai EAT Reading Test.....................…29

Table of Contents

Acknowledgements …………………………………………………………………...........i

Abstract ………………………………………………………………………………....ii

摘要 ………………………………………………………………………………..…iii

List of Acronyms…………………………………………………………………………..iv

List of Tables ……………………………………………………………………………....v

List of Figures……………………………………………………………………………...vi

Chapter One Introduction ……………………………………………………………..….1

1.1 Study Background……………………………………………………………………..1

1.2 Study Objectives……………………………………………………………………....3

1.3 Study Significance………………………………………………………………….....3

1.4 Study Configuration ………………………………………………………………..…4

Chapter Two Literature Review………………………………………………………......5

2.1 Validity and Content Validity……………………………………………………….….5

2.2 Essence of Reading Comprehension ……………………………………………….....7

2.2.1 Definition of Reading …………………………………………………………….8

2.2.2 Classification of Reading ………………………………………………….…9

2.2.3 Reading Comprehension Ability…………………………………………………11

2.3 Reading Assessment ………………………………………………………………….14

2.3.1 Assessment Formats ……………………………………………………………..15

2.3.2 Task Compilation ………………………………………………………...…..17

Chapter Three Study Bases …………………………………………………………..….21

3.1 Theoretical Basis ……………………………………………………………………..21

3.1.1 Bachman and Palmer’s Framework of Task Characteristics……………………..21

3.1.2 Alderson’s Framework of Task Characteristics …………………………………24

3.2 Empirical Basis ………………………………………………………………………28

3.3 Framework for Content Validity of Shanghai EAT Reading Test …………………...29

Chapter Four Data Analysis…………………………………………………………...…32

4.1 Characteristics of Test Formats ……………………………………………………....32

4.2 Task Characteristics ……………………………………………………………….....37

4.2.1 Characteristics of Test Rubrics…………………………………………………32

4.2.1.1 Instructions and Structures……………………………………………….32

4.2.1.2 Time Allotment……………………………...…………………….…..…34

4.2.2 Characteristics of Input…………………………………………………….......34

4.2.2.1 Assessment Formats……………………………………………………….34

4.2.2.2 Length……………………………………………………………………35

4.2.2.3 Speed …………………………………………………………………….35

4.2.2.4 New Words…...…………………………………………………………..…36

4.2.2.5 Readability………………………………………………………….……37

4.2.2.6 Topics…………………………………………………………………….41

4.2.2.7 Genres..…………………………………………………………………...42

4.2.3 Characteristics of Expected Response………………………………………....43

4.2.3.1 Response Types……………………………………………………………43

4.2.3.2 Reading Skills …………………...……………………………………….45

Chapter Five Results and Discussion……………………………………………………48

5.1 Overview of Reading Comprehension Section of Shanghai EAT…………………..48

5.1.1 Test Formats……………………………………………………………………....48

5.1.2 Task Characteristics………………………………………………………………48

5.1.2.1 Test Rubrics…………….…...………………………………………………48

5.1.2.2 Input………………………………………………………………….…..49

5.1.2.3 Expected Response …………………...…………………………………50

5.2 Main Problems of Reading Comprehension Section of Shanghai EAT………..……..51

5.3 Suggestions on Future Design of Reading Comprehension Section of Shanghai

EAT.............……………………………………………………...………………..52

Chapter Six Conclusion……………………………………………………………….....54

6.1 Answers to Research Questions ………………………………………..…..…....…54

6.2 Limitations of the Study…………………………………………………………....55

6.3 Suggestions for Future Research…………………………………………………...55

Bibliography …………………………………………………………………………......56

Appendices ……………………………………………………………………………….62

Appendix A ECS2004 ……………………………………………………………..62

Appendix B Reading Comprehension Section of Shanghai EAT 2005-2009……..63

Chapter One Introduction

1.1 Study Background

English is the most important universal language in the world. It is an important carrier of

modern information and a bridge to the world. With the development of economy and

society, English is becoming a key subject concerned more and more by the whole society.

English proficiency has become an important mark for measuring comprehensive strength

and international level of a region.

As Shanghai World Expo 2010 draws near, Shanghai government attaches much more

importance to English teaching. Higher requirements for English curriculum and teaching at

the basic stage of education have been put forward. The English Curriculum Standard for

Shanghai Primary and Secondary Schools (hereinafter shortened as ECS2004) was published

and issued by Shanghai Education Press, to be used as a yardstick for English Curriculum,

teaching and testing of primary and secondary schools in Shanghai.

Testing takes places at every stage of our lives, as well as in the language learning

process. McNamara (2000) argues that there are a number of reasons for administering

language tests, which play a powerful role in an individual’s social and occupational life.

Language tests have been categorized, according to test purpose, under four headings by

Alderson (1996) and Harmer (2001) as ‘placement’, ‘diagnostic’, ‘progress or achievement’,

and ‘proficiency’, that is; to place learners in the right classes according to their level, to find

out where learners have difficulties in a language course, to explore progress or reflect how

well learners are learning a particular subject, and to give a general idea about a learner’s

proficiency in the target language.

Achievement refers to the mastery of what has been learnt, what has been taught or what

is in the syllabus, textbook, materials, etc. An achievement test therefore is an instrument

designed to measure what a person has learned within or up to a given time. It is based on a

clear and public indication of the instruction that has been given. The content of achievement

tests is a sample of what has been in the syllabus during the time under scrutiny and as such

they have been called parasitic on the syllabus (Anastasi, 1988; Davies, 1990).

The Achievement Test of Secondary Schools is a terminal exam during the compulsory

education stage, the proposition of which is different in different provinces and

municipalities. Besides considering students’ potential for further learning after entering high

schools, the Test has to insist in the principles of examining not only students’ basic

knowledge, skills and methods, but also their capability for each subject. The test papers of

its subjects are generally proposed by individual cities and the proposition is based on the

requirements of each subject’s teaching syllabus or curriculum standard, fully considering the

situations of teaching, teaching reform, teaching materials and examinees’ actual level.

Therefore, the English Achievement Test of Secondary Schools (hereinafter shortened as

EAT), is a syllabus-based achievement test in nature, that is, a test administered to measure

the effects of a language instruction program in accordance with the requirement of certain

syllabus (Hughes, 1989).

The Shanghai EAT is a large-scale test, with an average number of 116,200 candidates

in Shanghai during the recent five years (retrieved June 20, 2009 from

http://news.xinhuanet.com). Being the terminal exam during the compulsory education stage,

it aims to fully and exactly review whether or not secondary school students have reached the

required English level stipulated in the ECS2004. It has been well established as a

standardized test since the implementation of ECS2004 and other policies regulated by the

related education department of central and municipal governments. With basis on examining

basic language knowledge, the key purpose of it is to review candidates’ comprehensive

competence for English application. The result of the test is an important basis not only for

graduation of secondary students but also for enrollment of high schools.

Shanghai is one of the four Municipalities and most developed cities of China. The

reform and development of education of Shanghai, as well as its development of economy,

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上海市中考英语阅读理解部分内容效度研究ABSTRACTAs2010ShanghaiWorldExpodrawsnear,ShanghaigovernmentattachesmuchmoreimportancetoEnglishteaching,whichisuptoanunprecedentedextent.HigherrequirementsforEnglishcurriculumandteachingatthebasicstageofeducationhavebeenputforward.EnglishCurriculumStandardforShanghaiPrimaryandSecon...

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