大学英语四六级写作及其写作教学(1)(5)
2015-06-26 01:02
导读：3.3.2 Analytic scoring Ways of scoring which require a separate score for each of a number of aspects of a task are said to be analytic. These aspects usually include: grammar, vocabulary, mechanics,
3.3.2 Analytic scoring
Ways of scoring which require a separate score for each of a number of aspects of a task are said to be analytic. These aspects usually include: grammar, vocabulary, mechanics, fluency, and cohesion.
There are a number of advantages to analytic scoring. First, it disposes of the problem of uneven development of sub-skills in individuals. Secondly, scorers are compelled to consider aspects of performance which they might otherwise ignore. And thirdly, the very fact that the scorer has to give a number of scores will tend to make the scoring more reliable. While it is doubtful that scorers can judge each of the aspects independently of the others, the mere fact of having five “shots” at assessing the student’s performance should lead to greater reliability.
The main disadvantage of the analytic method is the time that it takes. Even with practice, scoring will take longer than with the holistic method. A second disadv- antage is that concentration on the different aspects may divert attention from the overall effect of the piece of writing. Inasmuch as the whole is often greater than the sum of its parts, a composition score may be very reliable but not valid [14]
3.3.3 Holistic scoring or analytic scoring?
“The choice between holistic and analytic scoring depends in part on the purpose of the testing. Then the choice also depends on the choice also depends on the circumstances of scoring” [15]. Particular circumstances will determine whether the analytic method to the holistic method or the holistic method will be the more economical way of obtaining the required level of scorer reliability . 4. An Analysis of Writing Tests in CET-4/6 (From 1992 to 2003)
4.1 Introduction of CET4/6
College English Test, including Band Four and Band Six (CET-4/6), in line with the Syllabus for College English Teaching, is a national standardized English Test organized by the Higher Education Department of the Ministry of Education. CET- 4/6was prepared from the end of 1986, and officially implemented in 1987, originally in imitation of TOEFL, widely administered standardized test of proficiency in English, developed and administered by the Educational Testing Service (ETS) in the USA.
本文来自中国科教评价网 4.1.1 Constituents of CET-4/6
CET-4/6 aims at propelling the implementation of College English Teaching Syllabus. CET-4/6 consists of five parts: listening comprehension, reading compre- hension, vocabulary and grammar, cloze, and writing .The writing is a subjective part.
4.1.2 Aim of CET-4/6 writing
In order to test students’ ability that how to use English to express their emotion and how to communicate with others. That is to say the main aim of the test is how to use language[16]. The syllabus for CET-4/6 has fixed the type, content, and time arrangement of the testing of each part. The quality of the test can be judged by many criteria, such as validity, reliability, difficulty, discrimination, practicality, and backwash, etc. This thesis will mainly focus on the analysis of the content validity and the scoring criteria of writing tests in CET-4/6.
