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Assessing the Validity of Multiple-Choice Questions, Using them to Undertake Comparative Analysis on Student Cohort Performance, and Evaluating the Methodologies Used
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Tester la compétence lexicale des adultes francophones : réflexion sur le choix des distracteurs dans un test à choix multiples
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In: ISSN: 1146-6480 ; EISSN: 1960-6052 ; LIDIL - Revue de linguistique et de didactique des langues ; https://hal.archives-ouvertes.fr/hal-02987503 ; LIDIL - Revue de linguistique et de didactique des langues, UGA Editions, 2020, ⟨10.4000/lidil.8023⟩ ; https://journals.openedition.org/lidil/8023 (2020)
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高中英文閱讀理解次序選擇題測驗之效度檢核 ; The Validation of an English Reading Comprehension Test with Ordered Multiple-Choice Items for EFL Senior High School Students
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Passage Dependence of Multiple-Choice Items in Reading Comprehension Component of English Academic Test of Guangdong Province
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Survival of the Fittest: The Role of Linguistic Modification in Nursing Education
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2015)
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An Extensive Reading Approach to Teaching English Second Language Reading Comprehension with the American Language Institute at the University of Toledo
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In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1383970960 (2013)
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選擇題及開放式作答題型在翻譯能力測驗之比較 ; A Comparison of Multiple-Choice and Constructed-Response Tests for the Assessment of Translation Ability
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Abstract:
近年來，翻譯能力在國內教育越來越受到重視。許多大學及研究所因此先後紛紛設立翻譯相關課程來增加學生的語言與翻譯能力，也將翻譯測驗成績當作是入學的門檻之一。然而，一些大學或研究所的入學測驗裡，翻譯能力的測驗方式是由選擇題而非開放式回答題型。許多研究都指出選擇題題型的測驗平均分數會高於開放式測驗題型的平均分數。真正的翻譯能力包含相當多的層面，是否能夠僅由選擇題的方式測驗出學生的翻譯能力，其結果令人質疑。本研究的主要目的在於比較選擇題及開放式測驗題型在做翻譯測驗時，其測驗的結果是否達到顯著的差異性，以及在這兩種不同測驗的形式下，所使用的策略是否具有相關性。共411位應用英語學系的學生參加這份研究。結果顯示，在同一份翻譯測驗題目裡，用選擇題及開放式回答題型之間，其結果有著明顯的差異，且學生在選擇題型式所使用的策略，也都並非是翻譯時所使用的策略。換而言之，不同形式的測驗對學生測驗的表現，有著顯著的影響。也就是說，學生的翻譯能力無法有效地由選擇題題型來測量。因此，若要真正測驗出學生的翻譯能力，教師們應慎選翻譯測驗的型式。 ; Recently, translation has been receiving a great attention in institutions of higher education. Such institutions are reorganizing to offer required and elective courses designed both to improve the students’ language proficiency and to enhance professional training for translation. As a result, translation is now a test item for the entrance examination of both universities and graduate schools. However, translation ability is currently evaluated by multiple-choice questions rather than constructed-response questions in some college or graduate school entrance exams. Much research has shown that multiple-choice test scores are comparatively higher than constructed-response test scores. It is skeptical that the examinees’ translation ability can be accurately evaluated simply by a few multiple-choice questions for which there are limited and fixed answers. The purpose of this study aims at not only exploring whether the average score of the multiple-choice test is significantly different from the average score of the equivalent constructed-response test, but also investigating the difference between the strategies used in the two forms of tests. A total of 411 participants of Department of Foreign Language were recruited in this study. The results of the study show that there is a significant difference between the two forms of tests. Meanwhile, the strategies used in answering translation question are significantly different. Consequently, the form of the test will have a significant influence on the subject’s translation performance. In other words, a learner’s ability to translate from English to Chinese could not be measured equally by multiple-choice test and constructed-response test. It could be inferred from the study that a learner’s translation capability could not be effectively assessed and verified simply using multiple-choice tests.
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Keyword:
Constructed-response test;Multiple-choice test;Two-year TVE joint college entrance examination; 選擇題;二技統一入學測驗;開放式問答題
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URL: http://140.127.82.166/bitstream/987654321/17228/-1/096NPC05615011-001.pdf
http://140.127.82.166/handle/987654321/17228
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Strategies that students use to trace code: an analysis based in grounded theory
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In: http://www.cs.ucsd.edu/~bsimon/pubs/papers/icer2005_strats.pdf (2005)
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