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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-07-14编辑:lgg点击率:4565
论文字数:36920论文编号:org201407141110353017语种:英语 English地区:中国价格:$ 66
摘要:In addition to those, it isexpected to render language educators an evidence to indicate that when they explain thereading materials, they should pay more attention to the analysis and understanding ofcontent rather than other unnecessary factors.
Chapter 2 Literature Review
2.1 Definition of validity
These definitions are similar in the meaning. All of them form a picture of validity as aprinciple of a language test and as an all-or-nothing attribute. Obviously, validity is viewed asan important feature of testing reading.However, such a definition seems simple enough. In 1999, Standards for Educationaland Psychological Testing carried out by both American Educational Association andAmerican Psychological Association offers more elaborate definition: “Validity…is a unitary concept. Although evidence may be accumulated in many ways, validity always refers to thedegree to which that evidence supports the inferences that are made from the scores. Theinferences regarding specific uses of a test are validated, not the test itself.” Messick (in Linned.1989: 13) also offers his detailed definition of validity according to the perspective ofevidence as follows: “Validity is an integrated evaluative judgment of the degree to whichempirical evidence and theoretical rationales support the adequacy and appropriateness ofinferences and actions based on test scores or other modes of assessment.” This definitionsuggests that a few important characteristics of validity. Firstly, validity is not an inherentattribute of a test. Secondly, validity for a particular use or inference from a test score issupported through an accumulation of empirical, statistical, theoretical, and conceptualevidence. Finally, there can be many aspects of validity dependent on the intended use andinferences to be made from test scores.
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2.2 Major types of validity
Validity possesses many different types and can be constructed in variety of ways, whichenable experts and scholars to explore the different types of validity. In terms of types, thereare three four main types: content validity, criterion-related validity, construct validity andface validity. Among them, criterion-related validity always can be further classified into twotypes including concurrent validity and predictive validity. According to Bachman andPalmer (1996), different types are different methods of assessing validity and it is best tovalidate a test in as many ways as possible. Thus, it can be inferred that the more differenttypes of validity can be established, the better evidence can be gathered (Alderson et al 1996:171).
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Chapter 3 Research Design ...... 16
3.1 Research questions ........ 16
3.2 Research subjects .... 17
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