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struments..... 17
3.4 Research procedure ....... 19
Chapter 4 Results and Discussion........ 22
4.1 The proportion of error scores in reading comprehension texts ...... 22
4.2 The relationship between the proportion of error scores…………26
4.3 Summary ..... 29
Chapter 5 Conclusions ........ 31
5.1 Major findings ......... 31
5.1.1 The influence of error scores on content validity ..... 31
5.1.2 The influence of error scores on concurrent validity...... 32
5.1.3 The influence of error scores on backwash validity ....... 34
5.2 Implications....... 35
5.3 Limitations ........ 38

Chapter 4 Results and Discussion

4.1 The proportion of error scores in reading comprehension texts
After two tests have been accomplished, the respective total number of pieces of twotests is 53. Due to the bad effect of poorly and hardly identified hand writing and omission ofanswers, there are 6 pieces of testing paper written by 3 participants considered as ineffective.After eliminating ineffective three pieces of testing paper, the final effective testing pieces ofpaper includes 50 pieces of Test I and 50 pieces of Test II. The total number of effectivetesting pieces of paper is 100.The circumstances of error score appearing in English multiple-choice readingcomprehension test should be analyzed in this testing firstly, and then all individual scorescould be calculated after conducting a series of effective collection and analysis. Due to thefact that the question types of the second test are translation from Chinese into English;translation from English into Chinese; correction and gap filling, in view of this, theparticipants’ actual proficiency in English could be tested out directly. On the contrary, thefirst test only has multiple-choice questions; meanwhile the multiple choices also increase theprobability of guessing the answer correctly. In consideration of this, the participants’ secondtest score is regarded as the actual output of their English proficiency, and then compared thefirst test score with the second one, hence come out of the error score distribution. Not onlythe scores of the two tests of the same participants are analyzed, but also more attention arepaid on figuring out students’ understanding on the same language points which are justshown in different question types.

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Conclusion

In this chapter, the major research findings are presented. According to the results ofdescriptive analysis and discussion, the researcher comes to a conclusion that error score inEnglish multiple-choice reading comprehension does have influence on validity of testing.Apart from the findings, implications about how to apply this question type into Englishtesting practice in senior high school and improve the holistic validity of testing are broughtforth by the researcher. In the last part, the limitations for further research are presented. From the data gathering and experiment research above, the specific situation of errorscores in reading comprehension test in senior high school is calculated through all kinds ofsoftware and instruments, as well as the intrinsic relationship between error score of readingcomprehension test and participants’ true English ability. In this part, the key research po本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。