The Analysis Of The English Test Of the Basic Achievement Test For Junior High School Students From 2001 To 2004

• Main Authors: Chau-mei Li, 李昭美
• Other Authors: Dr.Pen-shui Liao
• Format: Others
• Language: en_US
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/97819007889541493552

碩士 === 國立高雄師範大學 === 英語學系 === 94 === This study intends to analyze the English Tests of the Basic Achievement Test (BAT) from 2001 to 2004 and to investigate whether they can fulfill the goals of contemporary English teaching, learning and testing. The main research questions explored in the study are: (1) Among three major testing sections --vocabulary, grammar, and reading comprehension-- in the English tests of the BAT, what’s the proportion of each section and which one is the mainstream and tendency in the future English teaching, learning and testing, (2) Can the English tests of the BAT from 2001 to 2004 fulfill the goals of the contemporary teaching and testing systems set up by our government? (3) Based on the analysis, what kinds of testing items or styles are appropriate or inappropriate and need to be improved? Accordingly, the present study first conducts the analysis of BAT in terms of the importance of testing, criteria for a good test, and the appropriateness of test items. Then, three major sections—vocabulary, grammar, and reading comprehension are classified and explained. In the process of analysis, it is expected that the goals and needs of the contemporary English teaching, learning and testing will be made evident. The conclusion may provide some insightful ideas for both English teachers and learners, thereby helping them improve their teaching and learning as well as achieve their goals. Based on the data analysis, the findings of the study are summarized as follows: 1. There are about forty-five questions tested in the English tests of the BAT. About ten questions aims to test vocabulary, about nine questions intend to test grammatical points, and the others are designed to test reading comprehension. During the past four years, the number of the questions is fixed, and the proportions of the three sections—vocabulary, grammar, and reading comprehension is fixed, too. 2. The testing points in the three main sections are quite obvious, so for the well-learned testees, they can easily catch the points without the disruption of the incorrect items. 3. The aim of the recent teaching and testing tendency is to test the testees’ reading and comprehension abilities. Therefore, the testing styles are not limited only to some specific grammatical points. The testees should understand the whole context and catch the key points of the questions. 4. The English tests in 2001 have some inappropriate testing items. The inappropriate items have been improved in the later tests of the BAT. 5. The testing styles and topics of the BAT correspond to recent teaching goals and trends. They are related to the testees’ daily life. Also, they are of similar complexity and length. They include various kinds of contents to test the testees’ ability. Therefore, teachers should give students diverse supplemental learning materials besides the textbooks so that the testees will get accustomed to multifarious testing contents.