每两个月，为你精心挑选语言测试领域最新发表的研究成果，提供论文摘要、作者、关键词等基本信息，旨在帮助各位对语言测试感兴趣的小伙伴们了解测评领域最新科研方向与研究成果，逐步提升测评素养与科研能力。

本期内容为2020年9—10月的论文精选，推荐的论文来自中国考试、教育测量与评价、外语教学理论与实践、Language Testing、Language Testing in Asia等期刊。本期推荐的论文主要涉及语言评价专业化建设、高考英语内容效度分析、高考英语反拨作用、口语流利度维度分析、听力与阅读测试的眼动研究等内容。

▶ 01 以语言评价专业化建设推动教育评价改革

作者：何莲珍
期刊：中国考试
期号：09期
摘要：为落实中央全面深化改革委员会第十四次会议审议通过的《深化新时代教育评价改革总体方案》，评价领域自身的专业化建设至关重要。以语言测试的专业化建设为例，从提高语言测试相关人员的评价素养和加快制定适合我国国情的外语考试质量标准两个方面提出建设性意见。
关键词：教育评价改革；语言评价专业化；评价素养；考试质量标准

▶ 02 基于《中国高考评价体系》的高考英语内容效度分析——以 2019 年和 2020 年高考英语全国卷Ⅰ为例

作者：杨志明；曹巧利；刘巍；潘清
期刊：教育测量与评价
期号：09期
摘要：依据《中国高考评价体系》，借用《中国英语能力等级量表》和《普通高中英语课程标准（2017年版）》的相关概念，考查了2019年和2020年高考英语全国卷Ⅰ的内容效度。初步的研究结果表明：这两年高考英语全国卷Ⅰ内容效度的证据比较充分，但仍有一定的改进空间；若能进一步加强对篇章知识、功能知识和社会语言知识，以及语用能力和语言使用策略等方面的考查，同时适度增加对口头表达和翻译能力的考查，则可进一步提高高考英语试卷的内容效度，改进中小学英语教学。
关键词：高考；英语测试；《中国高考评价体系》；内容效度

▶ 03 高中英语教师视角下高考英语科目对高中英语教学的反拨作用——基于一项大规模全国性调查

作者：张浩；张文霞
期刊：外语教学理论与实践
期号：03期
摘要：本研究以高中英语教师为研究对象,对高考英语科目对高中英语教学的反拨作用进行大规模全国性调查。研究发现：大部分受访教师对高考英语科目对高中英语教学的反拨作用给予积极评价;虽然其高利害性给教师和学生带来了不小的挑战,但高考英语科目在高中英语教学的诸多方面发挥着积极作用;教龄和任教学校的入学难度是影响受访教师相关看法的关键因素。
关键词：高考英语科目；反拨作用；高中英语教学；高中英语教师

▶ 04 Dimensionality of speech fluency: Examining the relationships among complexity, accuracy, and fluency (CAF) features of speaking performances on the Aptis test

作者：Xun Yan; Ha Ram Kim; Ji Young Kim
期刊：Language Testing
发表日期：First published Sept. 3, 2020
摘要：In this study we examined an array of fluency features of speaking performances on the Aptis test. We conducted both univariate and multivariate statistical analyses to investigate the relationship between individual fluency features and language proficiency, as well as the relationships among fluency, complexity, and accuracy features. We found differences in the holistic and fine-grained fluency features, suggesting that they might reflect different dimensions of speech fluency and be associated with different components of language proficiency. Based on the findings, we labeled these two types of fluency features as macro and micro fluencies. The findings support the multidimensionality of speech fluency and the need to include both macro and micro fluency features in the scoring, scale development, and validation of L2 speaking assessment.
关键词：Assessment; disfluency; fluency; language proficiency

▶ 05 An eye-tracking study of attention to visual cues in L2 listening tests

作者：Aaron Olaf Batty
期刊：Language Testing
发表时间：First published Sept. 4, 2020
摘要：The present research employs eye-tracking methodology to determine the amounts of time 12 participants viewed specific visual cues on a six-item, video-mediated L2 listening test. Seventy-two scanpath-overlaid videos of viewing behavior were manually coded for visual cues at 0.10-second intervals. Cued retrospective interviews based on eye-tracking data provided reasons for the observed behaviors. Faces were found to occupy the majority (81.74%) of visual dwell time, with participants largely splitting their time between the speaker’s eyes and mouth. Detected gesture viewing was negligible. The reason given for most viewing behavior was determining characters’ emotional states. These findings suggest that the primary difference between audio- and video-mediated L2 listening tests of conversational content is the absence or presence of facial expressions.
关键词：Eye-tracking; facial expressions; gesture; language assessment; listening assessment; nonverbal communication; video listening test; visual cues

▶ 06 Examining consistency among different rubrics for assessing writing

作者：Enayat A. Shabani; Jaleh Panahi
期刊：Language Testing in Asia
发表时间：Published Sept. 26, 2020
摘要：This study tries to investigate the agreement among rubrics endorsed and used for assessing the essay writing tasks by the internationally recognized tests of English language proficiency. To carry out this study, two hundred essays (task 2) from the academic IELTS test were randomly selected from about 800 essays from an official IELTS center. Three raters were provided with four sets of rubrics used for scoring the essay writing task of tests developed by Educational Testing Service (ETS) and Cambridge English Language Assessment to score the essays. The data analysis through correlation and factor analysis showed a general agreement among raters and scores; however, some deviant scorings were spotted by two of the raters. Follow-up interviews and a questionnaire survey revealed that the source of score deviations could be related to the raters’ interests and (un)familiarity with certain exams and their corresponding rubrics. Specifically, the results indicated that despite the significance which can be attached to rubrics in writing assessment, raters themselves can exceed them in terms of impact on scores.
关键词：Scoring rubrics; essay writing; Tests of English language proficiency; writing assessment

▶ 07 Exploring the validity evidence of a high-stake, second language reading test: an eye-tracking study

作者：Hyojung Lim
期刊：Language Testing in Asia
发表时间：Published Oct. 13, 2020
摘要：The current study aims to explore the cognitive validity of the iBT TOEFL reading test by investigating test takers’ eye movements on individual items. It is assumed that successful test takers would adopt the intended reading processes, the same types and levels of cognitive processes that they would use for real-world reading tasks. Forty-seven Chinese ESL students participated in the study, in which they took the TOEFL reading practice testlet on a computer, completed comprehension subskill tasks, and had stimulated recall interviews. Results showed that test takers tend to rely heavily on careful reading skills, while expeditious reading skills were rarely activated. The scope of reading was often restricted to the local level; learners hardly read more than a paragraph to answer questions. In some factual question items, successful readers were more efficient in reading and locating key information, whereas such group differences were not found in other items. Lastly, the gaze plots suggest that learners’ eye movements manifest various interactions between comprehension subskills.
关键词：Cognitive validity; eye-tracking; TOEFL; L2 reading; comprehension subskills