高中英语阶段性测试试题的诊断功能分析

An Analysis of the Diagnostic Function of English Periodic Tests for Senior Students

本文以Z省H市某高级中学 2016-2017 学年高二段六次英语阶段性测试为研究对象, 从试题难度、 区分度和诊断性三个视角, 分析六次测试的诊断功能.通过数据统计和文本分析, 本研究发现： 该校英语阶段性测试中难度最大的题型为写作题, 难度最小的是听力题, 难度指数能反映班级的学习情况; 区分度最高的是完形填空, 最低的是选句填空, 试卷的总体难度稍稍偏低但区分度良好,主要区分中下水平和低水平的学生;主观写作题的诊断性较强, 能反映学生对当前阶段所学语言知识和语言能力的掌握情况; 总体上, 该校英语阶段性测试的诊断功能发挥一般,有待改善.基于以上发现,本文提出几点相关建议： 适当提高阶段性测试中听力题的难度,改善阶段性测试中选句填空的区分度,在阶段性测试中增加诊断性强的主观题型,以期能发挥高中英语阶段性测试的诊断功能.

The research objects of this paper were six English periodic tests of Grade2 in a seniormiddle school. Based on the difficulty, the discrimination and the diagnosis, the paper conducted an analysisof the diagnostic function of the six tests. Through data analysis and text analysis, it turned out that in thesetests, the writing tasks were the most difficult, the listening tasks the least, and the difficulty can reflect thelearning situation of the whole class; the cloze tasks were of the best discrimination, the gaped text tasks theworst; in general, these six tests were of slightly low difficulty and high discrimination, mainly distinguishesmiddle-level students and lower-level students; the writing tasks with the best diagnosis can reflect students’mastery of language ability and language knowledge acquired in the current stage. In summary, the diagnosticfunction of the periodic tests needs improvement. Accordingly, several relevant suggestions were offered thathigher difficult listening tasks, gaped text tasks of better discrimination and more subjective tasks with betterdiagnosis were recommended, expected to be helpful to the proposition and evaluation of English periodic test.