诊断测试视角下的间接与直接写作测试互补性研究

A Complementary Investigation into Direct and Indirect Assessments:The Case of a Diagnostic Writing Test

由于写作能力的复杂性,大多英语考试采用多项写作任务来测量考生的写作能力。但受到心理测量学视角的影响,以往研究较多关注间接和直接写作测试的相关性,而较少聚焦两者对写作能力构念的互补性。本研究以一项写作诊断测试为对象,采用混合式研究设计探究了间接和直接写作测试的关系,分析两者低相关的成因,并探讨语言能力、测试题型对这一关系的影响,最后提出如何从诊断测试视角出发选择合理、互补的间接写作测试。本研究对如何设计多任务写作测试具有借鉴意义。

Given the intricate nature of pinpointing writing ability,most testing practices,if not all,incorporate multiple writing tasks to ascertain examinees’corresponding skillsets.Previous studies,confined by the psychometric perspective,have predominantly concentrated on the correlation between indirect and direct writing tests,often neglecting the complementary nature in relation to writing construct.This study set out to delve deeper into the relationship between indirect and direct writing tests by employing a mixed-methods research design with a tertiary-level diagnostic test.Furthermore,it scrutinized the reasons behind their low correlation,investigated the impacts of language proficiencyand question types on this relationship,and eventually proposed guidelines for selecting an appropriate and supplementary indirect writing test,all viewed from the perspective of diagnostic assessment.The findings of this study are poised to provide valuable insights into the design of multitask writing tests.