The development of language testing in the late 20th century has witnessed a broadened scope of study on washback. The growing ethical consideration provides a new insight into language assessment. CET 4, ever since its initiation, has been in the limelight of debates. This paper, with ethical test use taken into account, has revisited the nature of CET 4, covering such aspects as its designing principles, scoring system and test-taking process. It is proposed that, to ensure a positive impact educationally, socially and ethically, CET 4 should be better defined as a norm-related criterion- referenced achievement test, rather than a criterion- related norm-referenced proficiency test.
随着第二语言习得研究的不断深入，人们在外语教学中越来越注重对学习主体的研究。对外语教学能否达到最终目的起决定作用的是学习者本人，这一教学思想已基本成为人们的共识。那么，教师应如何根据学生的实际需要，组织安排课堂教学活动呢?在这一点上，《论以语言学习者为中心》(Facus on the Language Lenarner)
Vocabulary multiple-choices (MC) is an indispensable part in many authoritative English tests. But in the past few years, few papers have touched upon its designing principles. This paper argues that contextual relevance and form conformity are two fundamental principles in our design of vocabulary MC options. To illustrate this, a detailed analysis is made of the vocabulary MC taken from College English Test Band Four ( CET-4 ).
