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1、AbstractAbstractEnglish achievement test is a very important part in English learning process, it has its necessity. It is an important method to test students English proficiency, and has an important position in English teaching. Reliability and validity are two important bases for evaluating Engl
2、ish test, so it is particularly important to ensure the reliability and validity of the English achievement test. This paper analyzes the concepts and the classifications of the English achievement test, the reliability and validity of test. And the paper mainly introduces how to ensure the reliabil
3、ity and validity in English achievement test specifically. The key to improve the quality assurance of English achievement test is to grasp a good relationship between the reliability and validity. As an important part of English teaching, English achievement test can not only help teachers to impro
4、ve teaching methods and to promote the quality of English teaching, but also to understand students English learning situations so as to help students solve problems. English achievement test should follow the principle of consistency in reliability and validity. To deal with the relationship betwee
5、n the reliability and validity will maximize the effect of English achievement test, and promote the development of English teaching more effectively.Key words: English Achievement Test; Reliability; Validity摘 要英语成绩测试是英语学习过程中一个非常重要的环节，有它的必要性。它是检测学生英语运用能力的重要手段，在英语教学中处于重要地位。信度和效度是评价英语测试的两个重要依据，因此确保英语成
6、绩测试的信度与效度尤为重要。本文对英语成绩测试、测试信度和效度概念和分类进行分析，重点阐述了在英语成绩测试中如何确保信度和效度。如何提高英语成绩测试的质量，关键是把握好信度与效度之间的关系。英语成绩测试作为英语教学中重要的一部分，它既可以帮助教师不断地完善教学方法，提升英语教学的质量，又可以了解学生的英语学习情况从而帮助学生解决问题。英语成绩测试应遵循信度和效度相统一的原则。处理好信度和效度的关系会使英语成绩测试的效果最大化，更有效的推动英语教学的发展。 关键词：英语成绩测试；信度；效度不要删除行尾的分节符，此行不会被打印17- -ContentsContentsAbstractI摘 要III
7、ntroduction1English Achievement Test22.1 The Concept of English Achievement Test22.2 The Purpose of English Achievement Test22.3 The Classifications of English Achievement Test22.3.1 Objective Test22.3.2 Subjective Test3III Reliability43.1 The Concept of Reliability43.2 The Characteristics of Reliab
8、ility43.3 The Classifications of Reliability43.3.1 Examiner Reliability53.3.2 Retest Reliability53.3.3 Parallel Reliability53.3.4 Internal Consistency Reliability5IV Validity64.1 The Concept of Validity64.2 The Characteristics of Validity64.3 The Classifications of Validity74.3.1 Content Validity74.
9、3.2 Construct Validity74.3.3 Predictive Validity84.3.4 Face Validity8V How to Ensure the Reliability and Validity in English Achievement Test95.1 How to Ensure Reliability105.1.1 Moderate Quantity of Test Questions105.1.2 Moderate Difficulty of Test Questions105.1.3 Clear Target115.1.4 Objective Sco
10、ring115.1.5 Analyze the Quality of Test Papers after Examination115.2 How to Ensure Validity125.2.1 Emphasis on Content Validity125.2.2 Improve Construct Validity125.2.3 Test Students Comprehension Skills125.2.4 Design New Question Types13Conclusion14References16Acknowledgements17千万不要删除行尾的分节符，此行不会被打
11、印。在目录上点右键“更新域”，然后“更新整个目录”。打印前，不要忘记把上面“Abstract”这一行后加一空行AcknowledgementsIntroductionFrom the view of the purpose and application, language tests are divided into level test, diagnostic test, achievement test and so on. Language tests use language ability as the target of measure to investigate studen
12、ts learning situation, and to provide basic information for the teaching research. Good English achievement test will be beneficial to the teaching, but English achievement test with incorrect design will influence the teaching effects. As a way to judge the English proficiency, the test itself must
13、 be reliable and effective.Reliability and validity are two important parts of English achievement test. Teachers should pay attention to the research of testing theories, and grasp the key of proposition to balance the relationship between reliability and validity. To deal with the relationship of
14、the two is good for the teacher to grasp the English achievement tests correctly, and it promotes the development of English teaching more effectively.The content of this paper is mainly about how to ensure reliability and validity. The paper consists of five parts. In the first part of this paper,
15、the concept of English achievement test, the purpose of English achievement test, and the classifications of English achievement test are introduced. In the second part of this study, the author introduces the concept of reliability, the characteristics of reliability, and the classifications of rel
16、iability. In the third part, the author introduces the concept of validity, the characteristics validity and the classifications of validity of English achievement test. In the fourth part of this study, the author states how to ensure reliability and validity. In the last part, the author introduce
17、s the balance of reliability and validity that we must pay attention.English Achievement Test2.1 The Concept of English Achievement TestEnglish achievement test refers to a test that uses teaching materials as the reference to detect teachers teaching content, it also evaluates students mastering of
18、 the knowledge. Common methods of English achievement test are: quiz tests, midterm test and final test.2.2 The Purpose of English Achievement TestThe proposition of test papers must be according to the outline requirements, teaching materials and teaching purposes to outburst the principles in abil
19、ity of comprehensive application language.English achievement test should be focused on testing the capacity that students use English to communicate with each other, and test scores can truly reflect the English ability of examinees, and they are proportional to the actual language skills.It is nec
20、essary to design a set of scientific, reasonable, high reliability and high validity of English testing paper. English achievement test as an important part of English teaching, it can not only help teachers to promote the quality of English teaching and to improve teaching methods, but also to unde
21、rstand students English learning to help students solve problems.2.3 The Classifications of English Achievement TestThere are many question types in English achievement test, such as listening comprehension, multiple choice, cloze test, reading comprehension, translation, error correction and writin
22、g, etcetera. In fact, English achievement test is a very complex activity. In order to maximize the effect of the test, we must investigate it from many aspects. Achievement test is divided into objective test and subjective test.2.3.1 Objective TestObjective test refers to the unique answer, and it
23、 does not need examiners subjective thoughts, no matter who scores the papers the result of scoring is the same. Usually, the objective test is multiple choices, because the rating of these test questions is not affected by subjective factors of the raters. Features of objective questions are diffic
24、ult proposition, easy scoring, and high reliability. By testing the students grammar, vocabulary knowledge and others, it investigates students language knowledge and the ability of English recognition, guessing ability and mastery of language ability. Usually objective test involves many test quest
25、ions, wide surface language, the objective score method and definite purpose of test, the result is reliable and stable. So it has higher reliability. Objective test questions reflect examinees language mastery degree simply and directly, if these questions are designed poorly, it will affect the wh
26、ole set of questions in reliability and validity seriously. However, objective questions only study students recognition ability for language form, and it can not judge the application of language knowledge. And for the multiple choice questions, the examinees will have a chance to guess the answer
27、correctly even if they do not know which the right answer is, so this kind of situation reduces the reliability of examinees levels.2.3.2 Subjective TestSubjective test refers to no fixed answers, scores come from the subjective judgment of examiners, such as oral tests, composition, translations, e
28、tc. Features of subjective questions are easy proposition, difficult scoring, and high validity. Such as writing, the scoring just depends on the amount of information or other subjective consciousness of examiners. Subjective test is necessary for examiners to exam their language application abilit
29、y. In testing process, the more subjective questions, the higher validity of the test. All in all, in order to ensure the reliability and accuracy of the examination, we must ensure a balance of objective questions and subjective questions.III Reliability To understand whether an examination reflect
30、s the students language ability actually, the first important thing is to pay attention to characteristics of the reliability and validity when the examiners design test papers.3.1 The Concept of ReliabilityReliability emphasizes the reliability and stability results of examinations. Reliability is
31、the extent to which it consistently and accurately measures learning. In a word, it is reliable degree in achievement test results. The main problem is: it answers the credibility of examinees test achievement.3.2 The Characteristics of ReliabilityThe level of English achievement test means that the
32、 test results reflect what degree the true language behavior of the examinees. If a test has a high reliability, no matter what circumstance and how many times to test the same examinees, test scores should be the same. For example, we can use this method to test the reliability: the same examinatio
33、n papers, two kinds of different environments, the same students complete test papers in short time interval, then if the test result is approximate same, it proves that the test is reliable; if the first scoring is 90, the second scoring is 60, then the results of test reliability should be suspect
34、ed. If the test result lack of reliability, this test paper will have no value in use. No reliability means that the test result is not a true reflection of language behavior in the study and it also weakens the fairness of the exam, so we cant effectively measure the examinees language ability. Of
35、course, it is impossible to eliminate inconsistency of achievement, so we must try to minimize unfavorable factors which affect inconsistent results.Test reliability is often expressed by a kind of coefficient correlation, the bigger coefficient correlation, the higher reliability. When coefficient
36、correlation is 1, it means the highest degree of teat reliability; when coefficient correlation is 0, it is the lowest test reliability. In general case, the coefficients are between 0 and 1. People usually require test reliability coefficient more than 0.9 in a standard testing.3.3 The Classificati
37、ons of ReliabilityAccording to different research methods and purpose of reliability, generally, reliability can be divided into examiner reliability, retest reliability, parallel reliability, and internal consistency reliability.3.3.1 Examiner ReliabilityExaminer reliability refers to some examiner
38、s have consistent degree for scoring on the same test results. Different examiners in achievement test have different scoring standards on subjective questions. To ensure consistent point of score is helpful to improve reliability of examiners.3.3.2 Retest ReliabilityRetest reliability refers to a m
39、easure of reliability obtained by administering the same test twice over a period of time to a group of individuals. The scores from the first time and the second time can be correlated in order to evaluate the test for stability over time.3.3.3 Parallel ReliabilityParallel reliability is a measure
40、of reliability gained by administering different versions of an assessment tool (both versions must contain items that probe the same construct, skill, knowledge base, etc.) to the same group of individuals. The scores from the two versions can be correlated in order to evaluate the consistency of r
41、esults across alternate versions. We often use parallel reliability to evaluate test reliability.3.3.4 Internal Consistency ReliabilityInternal consistency reliability refers to a measure of reliability used to evaluate the degree to which different test items that probe the same construct produce s
42、imilar results. Its a real reaction of examinees language ability.IV Validity4.1 The Concept of ValidityThe reliability and validity are two fundamental problems of language testing, but between them, the validity is the most important part, because validity is the basic point of the language test.
43、Reliability and validity are linked closely, although a test has better reliability, it cant show that this test is scientific and impartial. Validity is the extent to which it measures what it was designed to measure, without contamination from other characteristics. For example, a reading comprehe
44、nsion test should not require mathematical ability. And it is whether the score of examinee reflects his English levels rationally, and whether the content and form of the test are close to the actual of language application.4.2 The Characteristics of ValidityValidity shows the correlation between t
45、esting and test objectives. It is a relative concept, that is, validity has difference between high and low degrees, no difference between all valid and invalid. Validity is the core of the examination, if the examination reliability is high, but it does not test what should be test, so the validity
46、 of the examination is not high. The more real test tasks the more accurate inference of language application ability, then the higher test validity. The same testing papers are used for different functions and purposes, validity is different. High validity tests provide scientific methods for measu
47、ring students English level.Any language test should ensure that language test behavior is consistent with the actual use of language. Validity involves what degree individual test results relate to the individual language skills. So the purpose of studying validity is to maximize the effect of lang
48、uage ability that we want to test. Validity must be combined with testing purposes. To evaluate whether a test has validity, we must detect what degree the test result is consistent with test purpose from multi-angle. In general, when we check the validity of a test, besides investigating the conten
49、t of testing papers according to the requirements of teaching syllabus, the method of calculating the correlation coefficient is also used, which is calculating the coefficient correlation between this test and another testing paper which can correctly reflect examinees levels, the higher coefficient, the greater effective