文摘
英文文摘
论文说明：List of and Figures
声明
Acknowledgement
Chapter One Introduction
1.1 Research Context
1.1.1 The Relationship between Language Testing, Teaching and Learning
1.1.2 The Current College English Term Tests(CETT) for Non-English Majors
1.2 Significance of the Research
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Definition of Washback
2.2 Studies on Approaches to Achieve Positive/Beneficial Washback
2.2.1 Hughes's View
2.2.2 Bailey's View
2.2.3 Kellaghan and Greaney's View
2.3 Test Evaluation Criteria
2.3.1 Validity
2.3.2 Reliability
2.3.3 Relationship between Reliability and Validity
2.3.4 Difficulty
2.3.5 Discrimination
Chapter Three Research Design
3.1 Research Questions
3.2 Research Participants
3.2.1 Student Participants
3.2.2 Teacher Participants
3.3 Research Instrument--College English Term Test
3.3.1 A Brief Introduction to CETT
3.3.2 College English Curriculum Requirements
3.3.3 Test Content
3.3.4 Test Format
3.3.5 Test Administration
3.3.6 Language Proficiency
3.4 Procedures for Data Collection
3.4.1 The Evaluation of the First CETT
3.4.2 Application of the Result and the Evaluation of the Second CETT
Chapter Four Results of the Research and Its Application
4.1 The Evaluation of the First CETT
4.1.1 Validity of CETT1
4.1.2 Reliability of CETT1
4.1.3 Statistical Analysis of CETT1
4.2 The Application of the Evaluation of CETT1
4.3 The Evaluation of the Second CETT (CETT2)
4.3.1 Validity of CETT2
4.3.2 Reliability of CETT2
4.3.3 Statistical Analysis of CETT2
Chapter Five Conclusion
5.1 Summary of the Research
5.2 Implications
5.3 Strength and Limitation of the Study
5.3.1 Strength
5.3.2 Limitations
5.4 Suggestions for future research
References
Appendix
