《中国英语能力等级量表》视角下的“课赛融通”研究——以全国职业院校技能大赛口语赛项为例
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[1]Council of Europe. Relating Language Examinations to theCommon European Framework of Reference for Languages:Learning, Teaching, Assessment. A Manual[M]. Strasbourg:Language Policy Division, Council of Europe, 2009.[2]Eckes, T. Setting cut scores on an EFL placement test usingthe prototype group method: A receiver operating characteristic(ROC) analysis [J]. Language Testing, 2017(3): 383-411.[3]Tannenbaum, R. J. & Y. Cho. Critical factors to consider inevaluating standard-setting studies to map language test scores toframeworks of language proficiency [J]. Language AssessmentQuarterly, 2014(3): 233-249.[4]何莲珍, 罗 蓝. 语言考试与语言能力量表对接研究:路径与方法[J]. 外语教学,2020(1): 29-33.[5]刘建达. 中国英语能力等级量表与英语测评[J]. 中国考试,2018(11): 1-6.[6]根据考试目的和特殊性选择合适的取整方法非常重要,否则会造成严重的后果(Council of Europe 2009)[7]王守仁. 中国英语能力等级量表在大学英语教学中的应用[J]. 外语教学,2018(4): 1-4.
DOI: http://dx.doi.org/10.12361/2661-4960-04-23-104265
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