پديد آورندگان :
رودمعجني، محسن دانشگاه فردوسي مشهد , قنسولي، بهزاد دانشگاه فردوسي مشهد , قبول، احسان دانشگاه فردوسي مشهد , ياحقي، محمّد جعفر دانشگاه فردوسي مشهد
كليدواژه :
آزمون بسندگي زبان فارسي , سنجش تكليف محور , سنجش مهارت محور , مهارت خواندن , پايايي آزمون
چكيده فارسي :
مهارتِ خواندن و درك مطلب و محيط دانشگاه پيوندي ناگسستني با يكديگر دارند و ضعف و ناتواني در اين مهارت ميتواند به زندگي دانشگاهي دانشجويان لطمه‌اي جدّي بزند. از همين رو سنجش اين توانمندي بخش بسيار مهمّي از آزمونهاي بسندگي زبان فارسي براي غير فارسي زبانان را به خود اختصاص مي‌دهد؛ ازجمله آزمون زبان فارسي دانشگاه فردوسي مشهد كه بيش از چهار سال است به‌عنوان معياري براي سنجش دانشجويان غيرفارسي زبان براي ورود به دانشگاه هاي ايران، در برخي شهرهاي ايران و عراق برگزار مي‌شود. در اين پژوهش با كمك مدل آماري رش، به بررسي داده هاي گردآوري شدۀ بخشِ خواندن يكي از آزمون هاي برگزارشده در مركز بين المللي آموزش زبان فارسي دانشگاه فردوسي مشهد پرداختيم. بررسي ها حاكي از اين بود كه پايايي بخشِ خواندن آزمون 0/76 است كه براي يك آزمون سرنوشت ساز رقم بالايي به‌شمار نميآيد. همچنين نقشۀ آزمودني- پرسش، بيانگر اين نكته بود كه سؤالات آزمون عمدتاً در سطح داوطلبانِ متوسّط هستند. اما نقطة قوت اين آزمون را ميتوان تعداد نسبتاً زياد پرسش ها و نيز تنوع آنها از نظر نوع اطلاعات خواسته شده دانست. مقايسۀ آزمون با مباني نظري ارائه شده توسّط طرّاحان تافل اين امكان را فراهم كرد تا راهكارهايي براي بهبود پايايي آزمون ارائه بدهيم. سؤالات آزمون بسندگي فارسي دانشگاه فردوسي مشهد از نظر نوع مطابقت، عمدتاً از نوع محل يابي و يا سلسله اي هستند و پرسش هايي از نوع تركيبي و توليدي ميتواند به سختتر شدن سؤالات بينجامد. اگر از منظر اهداف خواندن به آزمون نگاهي بيندازيم، مشاهده ميكنيم كه سؤالات عمدتاً متناسب با اهداف خواندن براي پيداكردن اطّلاعات و نيز خواندن براي رسيدن به درك مقدّماتي هستند. به نظر ميرسد كه اين آزمون به سؤالاتي متناسب با اهداف خواندن براي يادگيري و نيز هدف خواندن براي ادغام اطّلاعات در بين چند متن مختلف نياز دارد كه از سطح دشواري بالاتري برخوردار هستند.
چكيده لاتين :
People are not born with reading ability and it is a new phenomenon in human history. You can still find some people who cannot read. But these days weakness in reading ability can cause serious problems for us. Also Reading ability and academic life are indispensable and many of the students activities are interweaved with reading. Books, essays, instructions, research reports are just a few examples of the activities in academic environment which need reading ability.Because of the importance of reading ability most of Persian proficiency tests include a reading section. Ferdowsi University’s Persian proficiency test which is designed to test the language proficiency of non-Persian students, include reading assessment. This test is official test of Ferdowsi University and it is held twice a year in Iran and some cities of Iraq. In this research we try to study the reading part of this test. We actually try to answer two questions:
1- What is the reliability of the reading section of this test?
2- What is the relation between test items and test takers abilities?
At the end we try to give some recommendation to improve this test’s reliability. We will do this by trying to define the reading skill’s construct and we also use language task framework which is a powerful tool to study reading activities in academic environment.The history of testing can be divided into three periods: the pre-academic period, the psychometric period; the structuralism and the psychology-sociology of language (Sposlky, 1977, cited in Davis, 2008). The first period goes back to more than two thousand years ago, when the empires used the test to select new members. The second period is related to the time when psychometrists devised new statistical tools for measuring test reliability which coincided with the constructivist flow in linguistics and led to the development of a discrete point measurement approach. However, in the late twentieth century, we see another approach, called integrated measurement, which emphasized language assessment in context, and, unlike the structuralists, did not consider language division into smaller and discrete points as efficient methods of testing.In the second half of the twentieth century, with the development of scientific tools, companies emerged that produced mass-scale testing, thereby transforming testing into an industry (Spolsky, 2008). One of these companies is ETS. In 1964, on the basis of a discrete point assessment approach, the company designed the first proficiency test and little by little made changes to its test structure. However, in a project called TOEFL 2000, ETS decided to make major changes to this proficiency test. Reading Skills Assessment was also a part of the TOEFL 2000 project, which resulted in Assessing Second Language Academic Reading from a Communicative Perspective: Relevance for TOEFL 2000 (Hudson, 1996) and the Reading Skills Framework (Enright et al., 2000).Attempts have been made in Farsi to design a sufficiency test (Mousavi, 1999; Ghonsooli, 2010; Mamghmani, 2010; Jalili, 2011; Golpour, 2015). These studies devote part of their test to reading skills. Although what distinguishes the present study from all the research done is the precise definition of reading skill constructs, providing a model for measuring this skill, as well as a task-based view of the test design. The results showed that the test reliability is not high so the test designers should improve their reliability for example by adding more question and items. On the other hand the item- examinee map showed that the test assess elementary or advanced students reading ability it means that this test is not appropriate to assess advanced student’s reading skill.The test includes three texts and 25 items. Compared to TOEFL exam which has about 40 items, the test needs more questions. In order to improve its reliability, more items can be added to the test. But considering type of information requested the test covers different levels. Which is a good aspect of this test. Also each text has about 500 words which is somehow appropriate for assessing academic reading skill.The results showed that the test is easy. The reason for this is the matching type of the questions. For fourteen questions of the test the students should locate and cycle the answers. We know that usually these type of questions are not so difficult. So in order to improve the test difficulty other matching types such as integrative and productive questions should be added.From the reading purpose perspective, the test questions mainly follow two purposes, reading to find information and reading for general information. The test needs items with other types of purposes such as reading to learn and reading to integrate information.
