A Study On The Relation Between Reliability And Validity Of Question Types In Spoken English Test Of CET-4

Along with the global economic integration, China has increasingly closer with other countries in communication area. Therefore, the international language-English has also been widely used. Nowadays, the level of English teaching in contemporary China has improved increasingly either. Spoken English is becoming increasingly common and popular. Oral examination is the basis of the exam, Spoken English Test of College English Test Band-4(CET-4-SET)needed the recognition and focus from the community. College English is a basic subject for those non-English majors, which include listening, speaking, reading and writing etc. Therefore, studying College English test is extremely important. This paper is an empirical study of spoken English test, which laying emphasis on studying the relationship between College English oral test question types and its validity, reliability. The samples of this study are selected test papers of non-English major students from the Chinese department of Harbin Normal University. Getting some basic information from their test papers, such as item validity, item reliability by using SPSS and Excel.What’s more, the paper uses documentation method, statistical method and comparative method to collect and analyze data, which meets the need of the study. This paper mainly studies the following aspects of CET-4-SET in detail:content validity, predictive validity, reliability etc. The findings can be summarized from the following aspects:Firstly, the mean of total scores is11.191,47%students get scores ranging from10to12, and only two students can’t pass exam. That indicates most of the students can not only pass exam but also do well in the test. On the whole, the difficulty of the test is not very large. In the test paper, only2.4%items are difficult, and58%items are very easy. Therefore, most of the students get high scores. What’more, the mean of comprehension’s discrimination index is the smallest (0.17), needing to modify. In order to guarantee the average class students to some extent finish successfully in this part, so it has to low those items’ difficulty, and at the same time, low their discrimination. Secondly, to some extent, the validity of test is reasonable and acceptable. But it also has to improve:adding up the part of speaking in a test and make the test difficulty equal. Thirdly, the reliability of test is not enough, needing to reduce the influence of subjective factors and objective factors. It should add up more items, adjust the difficulty of a test, and put forward some fair and efficient methods to mark.According to the analysis, it puts forward some suggestions for the question proposition, teachers and students respectively, hoping to have a positive impact on testing, teaching and learning.Firstly, in order to improve the validity of a test, testers should attach great importance to the quality of each item. From above analyzing, the item difficulty of test is not enough, Therefore, the test writer should have a good understanding of what each item is going to test and which kinds of test form can completely test testees’language capacity. Besides, in terms of teaching, teachers should have a good understanding of teaching syllabus according to textbook. In modern language teaching and learning, people usually evaluate students’communicative ability in specific language environment, meaning that teachers should pay more attention to students’ oral practice. Third, as for students, they should try their best to improve their English competence in all aspects. Only when they spare no efforts to prepare the test in daily study can they make a great progress in the test.