| ACKNOWLEDGEMENTS | 第1-5页 |
| ABSTRACTS | 第5-6页 |
| 摘要 | 第6-9页 |
| Chapter One Introduction | 第9-17页 |
| ·Relationship between teaching and testing | 第9-13页 |
| ·The feedback of testing | 第9-11页 |
| ·The two-way communication of feedback | 第11-12页 |
| ·The washback of testing on teaching | 第12-13页 |
| ·The main problem of current English assessment in higher education | 第13-14页 |
| ·The necessity of CRT | 第14-15页 |
| ·The feasibility of CRT | 第15-17页 |
| Chapter Two Criterion-Referenced Testing (CRT) | 第17-36页 |
| ·The definition of CRT | 第17页 |
| ·The origin of CRT | 第17-18页 |
| ·Some variations and types of CRT | 第18-19页 |
| ·The “criterion”in CRT | 第19-22页 |
| ·The meaning of criterion | 第19页 |
| ·The difference between “criterion”, “standard”and “cut-point” | 第19-20页 |
| ·The setting of standard | 第20-21页 |
| ·The approaches of determining cut-off scores | 第21-22页 |
| ·Specification | 第22-23页 |
| ·Test specification | 第22页 |
| ·Item specification | 第22-23页 |
| ·Improving the specifications | 第23页 |
| ·A comparison between NRT and CRT in educational settings | 第23-31页 |
| ·The close relationship between CRT and curriculum | 第31-34页 |
| ·Using CRT to develop goals and objectives | 第32-33页 |
| ·Adopting and adapting objectives | 第33页 |
| ·Fitting the objectives | 第33页 |
| ·Providing detailed evaluative information for curriculum revision | 第33-34页 |
| ·CRT and washback effect | 第34-36页 |
| Chapter Three Literature Review | 第36-45页 |
| ·The development of language testing | 第36-38页 |
| ·The pre-scientific testing | 第36页 |
| ·The psychometric-structuralism testing | 第36-37页 |
| ·The psycholinguistic-sociolinguistic testing | 第37-38页 |
| ·The humanism psychology | 第38页 |
| ·The research of CRT | 第38-39页 |
| ·The research of washback | 第39-45页 |
| ·Concept of washback | 第39-41页 |
| ·Theoretical study of washback | 第41-43页 |
| ·Empirical study of washback | 第43-45页 |
| Chapter Four Methodology | 第45-49页 |
| ·Research content | 第45-46页 |
| ·Brief introduction to TEM-4 | 第45页 |
| ·TEM-4 as a CRT | 第45-46页 |
| ·The reason for choosing TEM-4 in my study | 第46页 |
| ·Objectives | 第46-47页 |
| ·Subjects | 第47页 |
| ·Instruments | 第47-48页 |
| ·Procedures | 第48-49页 |
| Chapter Five Results and Discussions | 第49-74页 |
| ·Results and discussions on four major questions | 第49-55页 |
| ·Will TEM-4 influence what teachers teach? | 第49-51页 |
| ·Will TEM-4 influence how teachers teach? | 第51-52页 |
| ·Will TEM-4 influence what learners learn? | 第52-53页 |
| ·Will TEM-4 influence how learners learn? | 第53-55页 |
| ·Results and discussions on other issues related to TEM-4 | 第55-66页 |
| ·The students’characteristics in TEM-4 | 第55-56页 |
| ·The attitudes towards TEM-4 | 第56-59页 |
| ·The intensity of TEM-4 washback | 第59-61页 |
| ·Washback of classroom activities | 第61-66页 |
| ·Results and discussions on interviews | 第66-69页 |
| ·Interview with teachers | 第66-67页 |
| ·Interview with students | 第67-69页 |
| ·More positive washback effect than negative one on TEM-4 | 第69-71页 |
| ·Strategies for promoting CRT in English teaching in higher education | 第71-74页 |
| ·Teachers’role | 第71-72页 |
| ·Administor’s role | 第72-74页 |
| Chapter Six Conclusion | 第74-77页 |
| ·Main findings | 第74页 |
| ·Limitation | 第74-75页 |
| ·Implication | 第75页 |
| ·Summary | 第75-77页 |
| Refenrences | 第77-84页 |
| APPENDIX I | 第84-86页 |
| APPENDIX Ⅱ | 第86-87页 |
