With the evergrowing levels of interconnectivity and globalization around the world, the significance of immediate and appropriate modes of communication has been increasing very rapidly in this modern world. It is an undeniable fact that there is a need for a common language to communicate with the present growing commerce and trade between companies from all over the world. With the development of informatization as well as globalization, it is evident that most people all over the world are communicating with the people of other regions in only one internationally recognized language, that is, English. English is the language that is almost used between an agent and an international company. English, being the first world language, is said to be the first global lingua franca and it is the most widely used language in the world in international trade, diplomacy, mass entertainment, international telecommunications and scientific publications as well as publishing newspapers and other books. As English is a lingua franca, most of the native and nonnative speakers of English are using English as their mode of communication in their business matters or business organizations. English has become the fastest increasing language in this modern world and it occupies the status of a commercial language by connecting the East and the West and the North and the South. English language is spread all over the world into almost all the fields such as science, engineering and technology, medicine, trade and commerce, scientific research, education, tourism, internet, banking, business, advertising, film industry, transportation, pharmacy and
PART I – INTRODUCTION - Test should be used during the studying process because it helps to check on the progress of the students , to see how well they are doing, to see how far they have mastered compared with what they should have learnt, to modify the teaching plan and to give the students motivation to study better Moreover summative test can be used at the end of the course, term or semester to measure what have been achieved and to see how well the students have done - Test may be used as means to: + Give teachers information about where students are at the moment, to help decide what to teach next + Give students information about what they know so that they also have an awareness of what they need to learn or review + Assess for some purpose external to current teaching (a final grade for the course, selection) + Motivate students to learn or review specific material + Providing a clear indication that the class has reached a “station” in learning, such as the end of a unit + Get students to make an effort which is likely to lead to better results and a feeling of satisfaction + Give students tasks which themselves may actually provide useful review or practice, as well as testing + Provide students with a sense of achievements and progress in their learning - All the mentioned above leads to a conclusion that how to design a test or what is considered when designing a test is really important PART II - DEVELOPMENT Designing a test - Some following stages should be followed when designing a test + Stage 1: Preparation Prepare your test It is a good idea to list in writing all the material that you want your test to cover: you can then refer back to the list during and after the test-writing to see if you have included all you intended + Stage 2: Performance If possible, administer your test to a class of learners; if not, ask colleagues to try doing it themselves + Stage 3: Feedback Look at how your test was done, and ask the testees how they felt about it Guilines for test preparation - Validity Check that your items really test what they are meant to! - Clarity Make sure the instructions for each item are clear They should usually include a sample item and solution - 'Do-ability' The test should be quite do-able: not too difficult, with no trick questions Ask a colleague to read through it and answer the questions before finalizing - Marking Decide exactly how you will assess each section of the test, and how much weighting (percentage of the total grade) you will give it Make the marking system as simple as you can, and inform the testees what it is: write in the number of points allotted after the instructions for each question - Interest Try to go for interesting content and tasks, in order to make the test more motivating for the learners - Heterogeneity The test should be such that lower-level students can feel that they are able to a substantial part of the test, while the higher-level ones have a chance to show what they know So include both easy and difficult items, and make one or more of the difficult ones optional Characteristics of a good test: - Validity: A test is valid if it tests what it is supposed to test/ if it measures accurately what it is intended to measure A test is valid if it measures a specified ability It is a challenge to find valid test methods to select a crew from a group of athletes Rowing requires a complex set of qualities that qualify someone as a valuable crew member - Content validity: If constitutes the representative samples of the language/ structures to be concerned - Face validity: If it looks as if it measures what is supposed to measure - Reliability: Test gives consistent result, the same group of students took the same test in different time (length of time), the result almost the same Two groups of students (the same level) took the test, the results would be the same What is considered when designing a test - Assess the test situation: Remind ourselves of the context: how much time, when, where, how much time for marking, decide the aims of the test and state the test structure and methodology - Decide what to test: list what to be included in the test (decision on the content of the test), decide to include or exclude skills or language items in the test - Balance the elements: make the decision about how many of each type of items to be included in the test (the selection of test item types) - Weight the scores: consider how many marks are given to each section or sections of the test - Making the test work: to try individual item or whole test on colleagues or students alike before administering them to the real candidates (spot problems, discover how long the test takes…) - Assessment criteria / what to be tested? + Validity: really test what they are meant to + Clarity: the instructions are clear + Do – ability: the students are able to do, not too difficult and have no trick questions Some significant steps when designing a test: Step 1: Defining Objectives - Identify a need to measure certain skills or knowledge Once a decision is made to develop a test to accommodate this need, test developers ask some fundamental questions: Who will take the test and for what purpose? What skills and/or areas of knowledge should be tested? How should test takers be able to use their knowledge? What kinds of questions should be included? How many of each kind? How long should the test be? How difficult should the test be? Step 2: Item Development Committees The answers for the questions in Step are usually completed with the help of item - Development committees Responsibilities of these item development committees may include: - Defining test objectives and specifications - Helping ensure test questions are unbiased - Determining test format (e.g., multiple-choice, essay, constructed-response, etc.) - Considering supplemental test materials - Reviewing test questions, or test items, written by ETS staff - Writing test questions Step 3: Writing and Reviewing Questions Each test question undergoes numerous reviews and revisions to ensure it is as clear as possible, that it has only one correct answer among the options provided on the test and that it conforms to the style rules used throughout the test Scoring guides for open-ended responses, such as short written answers, essays and oral responses, go through similar reviews Step 4: The Pretest After the questions have been written and reviewed, many are pretested with a sample group similar to the population to be tested The results enable test developers to determine: - The difficulty of each question - If questions are ambiguous or misleading - If questions should be revised or eliminated - If incorrect alternative answers should be revised or replaced Step 5: Detecting and Removing Unfair Questions To meet the Standards for Quality and Fairness (PDF) guidelines, trained reviewers must carefully inspect each individual test question, the test as a whole and any descriptive or preparatory materials to ensure that language, symbols, words, phrases and content generally regarded as sexist, racist or otherwise inappropriate or offensive to any subgroup of the test-taking population are eliminated Step 6: Assembling the Test After the test is assembled, it is reviewed by other specialists, committee members and sometimes other outside experts Each reviewer answers all questions independently and submits a list of correct answers to the test developers The lists are compared with the answer keys to verify that the intended answer is, indeed, the correct answer Any discrepancies are resolved before the test is published PART III - CONCLUSION - Even after the test has been administered, statisticians and test developers review to make sure that test questions are working as intended Before final scoring takes place, each question undergoes preliminary statistical analysis and results are reviewed question by question If a problem is detected, such as the identification of a misleading answer to a question, corrective action, such as not scoring the question, is taken before final scoring and score reporting takes place - Tests are also reviewed for reliability Performance on one version of the test should reasonably predict performance on any other version of the test If reliability is high, results will be similar no matter which version a test taker completes DESIGNING AN ACHIEVEMENT TEST I Objectives: Checking the student’s understanding and application into practice from unit to unit of English II Matrix of the test: SCHOOL YEAR: 2021-2022 ENGLISH Name/ Theme Remembering (40%) Understanding (30%) Apllying (30%) Low level 20%) High level (10%) Total A Listening I True or false II Multiple choice Sentence:4 Sentence: Point: 1.0 Sentence: 3, Sentence: Point:2.0 Point:0.75 Point:0.25 Rate: 20% Sentence: 5, Sentence: 2, Point:1.25 Point:0.5 B Language focus Multiple choice Sentence: 1, Sentence: 12 Point:0.25 Use the verbs Sentence: Sentence: Point: 0.75 Point:0.25 Point:3.0 Rate: 30% C Reading Sentence 3, Reading Comprehension (Multiple choice) Reading Comprehension (Answer the questions) Point: 0.75 Sentence: Sentence: Point:0.25 Point: 0.75 Sentence 2, Sentence: 10, Point: 0.5 Point:2.5 Sentence Rate: 25% Point: 0.25 D Writing Sentence: I Rewrite the sentences Point: 0.5 Sentence: Sentence: Point: 0.5 Point: 0.5 Rate: 25% II Write a paragraph Total Sentence: số Point:2.5 Sentence: 16 Sentence: 12 Point: 4.0 Point: 3.0 Sentence: 6Point: 1.5 Sentence: Point: 0.5 Total: sentence 36, point 10, Rate: 100% III CONTENT OF THE TEST HAI HAU JUNIOR HIGH SCHOOL THE FIRST TERM TEST ENGLISH SCHOOL YEAR: 2021-2022 PART A: LISTENING (2.0 POINTS) I Listen then write True ( T) or False (F).Question has been done as an example (1.0 point) Statements T Mi is at home alone Mi’s Mum is watering the plants in the garden Mi’s Dad is watching TV Mi’s younger brother is in the kitchen Mi’s cousin is watching TV F F II Listen then circle letter A, B or C to indicate the correct answer Question has been done as an example (1.0 point) How is Mi’s hobby? A usual B boring When did she start her hobby? A two years ago B three years ago Who does she share her hobby with? A her Dad B her Mom How is her hobby? A very difficult B difficult What does she with the bottles? A make flowers or lamps B make flower vases C make flower vases or lamps © unusual C four years ago C her friend C not difficult PART B: LANGUAGE FOCUS (3.0 POINTS) I Circle the best answer A, B, C or D to complete the following sentences (2.0 points) If you enjoy moving your body to music, your hobby is A cooking B painting C dancing D collecting He in this city since 2015 A has lived B lived C lives D have lived Watch television and you can protect your eyes A lots B many C more D less His daughter wants to become a well-known but she has no talent at all A act B actor C actress D action My friend likes photography, and I like it A so B too C either D neither There are bottles of mineral water in the fridge A a B an C some D any Nam wants to lose weight, he began jogging last Sunday A so B because C or D and oranges has Ann got? A How much B How many I II C How long D How far II Supply the correct form of the verbs in parentheses (1.0 point) She (visit) _ Hue when she was a child They (buy) _ hundreds of books so far It is interesting (collect) _ tree leaves from different countries I think ten years from now more people (enjoy) _ gardening PART C: READING (2.5 POINTS) Read the following passage and choose the best answer A, B, C or D for each blank (1.25 points) We need calories or (1) to the things every day For example, when we walk to school or (2) a bike to school we spend a certain amount of calories and even (3) we sleep, we also use them But how (4) calories should we spend a day to stay in shape? It’s difficult for us to calculate If people want to keep fit, they should remember that everyone should have between 1600 (5) 2500 calories a day A food B energy C drink D fruit A go B come C ride D get A when B where C why D how A many B much C far D long A but B or C and D so Read the following passage and answer the questions below (1.25 points) Charlie Chaplin was an English actor, director, producer, and composer He is known as the most creative person of the silent-film era Charlie Chaplin's portrayal of the tramp won the hearts of people all over the world Chaplin was born in London on the 16th of April, 1889 He spent his childhood in poverty and hardship In 1910 he began to perform pantomime in the United States He first appeared on screen in 1914 He created his world-famous character, the Tramp, and he played this classic role in more than 70 films during his career He also composed background music for most of his films In 1972 Chaplin received an Honorary Academy Award for 'the incalculable effect he has had in making motion pictures the art form of this century' Chaplin died on the 25th of December, 1977, at his home in Switzerland Answer the questions: Where was Chaplin born? _ When did he first appear in films? _ How many films did he play the tramp? _ Is he famous for his character “the Tramp”? _ When did he die? _ PART D: WRITING ( 2.5 POINTS) I Rewrite the second sentence so that it stays the similar meaning to the first one (1.5 points) Her book is not the same as mine Her book is different _ We can get to the art gallery in half an hour It only takes us Mr Binh started recycling rubbish two years ago Mr Binh has _ Jack enjoys eating Chinese food Jack is interested This film is more interesting than the one we saw last week The film Linh thinks playing board games is boring Linh finds playing _ II Write a letter (60-80 words) to invite a friend to an art exhibition, using the following cues (1.0 point) - Event: an exhibition of Modern Art - Time: at o’clock, Saturday morning - Place: Arts center - Time to meet: at 8.15 Dear , The end./ IV KEY OF THE TEST HAI HAU JUNIOR HIGH SCHOOL THE FIRST TERM TEST ENGLISH SCHOOL YEAR: 2021-2022 KEY PART A: LISTENING (2.0 POINTS) I Listen then write True ( T) or False (F) (1.0 point) - 0.25 point for each correct answer T F F T II Listen then choose the correct answer (1.0 point) - 0.25 point for each correct answer A B C C PART B LANGUAGE FOCUS (3.0 points) I Circle the correct answer (2.0 points ) - 0.25 point for each correct answer C A D C B C A B II Supply the correct form of the verbs in parentheses (1.0 point) - 0.25 point for each correct answer visited have bought to collect will enjoy PART C: READING (2.5 POINTS) I Read then choose the best answer A, B, C or D (1.25 points) - 0.25 point for each correct answer 1.B C 3.A 4.A 5.C II Read the following passage and answer the questions below (1.25 points) - 0.25 point for each correct answer Chaplin was born in London / In London He first appeared in films in 1914 / In 1914 He played the tramp in more than 70 films / More than 70 films Yes, he is / Yes He died on the 25th of December, 1977 / On the 25th of December, 1977 PART D WRITING (2.5 points) I Rewrite the second sentence so that it has a similar meaning to the first one (1.5 points) 0.25 point for each correct answer Her book is different from mine It only takes us half an hour to get to the art gallery Mr Binh has recycled rubbish for two years Jack is interested in eating Chinese food 10 The film we saw last week is not as interesting as this one The film we saw last week is more boring than this one The film we saw last week is less interesting than this one Linh finds playing board games boring II Write a letter (60-80 words) to invite a friend to an art exhibition, using the following cues (1.0 point) The impression mark is based on the following scheme: Format: (0.1 point) for correct format of a letter Content: (0.4 point): a provision of main ideas and covers all the suggested ideas Language: (0.3 point): a variety of vocabulary and structures appropriate to the level of secondary students Presentation: (0.2 point): Coherence, cohesion and style appropriate to the level of secondary students Test administration 11 The actual design of a test, whether oral or written, formal or informal is, of course, important, but it is not the end of the story How the test is actually administered and returned can make a huge difference to motivation and performance; in particular, sensitive presentation of a test can significantly reduce learner anxiety - Questions on test administration: Before the test How far in advance you announce the test? How much you tell the class about what is going to be in it, and about the criteria for marking? How much information you need to give them about the time, place, any limitations or rules? Do you give them any 'tips' about how best to cope with the test format? Do you expect them to prepare at home, or you give them some class time for preparation? Giving the test How important is it for you yourself to administer the test? Assuming that you do, what you say before giving out the test papers? Do you add anything when the papers have been distributed but students have not yet started work? During the test, are you absolutely passive or are you interacting with the students in any way? After the test How long does it take you to mark and return the papers? Do you then go through them in class? Do you demand any follow-up work on the part of the students? Before the test The tests are announced at least a week in advance in order to give them plenty of time to prepare and details are given of when, where and how long the test will be The class is also told as precisely as possible what material is to be tested, and what sort of items will be used Giving the test It is quite important for me to administer the test myself, and more pleasant for my students Thus, I will be able, if I wish to remind them about the test content, and format before giving out the papers; and sometimes run through the instructions with them after doing so in order to make sure that everything is clear - as well as wishing them good luck! 12 During the test, I may help students who still have difficulty with instructions; I not normally help with the content itself After the test The tests are marked and returned as quickly as possible (within a week) so that we can discussspecific points while the test is still fresh in the students’s minds Usually I go through the answers in class I tell them how I assessed this item and ask them if they agree with my scoring (It sometimes happens that I counted the points the wrong way or just missed a correct answer) 13 ON TESTING What is a 'valid' test? What is a 'reliable' test? What is 'backwash'? What is the difference between an 'achievement' test and a 'proficiency' test? What is the difference between a 'diagnostic' test and a 'prognostic' test? Can you give an example of a 'discrete-point' test? Can you give an example of an 'integrative' test? Are Questions 1-7 above examples of 'objective' or 'subjective' test items? Why? Give examples of: a) a multiple-choice item b) an extract from a cloze test 10 Within the multiple-choice item you have given, can you identify: a) the stem? b) the options? c) the distractors? Test on testing: A 'valid' test is one which actually tests what it is designed or intended to A 'reliable' test is one that produces consistent results when administered on different occasions 'Backwash' is the effect, positive or negative, that a test has on the teaching and learning that precede it An 'achievement' test measures how much of the material taught in a given course, or part of one, has in fact been learned; a 'proficiency' test measures the overall language proficiency of testees, without reference to a particular course 14 A 'diagnostic' test reveals the strong and weak points of a learner's knowledge; a 'prognostic' test predicts how well he or she is likely to in a language course 'Discrete-point' tests consist of separate items For example, the following set of items testing vocabulary: Another word for 'sea' is _ The opposite of 'proud' is _ Apples, pears and bananas are An 'integrative' test involves whole pieces of discourse and tests a relatively broad command of the language: writing an essay for example, or doing a cloze test Questions 1-7 above are, strictly speaking, 'subjective' test items: the exact way you express your answers may vary, and therefore there is an element of subjective judgement in the way the tester will assess their correctness (a) An example of a multiple-choice item: Many people these days _ have enough to eat (1) doesn't (2) isn't (3) don't (4) aren't (b) An extract from a cloze test: A cold front is approaching from _ west and we can therefore expect lower tomorrow throughout the country There is _ to be some rain in the morning, _ it will become brighter later in the Guidelines for test preparation · · · · · · Validity Check that your items really test what they are meant to! Clarity Make sure the instructions for each item are clear They should usually include a sample item and solution 'Do-ability' The test should be quite do-able: not too difficult, with no trick questions Ask a colleague to read through it and answer the questions before finalizing Marking Decide exactly how you will assess each section of the test, and how much weighting (percentage of the total grade) you will give it Make the marking system as simple as you can, and inform the testees what it is: write in the number of points allotted after the instructions for each question Interest Try to go for interesting content and tasks, in order to make the test more motivating for the learners Heterogeneity The test should be such that lower-level students can feel that they are able to a substantial part of the test, while the higher-level ones have a chance to show what they know So include both easy and difficult items, and make one or more of the difficult ones optional 15 The actual design of a test, whether oral or written, formal or informal is, of course, important, but it is not the end of the story How the test is actually administered can make a huge difference to motivation and performance QUESTIONS ON TEST ADMINISTRATION · · · · · · · · Before a test How far in advance you announce the test? How much you tell the class about what is going to be in it, and about the criteria for marking? How much information you need to give them about the time, place, any limitations or rules? Do you give them any “tips” about how best to cope with the test format? Giving the test How important is it for you yourself to administer the test? What you say before giving out the test papers? Do you add anything when the papers have been distributed but students have not yet started work? During the test, are you absolutely passive or are you interacting with the students in any way? After the test · How long does it take you to mark and return the papers? · Do you then go through them in class? · Do you demand any follow-up work on the part of the students? How can you assess the value of a test? There are six factors that need to be taken into account when assessing the value of a test: Match these factors with the questions: practicality reliability validity face validity a Does it give consistent results, e.g the results tally with those of similar students, and when marked by different people? b Do the students recognize it as a fair test, and will they therefore perform to their ability? c Can the test be used subsequently for review and remedial teaching? d Does it positively influence the teaching that will be done in preparation for it? 16 Backwash Spin-off e Does it test what we want to test, and not something else? f How easy is it to set up, administer, and mark? 17 ... Detecting and Removing Unfair Questions To meet the Standards for Quality and Fairness (PDF) guidelines, trained reviewers must carefully inspect each individual test question, the test as a whole and. .. student’s understanding and application into practice from unit to unit of English II Matrix of the test: SCHOOL YEAR: 2021-2022 ENGLISH Name/ Theme Remembering (40%) Understanding (30%) Apllying... C far D long A but B or C and D so Read the following passage and answer the questions below (1.25 points) Charlie Chaplin was an English actor, director, producer, and composer He is known as