TRƯỜNG ĐẠI HỌC ĐỒNG NAI

KHOA NGOẠI NGỮ

Tài liệu giảng dạy

Môn: KIỂM TRA ĐÁNH GIÁ

GV: NGUYỄN THỊ THU LAN

ĐỒNG NAI, 2021

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About
Evaluation Assessment Testing A test

1. A formal, systematic way to gather information about students’ behavior

2. A method of measuring a person’s ability or knowledge in a given domain.
3. All factors that influence the teaching/ learning process
4. A variety of ways of collecting information on a learner’s ability of achievement

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FORMATIVE and SUMMATIVE ASSESSMENT

Formative assessment refers to a wide variety of methods that teachers use to conduct in-process
evaluations of studentcomprehension, learning needs, and academic progress during a lesson, unit, or
course. Formative assessments help teachersidentify concepts that students are struggling to
understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved
so that adjustments can be made to lessons,instructional techniques, and academic support
The general goal of formative assessment is to collect detailed information that can be used to improve
instruction and studentlearning while it’s happening. What makes an assessment “formative” is not the
design of a test, technique, or self-evaluation,per se, but the way it is used—i.e., to inform in-process
teaching and learning modifications

Formative assesments are commonly contrasted with summative assessments, which are used to
evaluate student learning progress and achievement at the conclusion of a specific instructional period
– ususaly at the end of a project, unit, course, semester, program or school year. In other words,
formative assessments are for learning, while summative assessments are oflearning. Or as assessment
expert Paul Black put it, “When the cook tastes the soup, that’s formative.When the customer tastes
the soup, that’s summative assessment”

Many educators and experts believe that formative assessement is an integral part of effective
teaching. In contrast with most summative assessements, which are deliberately set apart from
instruction, formative assessments are integrated into the teaching and learning process. For example,
a formative assessment technique could be as simple as a teacher asking students to raise their hands if
they have understood a newly introduced concept, or it could be as sophisticated as having students
complete a self-assessment of their own writing that the teacher then reviews and comments on. While
formative assessments help teachers identify learning needs and problems, in many cases the
assessments also help students develop a stronger understanding of their own academic strengths and
weakenesses. When students know what the do well and what they need to work harder on, it can help
them take greater responsibility over their own learning and academic progress.

Summary of SA
SA FA

When

How

Why

Examples

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TYPES OF FORMATIVE ASSESSMENT
1a. …………………are written student responses to questions teachers pose at the end of a class or
lesson. These quick, informal assessments enable teachers to quickly assess students' understanding of
the material.
Write one thing you learned today
Write one question you have about today's
lesson

1b. ……………….. are exactly like Exit Slips, but they are done prior to or at the beginning of the
class. Students may be asked to reflect on their understanding of their previous night's homework, or
they may reflect on the previous day's lesson if the question required a longer response time. Exit and
Admit Slips can be used in all classes to integrate written communication into the content area.
3 THINGS YOU FOUND OUT 2 INTERESTING THINGS1 QUESTION YOU STILL HAVE

2. …………………………The teacher presents a question (higher level, standard targeted). Students

have 20-30 seconds to think on their own. On a signal, they turn to a partner and discuss their thoughts
for approximately 1 minute, finally they share with the class for discussion. (Hand signal, perhaps with
a quiet sound signal, can be useful for this activity. A closed fist for think, crossed fingers for pairs,
and an open palm up for share)

3. ………………………….

Graphic organizers are visual models that can assist students in organizing information and
communicating clearly and effectively. Students can use graphic organizers to structure their writing,
brainstorm ideas, assist in decision making, clarify story structure, help with problem solving, and plan
research. These are a few of the more common graphic organizers and there are links to sites for more
at the bottom of the page.
Compare 2 things: Venn Diagram Mind map

4. Peer/ self assesments

Two Stars and a Wish A Strategy for Peer Assessment

This peer assessment is particularly useful for the writing process. Students are paired and asked to
read each other’s written work. The reader must identify two things the author did well (stars) and one
specific suggestion for improvement (the wish).
Before implementing this strategy, students must be trained on the process of providing appropriate
feedback to their peers. The teacher can use this strategy as a formative assessment by circulating
around the classroom and listening to the conversations between partners.
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5. ………………………….

Individual slates or whiteboards are a great way to hold all students in the class accountable for the
work. They actively involve students in the learning and are a terrific tool in the formative assessment
process because they give the teacher immediate information about student learning. When students
complete their work and hold their whiteboard up, the teacher can quickly determine who is
understanding and who needs help and adjust his/her instruction accordingly. Individual whiteboards
are easy to make from melamine or tile board which are usually carried at a local home supply store.

6. Constructive Quizzes

Periodic quizzes can be used during the formative assessment process to monitor student learning and
adjust instruction during a lesson or unit. Constructive quizzes will not only furnish teachers with
feedback on their students, but they serve to help students evaluate their own learning. The process is
outlined in the document below. By using quizzes to furnish students with immediate feedback, the
teacher can quickly determine the status of each student in relation to the learning targets, and students
can learn more during the discussions that immediately follow the quizzes, instead of having to wait
until the next day to see the results of the assessment in the form of a meaningless grade on the top of
a paper. The teacher should use the results of these quizzes to adjust instruction immediately based on
student outcomes.

Task . S.A v.s F.A.

FA SA

Content areas included

Evaluation as a course
 Evaluation during process

Purpose

Formality

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Chapter one- WHY TO TEST & TEST TYPES.
I. Finding out about the progress
The type of test we give depends very much on our purpose in testing. There are many reasons for
giving a test, of course, and we should ask ourselves about the real purpose of test which we are giving
to our students. Perhaps the most important reason is to find out how well the students have mastered
the language areas and skills which have just been taught. These tests look back at what students have
achieved and are called progress tests. Class progress tests are usually the most important kinds of
tests for teachers.
Also, unlike most other kinds of tests, progress tests should produce a cluster of high marks. If we test
what has been recently been taught and practiced (possibly over the past few days or weeks), then we
should expect students to score fairly high marks. If most of students fail to score high marks,
something must have been wrong with the teaching, the syllabus or the materials.
Although teachers should try to give progress tests regularly, they should avoid over –testing. Too
many progress tests can have as an harmful effect on students’ attitudes to learning as none at all.
Moreover, progress tests should be given as informally as possible. The best progress test is one which
students do not recognize as a test but see as simply an enjoyable and meaningful activity.
Because we will set out in a progress test to assess what we have recently taught, we should avoid
encouraging rote-learning in students. Once students suspect that the test is limited to what has been
taught, many will be attempted to learn by heart various language patterns, etc. Consequently, we
should write questions which to students applying what they have learnt. Above all, take care to avoid
using the same materials for testing that we have been using for teaching. Instead, use different
materials covering the same language areas and different texts containing similar features or involving
similar tasks.

II. Finding out about achievement.

Most people associate testing with achievement or attainment tests or summative tests. Unfortunately,
too many people think these tests are the chief – or only- type of test. This is not the case.
Unfortunately, the use of achievement tests is sometimes demonstrates a more negative (but essential)
side of testing.
In certain ways an achievement test is also like a progress test but is usually designed to cover a longer
period of learning than a progress test. Unlike progress tests, achievement tests should attempt to cover
as much of the syllabus as possible. If we confine our test to only one part of the syllabus, the contents
of the test will not reflect all that has been learned.

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An achievement test is usually a formal examination, given at the end of the school year or at the end
of the course. Often it takes the form of an external test which is set by an examining body: e.g. the
Test of English as a Foreign Language (TOEFL).
A test of achievement measures a student’s mastery of what should have been taught (but not
necessarily what has actually been taught). It is thus concerned with covering a sample (or selection)
which accurately represents the contents of the syllabus or a course book. Informal attainment tests
measure mastery of what has been learned over the past term or year. These tests are usually set by the
class teacher.
If you set an achievement test for several classes as well as your own class, you should take care to
avoid measuring what you yourself have taught- otherwise you will favor your own class. By basing
your test on the syllabus or course book rather than on your teaching, your test will be fair to students
in all the classes being tested. In this way, you will be able to establish and maintain a certain standard
each year, regardless of individual teachers and classes.
Problems of knowing what to include in the test may sometimes arise in designing an achievement
because there is often too much ground to cover. We may thus find it difficult to know what to leave
out of the test and what to put in. It is therefore important to emphasize here the value of close
cooperation with colleagues. Getting together with other teachers an make the writing of good
achievements a lot easier. Indeed, such team work will improve all the various kinds of tests you may
want to write.
III. Placing students
A placement test enables us to sort students into groups according to their language ability at the
beginning of the course. Such a test should be as general as possible and should concentrate on testing
a wide representative range of ability in English. It should thus avoid concentrating on narrow areas of
language and specific skills. Consequently, questions measuring general language ability can form a
useful part of a placement test. These questions often consists of blank-filling items and tests of
dictation.
Such questions, however, should make up only one part of a placement test. The most important part
of the test should consist of questions directly concerned with specific language skills which students
will require on their course. Consequently, it is important to write questions which concentrate on
those skills and areas of language on which the early part of the future course concentrates.
It is thus essential to examine the syllabus carefully and to bear it in mind constantly while writing a
placement test. In this way, a placement test looks forward to the language demands which will be
made on students during their course. Thus, for example, if students are going to be taught how to
describe processes in making things, we should include questions on the passive voice in our test.

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Finally, a placement test should try to spread out the student’s scores as much as possible. In this way,
it is possible to divide students into several groups according to their various ability levels. IV.
Selecting students
We may use a test to select certain candidates for a job or for a place on a course. A selection test is
necessary when there are far more candidates than a number of jobs or places which are available. The
purpose of the test is, therefore, is to compare the performances of all the candidates and select only
the best. In such a situation we are interested not so much in how well candidates can use English but
in how much better than the other candidates they are. Thus a very good candidate may not be selected
simply because there are even better candidates have taken the same test. Conversely, we may have to
select a fairly weak candidate because all other candidates are very poor.
We often refer to a selection test as being norm-referenced. That is, we compare the performance of an
individual with the other individuals in the group (i.e. the norm). Moreover, a good selection test will
usually spread out student’s scores over most of the scale we are using (e.g. from 0 percent to 100 per
cent). In this way, the results will make it easier for us to select groups of students at different levels.
We use norm-referenced test to show how a student’s performance compares with the performances of
the other students in the same group. For example, Is the student in the top part of the group? Is he or
she in the bottom part of the group or in the middle of the group? How many students in the group are
better than the student and how many are worst?
Selection tests are rarely set by the class teacher. They are usually set by outside specialists such as
public examining bodies and ministries of education. These outside specialists often draw up a
syllabus or description of the test they have designed. If they do not provide a syllabus, the generally
describe in some detail the objectives of their test.
V. Finding out about learning difficulties
In our teaching, we may sometimes be tempted to concentrate on following the syllabus and ignore the
needs of the students. However, if we do this, a lot of students may fail however thoroughly we have
covered the syllabus. It is very important to take into account the needs of our students at every stage
in our teaching. Just as it is necessary for doctors to diagnose an illness to cure their patients, so
teachers must diagnose problems in odder to teach effectively.
A good diagnostic test helps us to check our students’ progress for specific weaknesses and problems
they may have encountered. In order to find out what these weaknesses are, we should know exactly
what we are testing.
We do not usually want to assess the student’s ability to handle everything in the syllabus. This would
be far too ambitious and in any case would deter the student. We must select areas where we think
there are likely to be problems or weaknesses.

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Certain kinds of tests are not as suitable for diagnostic testing as others. For example, it is more
difficult to use a skill test such as a reading test or a test of free writing to determine problem areas in a
systematic way. Certain tests of grammar and pronunciation, on the other hand, are reasonably
straightforward for use in diagnosing student’s difficulties.
Usually a diagnostic test forms part of another type of test, especially a classroom progress test. As
such, it is useful to regard diagnostic testing as an ongoing part of the teaching and testing process. It
is usually an integral part of a programmed of continuous assessment. However, we may sometimes
wish to diagnose students’ difficulties before a course begins (in a proficiency test or placement test)
or towards the end of the course (in a achievement test).
When we mark a diagnostic test, we should try to identify and group together as a student’s marks on
particular areas of language. For example, if we have set a grammar test, we should put the marks
scored on all items in one grammatical area together.

Marks (grouped together) Diagnosis

Score Prepositions: No problems
Prepositions (Q1, 6, 8) 3/3 Tenses Tenses: problems with present perfect or
(Q2,4,9) 1/3 Articles (Q3, 7) 0/2 past simple
Relative pronouns (Q5, 10) 1/2 Articles: problems with articles before
uncountable
Relative pronouns: who, of whom

Diagnostic tests of all kinds are essential if we wish to evaluate our teaching. We can also evaluate the
syllabus, the course book and the materials we are using. Problems and difficulties may arise because
a particular area of language or a certain sub-skill has been glossed over in the course book or because
we have not provided students with enough practice. Whatever the reason, a classroom test can enable
us to locate difficulties and to plan appropriate remedial teaching.
VI. Finding out about proficiency
We use proficiency test to measure how suitable candidates will be for performing a certain task or
following a specific course. For example, the British Council administer a proficiency test to overseas
students intending to study in universities and polytechnics in Britain. This test has different parts
which candidates can choose to do according to their different purposes. It is thus possible for the test
to measure candidates’ proficiency in certain special fields: life science, medicine, social studies... The
language demands made in one subject area are usually quite different from those made in another.
Thus a candidate intending to study medicine in Britain should be given a different test from a
candidate intending to study history.

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In this way, a proficiency test looks forward to the actual ways in which candidates will use English in
the future. When we design a proficiency test, therefore, we should pay careful attention to those
language areas and skills which the candidate will need.
Task : Read notes and find the answers to fill in the table below. Compare the notes with a partner.
Test types Examples Aims When to Who sets up Notes
give? test?

1.

2.

3.
 4.

5.

6.

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Chapter two APPROACHES TO LANGUAGE TESTING I. What to test?
Students are often given general ‘grade’ which shows their ability in English. This does not really tell
teachers or students very much unless they know exactly what the grade is based on. It is not very
useful to talk in general about ‘ability in English’: one student may be very good at listening but bad
at writing; another student may speak fluently but makes many grammar mistakes, and so on. Thus, in
order to comment on a student’s progress, we need to test particular skills and ability. • Testing
……………………………………. (to find out what students can do) • Testing
…………………………………………. (to find out what students have learnt) Task 2: Imagine you
are testing students to find out these things
1. Can they follow street directions? …………………………………………….. 2. Can they
form the past tense correctly? …………………………………………….. 3. Can they write a
few sentences about their family?……………………………………………..
4. Do they know common words for rooms and furniture?……………………………………………
5. Can they understand a simple description of their town?…………………………………………
Which main area would each test focus on?
II. Approaches to language testing
1. Direct Testing v.s Indirect Testing
- Direct testing requires Ss to perform the skill to be measured. It is commonly associated with
productive skills
Ex. if we want to know how well a student writes essays, then we get them to write an essay.
If we want to know how well they pronounce a language, we get them to speak - Indirect
testing measures the abilities underlying the skills to be measured
Ex. A writing test that requires Ss to identify grammatical errors in sentences
2. Objective v.s subjective testing
- Subjective is a term used in language testing. If judgment is required/made on the part of the scorer,
the test is then said to be subjective. Examples of subjective questions are compositions, reports,
letters,..
Subjective questions offer better ways of testing language skills and certain areas of language since
subjective questions allow for much greater freedom and flexibility in the answers they require, they
can only marked by competent & experienced markers or teachers. Often there is no answer which is
100 per cent right or wrong. Markers have to use their own judgments when they award marks. -
Objective testing, on the other hand, require no judgment on the markers. Examples of objective test
items consist of multiple choice items, true-false items, ordering / arrangement.... An objective test

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item can be marked very quickly and completely reliably because an objective test item has only one
correct answer; this kind of test can be marked by a machine or an inexperienced person. Objective
items have consequently become very popular in many countries.

Task: Are questions 1, 2,3 subjective or objective test items?

1.The following 10 sentences about a fire drill are in the wrong order. Write the sentences
in the correct order.
A. Then the class should walk quickly along the corridor to the main entrance.
B. Each class monitor should then check the attendance.
C. Etc.
2. Choose the best reply in List B for each of the sentences in List A.
List A List B
1. Good evening, sir A. Just a glass of water

1. Is this table all right? B. Rice, please.

2. Anything to drink, sir? C. Yes, it’s fine.

3. Here’s the menu. D. Good evening. A table for 1

4. Potatoes or rice with it? E. Some bread, please.

5. Anything else ,sir? F. Thanks, I’d like fish

3. What’s your favorite pastime?

A’s answer: Swimming B’s answer: I always like swimming.
C’s answer: I like swimming a lot, but I’m not very good at it. D’s answer; I enjoy to swim.
E’s answer: Swimming is my favorite game. F’s answer: Swim 3. Discrete point v.s
integrative
- Discrete point tests focus on one linguistic element at a time and tend to be indirect. This might, for
example, take the form of a series of items, each testing a particular grammatical structure. -
Integrative tests requires to students to combine many linguistic elements and tend to be direct. Ex.
Composition, dictation, cloze tests, note-taking

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Task: In your group, consider the tasks below and decide whether these tasks are direct or indirect,
subjective or objective, integrative or discrete point tasks

Task types What ? Direct Indirect Sub Obj Discrete-p Integrative

1. Gap-fill

2. Summary writing

3. Jumbled sentences

4. Underlining mistakes

5. Speaking on a
given topic

4. Norm-referenced v.s criterion referenced testing

- In norm-referenced tests, candidate performance is assessed in comparison with that of the other
candidates. For these reasons the cut- off points (line between fail and pass) are determined after the
test results are obtained from the group of students based on the contribution of the scores.
- Criterion- referenced tests compared all the testees to a pre-determined criterion. In such tests
everyone whose achievement comes up to the pre-set criterion will receive a pass mark, while those
under it will fail. The criteria are often set in terms of tasks that students have to be able to perform
(e.g. to interact with an interlocutor with ease, to ask for information and understand instructions)

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QUALITIES OF A GOOD TEST
I. Reliability
1.Definition of Reliability.
Every test should be reliable. In other words, a test should measure precisely whatever it is supposed
to measure. If a group of students were to take the same test on two occasions, their results should be
roughly the same- provided that nothing has happened in the interval (such as one student receive
private tuition or several sudents comparing notes and specially preparing for the test when it is set a
second time). Thus if students’ results are very different (e.g. the top student scoring low marks the
second time), the test cannot be described as reliable.
2. Reliability and …………
Reliability is achieved through size: through a large number of test items within the test and through
piloting the test with a large number of candidates. If there are few items in the test, the test may rely
too heavily on luck- weak candidates may score 50% or more on a short test which has only
True/False type questions, just by guessing. If the test is piloted with less than 30 students who happen
to all come from gifted schools and they all score over 90 %, the test writer will conclude that the test
is too easy. The larger the sample, the easier it is to find the items which are too easy or too difficult,
and then to remove them.
3. Reliability and Test Item …………………….
If individual test items are too hard or too easy for everyone then they are not reliable test items: they
do not differentiate between strong and weak candidates. Reliable test items ensure that one and two
thirds of the candidates will get it right. Over the whole test, especially with achievement tests, this
means that the candidates’ final scores are distributed with approximately one third scoring less than
45% (weaker candidates), one third scoring between 45%-65% (average candidates) and one third
scoring 65%-100% (good candidates). Tests which show this kind of spread of scores are reliable
4. Reliability and ……………..
Sometimes a test can be unreliable because of the way it is marked. For examples, if an average
composition is marked immediately after a very good composition, the average composition may be
given a mark that is actually below average. The marker’s subconscious comparison of the two
compositions will result in the average composition appearing worse than it really is. However, if the
same average composition is marked immediately after a very poor one, then it may appear above
average and be awarded a higher mark than it deserves.
In addition, different markers may award different marks to the same composition; for example, some
of the markers may be very lenient and others may be unfairly strict.

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5. Reliability and ……………….
Another factor that influences the reliability of a test is how much a test is based on passages and
questions taken directly from a textbook and how much it is based on the syllabus within the textbook.
An over-emphasis on ‘quoting’ the textbook in a test will produce results that do not reveal real
achievement or progress of the learners in terms of reading, writing, listening, speaking, vocabulary
and grammar. The results will only reveal how well students have memorized the passages and the
correct answers.
6. How to make tests more reliable?
• Provide large samples: the more tasks the testee has to perform, the more reliable the test
should be. (each item should represent a fresh start)
• Do not allow candidates too much freedom
• Write unambiguous items
 • Provide clear and explicit instructions
• Ensure that tests are well laid out and perfectly legible
• Candidates should be familiar with format and testing techniques
• Identify candidates by number, not by name
• Scoring (subjective marking reduces reliability; provide a detailed scoring key; train scorers;
agree acceptable responses and appropriate scores at outset of scoring)
II. Validity
1.Definition
The central question about validity, according to Caroll and Hall (1985) is this: are we actually
measuring what we are intending to measure? A listening test with written multiple-choice options
may lack of validity if the printed choices are so difficult to read that the exam actually measures
reading comprehension as much as it does listening comprehension.It is least valid for students who
are much better at listening than at reading. Similarly, a reading test will lack validity if success in the
exam depends on information not provided in the passage. A composition test which requires students
to write about modern methods of transport may not be valid since it will measure not only an ability
to write in English but also an interest in, or a knowledge of, modern transport. When students are
given an oral interview, is it only their language abilities that are being assessed or are such
assessments influenced by the students’ personalities?
2. Types of validity
Validity is often discussed under the headings: face, content, response, statistical…
-Face validity concerns the appeal of the test to the popular (non-expert) judgment, typically that of
the candidate, the candidate’s family, members of the public…
-Content validity, on the other hand, depends on a professional judgment, that of the teacher or tester.
These experts use their own knowledge of the language to judge to what extent the test provides a
satisfactory sample of the syllabus.
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-Response validity is intended to describe the extent to which examinees responded in the manner
expected by the test developers. If examinees respond in a haphazard or non-reflective manner, their
obtained scores may not represent their actual ability. Also, if the instructions are unclear and the test
format is unfamiliar to the students, their responses may not reflect their true ability, and in this way
the test may be said to lack response validity.
-Statistical or empirical validity is the validity obtained as a result of comparing the results of the test
with the results of some criterion measure such as:
- an existing tests, known or believed to be valid and given at the same time .
- the subsequent performance of the testees on a certain task measured by some valid test
-the teacher’s ratings or any other such form of independent assessment given later 3.
How to make tests more valid?
First, write explicit specifications for the test which take account of all that is known about the
constructs that are to be measured. Make sure that you include a representative sample of the content
of the these in the test.
Second, whenever feasible, use direct testing. If for some reason it is decided that indirect testing is
necessary, reference should be made to research literature to confirm that measurement of the relevant
underlying constructs has been demonstrated using the testing techniques that are to be employed.
Third, make sure that the scoring of responses related directly to what is being tested. Finally, do
everything possible to make the test reliable. If a test is not reliable, it can not be valid. III.
Practicality
The main question of practicality is administrative. A test must be carefully organized well in advance.
How long will the test take? What special arrangements have to be made? (for example, what happens
to the rest of the class while individual speaking tests take place)? Is any equipment needed (tape
recorder, language lab etc.)? How is marking the work handled? All of these questions are practical
since they ensure the success of a test and testing.
Questions
1. What are the three main qualities of a good language test?

2.Which of these are more reliable?

a. tests with a large number of test items in them
b. tests with a small number of test items in them
c. tests piloted in a few school
d. tests piloted in a across the whole country
e. test items in which 40% of candidates get it right
f. test items in which everyone gets it right.
g. tests which rely on markers’ good level of English and their subjective judgment
h. tests items can be marked clerically

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i. test items for reading which use the same grammar and vocabulary as the textbook but I a new
passage that no candidate has ever seen before.
j. test items for reading which are taken directly from the textbook

3. Validity
a. why is the listening test invalid?
b. why is the reading test invalid?
c. why is the speaking test invalid?
d. why is the writing test invalid?

4. Match the Types of Validity with the correct definitions

 1. Face Validity A. the test layout and instructions are clear so students’ wrong answers
are because of their lack of ability in English, not because the answer
sheet was badly designed and made them put the tick in the wrong box.

2. Content Validity B. Other teachers agree that the methodology used in the test and the
language items tested are the right level and approach for their students

3. Response Validity C. The same students who got high, average and low marks on this test will
get high, average, and low marks on another test.

4. Statistical Validity D. The test is what students and parents want and it looks familiar to them

5. Are the following test items highly valid? Why or why not? If (not), suggest ways to make it more
valid.
1. PRONUNCIATION
Choose a word which has a different stress pattern
A. shampoo B. visit C. prefer D. idea
A. banana B. wonderful C. terrific D. eleven
2. WRITING
Write a letter expressing your complaint about a bus service
3. SPEAKING
Complete this conversation by writing A's part
A: .......................................................................
B: I'm fine
A: ......................................................................
B: Yes, we're going to Paris for three weeks. What about you

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GUIDELINES FOR TEST DESIGN

Criteria for a good test

In general, a good test ....

...tests what has been taught
...encourages students to learn what you want them to
...is motivating for students
...has clear, simple instructions which follow the same format as the textbooks and national
exams ...is suitable for the level of the students – not too easy, not too difficult
...has something for everyone in a mixed ability class
...has a clear marking scheme – clear to both teachers and students
... has a clear layout and different sections are labeled.
e.g. “ Section 1 – Grammar”, “ Section 2 – Reading”
...is easy to prepare, administer and mark
...is cheap to produce
...follows a format which is familiar to students from their lessons
...makes it difficult for students to copy
...contains a variety of question types and tests a variety of skills/ knowledge
areas ...fits well into the time available in class

For the whole test

1. Test what you teach – grammar, vocabulary, skills, topics, task types, instructions should all follow
the book BUT don’t copy the test texts straight from the book. Not even the examples ( e.g. for
writing ) should come straight from the book.
2. Copy the instructions from the book. Don’t use instructions in English that students have never seen
before. The level of English in the instructions must not be higher than the students’ level. If it has
to be, use Vietnamese.
3. Make sure the test “covers “ the book. There should be a good spread of topics and language in the
test. The items should not come the same units. You can mix up language from several units in one
item.
4. Make the level of difficulty the level of the average students
5. Make sure all the test texts are grammatically correct.
6. Make sure the task designed doesn’t induce errors.

18
7. Students should do a practice test first to get used to the format some days before they do the real
test. You can use last year’s test as a practice test.
8. Always get someone to be a moderator and “try out” your test items before putting them into the
test.

Multiple choice / True False

1. Each test item should test only one thing.
2. There must be only one right answer in each test item.
3. The options must be attractive enough for students to choose them.
4. Make sure students have to do the test item to get the right answer. Be sure you are testing
language and not other knowledge.
5. Avoid grammatical glues in the options e.g. capital letters, a or an, etc.
6. All the choices should be the same part of speech or function, e.g. three noun phrases, prepositions
or verbs.
7. The options should exist as correct English – don’t make up words or wrong spellings for the
options.
Task: What’s wrong with these MCQ
I. Choose the letter of the correct answer

1. She had to help the …………..old man up the stairs.

A. weak B. slowly C. try D. wisdom
2. They need lots of training to operate such ……….equipment.
A. essay B. sophisticated C. blue D. wise
3. She sent the ………… yesterday
A. letter B. gift C. food D. books
4. This is the theater ……………..I told you about last week.

A. what B. where C. why D. how

5. HCMC is the ....... city in Vietnam.

A. biggest B. smallest C. newest
6. After the accident he was taken to hospital in an ......
A. caravan B. lorry C. ambulance
7. Fancipan is the ....... mountain in Vietnam.
A. higher B. highest C. mosthigh
8. There ....... good programs for teenagers on T.V
A. isn’t any B. aren’t any C. aren’t some D. isn’t some

19
Gap Fill
1. There should be only one gap per sentence.
2. There should be no gap in the first sentence.
3. The gaps should be independent of each other – getting the second gap right doesn’t depend on
getting the first gap right.
4. The gaps should represent a variety of language and part of speech: articles, pronouns, adjectives...
 not just nouns or verbs.
5. Make sure that each gap can only be filled by one of the given words.
6. Avoid non-language clues – e.g. students can match long and short words by the size of the gaps.

II. Gap Fill

Fill in the gaps with the words in the box.

from like is doesn’t

visit sometimes lessons classes

One of the persons I like in my class ( 1 ) - - Trung. Although he ( 2 )- -- - - know English, he speaks French
very well. Trung comes ( 3 ) - - - - a poor family, but he studies very well and has in fact become an example
for us to follow. He never misses any ( 4 ) - - - - - - and almost always comes early for ( 5 ) - - - - - - -. At
weekends, he would ( 6 )- - - - to ( 7 ) - - - - -his grandparents who live 5 kilometers from his house. ( 8 ) - - -
- - - - - - I join him and we have a really good time.

Answer key
1. is 2. doesn’t 3. from 4. classes 5. lessons
6. like 7. visit 8. Sometimes

20
PRACTICE WRITING QUESTIONS

Higher and lower order thinking skills

Bloom’s taxonomy can help teachers contextualize the level of thinking skills involved with our
goals, and offers many example active verbs that can help us write the goals.

▪ Knowledge: Learner’s ability to recall information . (Can the student recall or remember the
information?
▪ Comprehension: Learner’s ability to understand information (Can the student explain ideas or
concepts?)
▪ Application: Learner’s ability to use information in a new way (Can the student use the
information in a new way?)
▪ Analysis: Learner’s ability to break down information into its essential parts (Can the
student distinguish between the different parts?)
▪ Synthesis: Learner’s ability to create something new from different elements of information ▪
Evaluation: Learner’s ability to judge or criticize information ( Can the student justify a stand or
decision?)

Task 1: Verb classification

Which of these verbs are related to Knowledge or comprehension?
define, identify, classify, indicate, know, contrast , label, summarize, list, name, compare, recall, paraphrase,
report, select

21
Knowledge Comprehension
Task 2 Are these activities knowledge , comprehension , application, analyzing, ? 1.
Label the parts of a body.
2. Outline the steps necessary for an idea to become a law.
3. Group together all the animals with 4 legs.
4. List the food people often have for breakfast
5. Dress a doll in national costume
6. Drill and practice
7. Make up a puzzle or a game about the topic.
8. Finding definitions
9. Memory games
10. Conduct an investigation to produce information to support a view

Task 3: Write down questions for

Remembering Understanding Applying

22
Task 4: Read the following test items and decide which level each question belongs to.

Wanted: Private Chinese Tutor

My husband, two children and I need a Chinese teacher because we are moving to Hong Kong next
summer. The teacher must come for one hour on Monday, Wednesday and Thursday evenings. We have
some background in Chinese vocabulary and grammar, so we need to focus our classes on writing and
conversations. We are willing to pay $20 an hour to the right person. Email Deb at [email protected]

To:[email protected]
From:[email protected]
Subject: tutor
Date: August, 30th
Dear Deb,
I am a Chinese teacher from Hong Kong. I am now a student here in New Zealand. I taught Chinese in
my home country, so I have a lot of experience. I am free every evening. I am very interested in
meeting you and your family.
Please call me on: 09—993-444
Lilywong
 1. Who wrote the advertisement?
A. The husband B. The wife C. The children D. The teacher 2. Why do they need a teacher?
A. They are moving to another country C. They are Chinese
B. They are taking a trip to Hong Kong D. They have two children
3. How much do they want to pay per week?
A. $ 20 B. $30 C.$ 40 D. $ 60 4. What did Lilywong do before she moved to New
Zealand?
A. She was a student C. She was free every evening
B. She was a teacher D. She lived in Hong Kong
➢ Practice witting test items

Complete the 4 test items below as instructed. The test items are to test the candidate’s reading
comprehension
The Ring and the Fish
(1) Thomas and Inger, who live in Sweden, are the happiest couple in the world. Two years ago, they
were on a boat a few kilometers from the beach. Thomas asked Inger to marry him and he gave her a
gold ring. He wanted to put the ring on Inger’s finger, but he dropped it and it fell into the sea. They
were sure the ring was lost forever.
(2) That is, until last week, when Mr Carlson visited them. He has a fish shop and he found the ring in
a large fish which he was cutting up for one of his customers. The fish thought the ring was something
to eat! Mr. Carlson knew that the ring belonged to Thomas and Inger because inside there were some
words. They were, ‘To Inger, All my love’. And so Mr. Carlson gave the ring back to them. (3)
Inger now has two rings. When they lost the first one, Thomas bought Inger another one. But they
think the one the fish ate is the best one.
23
Test item 1 (Paragraph 1) Read the paragraph and choose the best answer for Question 1
Question 1: ……………………………………………………………………………..
A. ……………………………………………………………………………… B.
……………………………………………………………………………… C.
……………………………………………………………………………… D.
……………………………………………………………………………… (KEY)
(Note: You are supposed to write a question (stem) about a detail from this paragraph and 4 options.
Provide the correct option in the KEY

Test item 2 (Paragraph 1) Read the paragraph and decide if each statement is TRUE or FALSE
Question 1: ………………………………………………………………….TRUE- FALSE
Question 2: ………………………………………………………………….TRUE- FALSE
(KEY: Question 1 is TRUE; Question 2 is FALSE)
(Note: You are supposed to write 2 statements about 2 details from this paragraph according to the
KEY provided

Test item 3: The word “……………………” in the 2nd paragraph is closest in meaning to ………
A. ………………….B………………..C. …………………D. …………………. (KEY:
…………………………………..)
 QUY TRÌNH RA ĐỀ KIỂM TRA

Bước 1: Xác định mục tiêu của kiểm tra

Kiểm tra , đánh giá kết quả học tập của hs được thực hiện nhằm cung cấp thông tin phản hồi về sự tiến
bộ và kết quả học tập mà hs đat được trong quá trình cũng như tại thời điểm kết thúc giai đoạn học tập,
góp phần khuyến khích và định hướng hs trong quá trìn học tập, giúp GV và nhà trường đánh giá và
điều chỉnh việc giảng dạy môn tiếng Anh môt cách hiệu quả ở trường THPT.
Việc kiểm tra, đánh giá kết quả học tập của hs phải bám sát mục tiêu và nội dung dạy học của Chương
trình tiếng Anh THPT, dựa trên mục tiêu thể hiện thông qua 4 kỹ năng: nghe, nói, đọc viết được quy
định đối với các khối lớp 10, 11, 12.
Kết quả học tập môn tiếng Anh được đánh giá thông qua các bằng chứng về năng lực giao tiếp mà hs
đạt được trong quá trình học tập dưới hai hình thức: đánh giá thường xuyên (formative assessment) và
đánh giá định kỳ (summative assessment)
Việc kiểm tra, đánh giá được tiến hành thông qua các hình thức khác nhau như định lượng (cho điểm)
và định tính (nhận xét, xếp loại), đánh giá cùa GV và tự đánh giá của hs. Các hình thức kiểm tra đánh
giá cần đa dạng, bao gồm các hình thức thường xuyên và định kỳ như kiểm tra 15 phút, kiểm tra 1 tiết,
KT cuối kỳ, cuối năm, hồ sơ học tập, dự án học tập xuyên suốt năm học. Việc KT được thực hiện đối
với các kỹ năng nghe, nói (kỹ năng tương tác), đọc viết trong phạm vi chủ điểm, chủ đề và kiến thức
ngôn ngữ đã học. Tùy theo điều kiện cụ thể, việc kiểm tra kỹ năng nói có thể được thực hiện dưới

24
hình thức bài kiểm tra kỹ năng (kiểm tra định kỳ) hoặc dưới hình thức kiểm tra thường xuyên trong
quá trình dạy học.
Bước 2: Xác định hình thức đề kiểm tra
1. Căn cứ vào mức độ phát triển năng lực của hs ờ từng học kỳ và từng khối lóp, GV và nhà trường
xác định tỉ lệ các câu hỏi, bài tập theo 4 mức độ yêu cầu trong các bài kiểm tra trên nguyên tắc đảm
bảo phù hợp với đối tượng hs va tăng dần tỉ lệ các câu hỏi, bài tập ở yêu cầu vận dụng, vận dụng
cao.
2. Kết hợp một cách hợp lý giữa hình thức trắc nghiệm với tự luận; giữa kiểm tra lý thuyết và kiểm tra
thực hành trong các bài kiểm tra; tiếp tục nâng cao yêu cầu vận dụng kiến thức liên môn vào thực tiễn;
tăng cường ra các câu hỏi mở.
Bước 3: Xây dựng ma trận đề kiểm tra

a. Khái niệm ma trận đề

Ma trận đề kiểm tra là một bảng có hai chiều, một chiều là nội dung hay mạch kiến thức, kỹ năng cần
đánh giá, chiều kia là các mức độ tư duy của hs theo các cấp độ: nhận biết, thông hiểu và vận dụng
(gồm có vận dụng ở cấp độ thấp và vận dụng ở cấp độ cao). Chú ý đến nội dung cốt lõi cần kiểm tra,
đánh giá. Trong mỗi ô là chuẩn kiến thức, kỹ năng chương trình cần đánh giá, tỉ lệ % số điểm, số
lượng câu hỏi và tổng số điểm cùa các câu hỏi. Số lượng câu hỏi của từng ô phụ thuộc vào mức độ
quan trọng của mỗi chuẩn cần đánh giá, lượng thời gian làm bài kiểm tra và trọng số điểm quy định
cho từng mạch kiến thức, từng cấp độ nhận thức.
b. Yêu cầu khi xây dựng ma trận đề
Xây dựng ma trận (tiêu chí kỹ thuật ra đề bài kiểm tra) có hai mục đích:
1. Công cụ lập kế hoạch kiểm tra- trước kỳ kiểm tra
- Đảm bảo các cấp độ tư duy cần thiết được đánh gía.
- Đảm bảo nội dung chương trình quan trọng được đánh gía.
2. Công cụ đánh giá chất lượng các bài kiểm tra sẵn có- sau kỳ kiểm tra
- Kế hoạch kiểm tra ban đầu có được thực hiện hay không?
- Nội dung chương trình và cấp độ tư duy nào đã được đánh giá?
Bảng mô tả tiêu chí kiểm tra 2 chiều thường có các nội dung sau:
- Các nội dung kiểm tra ( theo chủ đề học tập
- Các cấp độ tư duy (Nhận biết- Thông hiểu- Vận dụng- Vận dụng cao)
Kèm theo tỷ lệ % mức độ quan trọng trong mỗi ô
Tầm quan trọng của việc thiết kế ma trận thể hiện ở các điểm sau:
- Đưa ra một cấu trúc hợp lý, cân đối nhằm xác định được đầy đủ các nộị dung cần kiểm tra. Nhìn ma
trận, có thể đánh giá được đề kiểm tra có có toàn diện và tổng hợp được những phạm vi kiến thức, kỹ
năng cần đánh giá không, có phân hóa được năng lực hs không.

25
- Thể hiện được số lượng những câu hỏi đảm bảo cân đối về thời lượng cũng như mức độ quan trọng
của từng nội dung đã học. Câu nào khó hơn thì để dành thời lượng và số điểm cao hơn - Thể hiện cụ
thể các yêu càu về mức độ tư duy của mỗi nội dung càn kiểm tra

Bài tập
Nhìn vào ma trận dưới đây và cho biết ma trận còn thiếu thông tin nào và hảy bổ sung thông tin còn thiếu
Chủ đề Nhận biết Thông hiểu Vận dụng Tổng

TN TL TN TL TN TL

I. Listening 5 5
2,5 2,5
II. Reading 5 5
2,5 2,5

III. Language 10 10
Focus 2,5 2,5

IV. Writing 5 5
2,5 2,5

Tổng 10 10 5 25
2,5 5,0 2,5 10

Một số lưu ý khi thiết kế bài kiểm tra 1 tiết hay cuối học kỳ
*Cần nêu rõ thời gian làm bài và điểm cho mỗi bài
* Bài kiểm tra cần có cấu trúc rõ ràng, nên theo trật tự: Nghe, Đọc, kiến thức ngôn ngữ và viết
* Nên cho hs làm ngay vào bài kiểm tra để tránh phải chép lại bài tập
* Lời cho bài nghe nên ghi âm sẵn
* Tiêu đề phải ngắn gọn, rõ ràng

26
Chapter three TESTING GRAMMAR

I.What aspects of grammar to be tested?

-
………………………………………………………………………………………………………
-
………………………………………………………………………………………………………
-………………………………………………………………………………………………………
. -
………………………………………………………………………………………………………
-
………………………………………………………………………………………………………
II. How to test grammar?
-
………………………………………………………………………………………………………
-
………………………………………………………………………………………………………
-………………………………………………………………………………………………………
. -
………………………………………………………………………………………………………
-
………………………………………………………………………………………………………
III. Some common test formats for testing grammar
Are these recognition or production task types? Put a tick in the correct column
Task types Recognition Production

1. Multiple choice question ………………. ……………

2. True- False ………………. ….
3. Completion items ………………. ……………
4. Sentence transformation ………………. ….
5. Error-recognition ………………. ……………
6. Combination & addition items ………………. ….
7. Items involving the changing of ………………. ……………
words 8. Paring and matching ………………. ….
9. Rearrangement ………………. ……………
10. Editing ….
……………….
……………
11. Paraphrasing ………………
….
……………
….
……………
….
……………
….
……………
….
……………
….

IV. Why testing grammar in a communicative manner?

Communicative tests aim to test students’ success in using the language for communication. For this
purpose, real-life tasks are used for testing purposes
FIVE CHARACTERISTICS TO MEASURE COMMUNICATIVE GRAMMAR

❖ Test must provide more context than only a single sentence.

❖ Test takers must understand what the communicative purpose of the task is.

❖ should know who the intended audience is

❖ Items should promote a focus on meaning and not just form the correct answers

❖ Recognition is not sufficient. The test takers must be able to “produce grammatical responses”
adequate to the communicative situation given. (R. Dickins)

➢ THEREFORE

27
Have test takers SAY or WRITE something of discourse length in order to perform some
communicative tasks for known audience.

V. Some examples
Task: Name the following task types
1. ………………………
1. If you eat insects, a. You’ll get soaked

2. If you touch the dog, b. I’l call the police.

3. If you steal my
c. You’ll be sick.
boyfriend, 4. If you go out
d. You’ll be able to get a ticket.
now,
e. It’ll bite you.
5. If you don’t leave,
f. I’ll never speak to you again.
6. If you book a ticket,

2. ………………….
A preposition is usually folowed by a “noun” TRUE FALSE “Tom ought
not to have told anyone the secret.”

3. ……………………..
Use the errors students make in their composition to write these types of
items It was a terrible accident at an air-show held in West Germany
yesterday A B C D

4. ……………………….
a. Ideally GAP FILLING ITEMS should have just one correct response.
What was most disturbing _____that for the first time in his life Henry was on his own. b. An
item with two possible correct responses may be acceptable if the meaning is the same,
whichever is used;
 He displayed the wide, bright smile ____had charmed so many people
before. 5. ....…………………. Testing ………………………

The council must do something to improve transport in the city. ……………, they will lose the
next election

6. ………………………………………
(a) Remember that it is not necessary to answer the questions in the order set (NEED)
………………………………………………………………………………… (b) You
are advised to check your answers carefully after each question. (ADVISABLE)
…………………………………………………………………………………

7. ………………………………………Testing………………..

28
John looked around the room. The book
was still ……. The table. The cat was
……. The chair. He wondered what was
……the box ……the telephone

8. ……………………………
These require students to write a sentence equivalent in menaing to one that is given. It is helpful to
give part of the paraphrase in order to restrict students to the grammatical structure being tested.

A. Testing ……………………………………………….
When we arrived, a policeman was questioning the bank clerk.
➢ When we arrived, the bank clerk …………………………………

B. Testing ……………………………………………….
It is six years since I last saw him.
➢ I ……………………………………………………………..six years

9. Sentences from pictures.

-Hand out a sheet of picture.
-Ask students to come out sentences from the picture or ask them to tell a
story 10. …………….
Underline the mistake in the sentence and correct it
John usually working from Monday to Friday

29
Chapter four TESTING VOCABULARY

I. What aspects of words to be tested?

When creating a vocabulary test, teachers can determine a student’s knowledge of the following:
• Word form (spelling/ pronunciation, word formation, building grammar)
• Word meanings.(synonyms, antonyms, hyponymys.)
• Word usage (collocation/formality)

II. How to test vocabulary?

-
………………………………………………………………………………………………………….
-
………………………………………………………………………………………………………….
-
………………………………………………………………………………………………………….
-
………………………………………………………………………………………………………….
II. Common techniques for testing vocabulary
Task: Read the following testing techniques for tesing vocabulary and

- say what aspect(s) of vocabulary each focusses on - say if it is recognition or production type

1.Recognize synonyms ……………………… ………………………. Choose the

alternative (a, b, c, d) which is closest in meaning to the word “gleam”. a. gather b. shine
c. welcome d. clean

2. Items involving synonyms ……………………… ………………………. Write in each

space the best word to replace the word underlined in each sentence. a. Tom went at once
to the doctors’ immediately
b. The boat is over fourteen feet in length …………….

3. Recognize definitions: ……………………… ………………………. “loathe” means:

a. dislike intensely b. become seriously ill c. csearch carefully d. look very angry

4. Contextualized vocabulary ……………………… ………………………. Someone else is (a)

playing; b) calling; c) singing;) the tune, and for the moment you´re quite happy to go (a) along; b)
around; c) away) with what seems like a reasonable idea.
Hobbies (a) make; b) use; c) take) up far too much time and children could need support with a new
activity

5. Correction/ Editing ……………………… ………………………. Maria bought a skarf for the

winter

6.Matching ……………………… ………………………. Put these words into the correct

column:
30
apple, grape, carrot, banana, cauliflower, spinach, strawberry, potato, cherry, melon
Fruit Vegetables
…….. …………….
Which beginning goes with which ending?
a .He planted 1. the stones and weeds
b. She picked 2. some beautiful red apples
c .She dug up 3. the seeds in three separate rows

7. Word transformation ……………………… ………………………. Rewrite a sentence

but with the same meaning:
“Bob is very good at football.
➢ He plays football ________________”

8. Sets (associated words) ……………………… ………………………. Read each of the

following lists of four words. One word does not belong in each list. Put a circle round the odd in
each lits
son happy arrive
father married depart
boy engaged go away
brother single leave
Each group of words is related to a particular subject. Write down the particular sujbject which is
connected with each group of words
hand theatre volume nursery
wrist sister track lift
dial bed head slope
face ward spool snow
(watch hospital tape-recorder skiing)

9. Addition ……………………… ………………………. Add one letter to each of the following

words (in any place) to form a new word. A clue is given to help you.
1. RAN rain can spoil a day at the seaside
2. OAR .......... the sound a lion makes
3. EAR .......... a fruit
4. RULE .......... you use it to draw straight lines
5. COD .......... it is like this in winter

10. Word fomation ……………………… ………………………. Write the word in each blank.
The word you write must be the correct form of the word on the left. a. CARE Be
…………..when you cross the road
b. INTEREST Do you think this book is ………………..?

11. Word Collocation

A. Choose one of the given words ……………………… ………………………. He has to (
make / do ) a decision
He ( does/makes ) the dishes everymornig
He (is riding/ is driving) his bicycle now
B. The following idioms are all about getting old. Complete them using these words:
getting dog over wrong ……………………… ……………………….
a. You can´t teach an old .......... new tricks.
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b. My grandmother is …… on in years. She's no longer able to look after her home without help..
c. He´s .......... the hill.

12. What are they? ……………………… ………………………. Read the descriptions some
things you may find in our bag. What is the word for each description? a. If you lose this, you
won’t be able to ableto get into your house k_ _ b. Many people put these on when they want to
read something g_ _ _ _ _ _ c. You write important dates in this so you don’t forget them d _ _ _
_

13. Sentence completion ……………………… ………………………. A. Finish the following

sentences:
a. I feel depressed when...
b. I never have an appetite when...
c. If you break an egg with a hammer, …….

B. Write the word to fill in the gap

a. The metal object that hangs on the wall and keeps us warm is called a ……. .
b. There are usually four ……. In a room above the floor but below the ceiling.
c. The .……is found at the top part of the room where the lights usually are

C. Read through the following passage containing a number of incomplete words. Write
each completed word on your answer sheet at the side of the appropriate number. (Each
dash represents one letter.)
Snakes are one of the (1) d-m-n--t groups of (2) r-pt----: there are at least 2,000
different (3) sp-c--s of snakes (4) sc-t----d over a wide area of the earth. Not all
snakes are (5) p--s- n--s: in fact, the (6) m-j---- y are quite harmless. Contrary to (7)
p-p-I-- belief, a snake's (8) f--k-d tongue is not (9) d-ng ----- to human beings: it is
merely for touching and smelling (10) s-bs--n--s. Snakes (11) in--ct poison into
their, (12) vi----'s body by (13) b-t--g him with their (14) f--gs.

14. Matching ……………………… ………………………. Match the vocabulary with the

correct definition
Definition Words

1. The metal object that hangs on the wall and keep us a. wall
warm 2. The top part of the room where the lights usually b. ceiling
are c. radiator
3. There are usually four of these in the room above the floor but below
the ceiling

15. Writing sentences ……………………… ………………………. A. Make

sentences from given words. For example: healthy, violence...
You need to eat more vegetables and less fat to be healthy

B. What is happening? Write down as many sentences as possible

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