Topic 3 mid term assignment testing and assessment in english language teaching

HANOI PEDAGOGICAL UNIVERSITY FACULTY OF ENGLISH TOPIC MID-TERM ASSIGNMENT TESTING AND ASSESSMENT IN ENGLISH LANGUAGE TEACHING Group Đỗ Thị Anh Thư 207140231215 Nguyễn Hồng Nhung 207140231160 Nguyễn Ngọc Khánh Linh 207140231116 Class: ELT 305.46spa.3_LT Hanoi, 2023 Contents TOPIC Question a Validity b Reliability c Practicality d Authenticity e Fairness Question 2: Design a matrix for a progress achievement test for Units 10-12 .5 Explain the steps you have followed in designing the test matrix 10 Explain the weighing of your design 11 APPENDIX 12 TOPIC Question 1: In the appendix, you may find a description of the Preliminary English Test (PET - Level B1) for Speaking skills, the test procedures and guidelines, the sample speaking test, and the speaking assessment scale The test is intended to be used as the final speaking test for Grade 12th students whose expected level of proficiency is B1 There are 240 grade 12th students in school A who will take this speaking test Six English teachers are invited to be examiners and they are given a one-day training course on the assessment scale Read the description in the appendix, evaluate and provide an analysis of the following principles: a Validity b Reliability c Practicality d Authenticity e Fairness a Validity Validity indicates whether the test is meaningful, reasonable, and useful Validity gives meaning to test scores; it shows the relationship between test performance and job performance It can help teachers make fairly accurate judgments about students based on their scores on tests In the appendix, of the Preliminary English Test (PET - Level B1) for Speaking skills, the validity is shown for each part of the test, the sections of the test are useful and the situations related to students' lives, not only skills such as grammar (present, past, future tenses), and vocabulary, debate, discussion, description, and self-expression Expressing your opinion on an issue also shows the validity of this test b Reliability Test reliability refers to how consistent and stable the test is in measuring what it is intended to measure A reliable test is one that is consistent, uniform (in terms of structure, extent), and time There are four types of reliability The first is student-related reliability: Often external issues such as illness, bad mood, and physical and psychological factors are common reliability issues involving students This explains why students who are highly rated in the learning process achieve undesirable results on the test The second is the evaluator's reliability: Human factors, subjectivity and prejudice also affect the grading process Evaluator reliability occurs when many people participate in the grading process but the test questions not agree on the scale Either they lack attention to grading criteria or are subjective assessments of good and bad students Next is reliability in test management The reliability of the test is also related to external factors such as street noise, temperature, equipment in the exam room, etc Finally, the reliability test: The items in the test are not reliable when they are too long, or the items are vague and not measure what the test maker wants In the appendix of the Preliminary English Test (PET – Level B1) for speaking skills, the reliability of the assessor is affected when there is a large number of students (240 students in grade 12) in the classroom When there are only six teachers in charge of the examination; this will somewhat affect the results of the test (students taking the final exam will be tired, students taking the first exam will be psychologically disturbed; teachers after taking the test for a long time will be upset) There are many people involved in the assessment process, so the results will not be 100% accurate, although there is a grading scale, it is still partly based on the feelings of the individual who scored the test However, the items on the test are clear, each section is timed, and it is possible to identify skills clearly and test all of the student's speaking skills c Practicality The third principle that is used for describing the appendix is the principle of practicality The practicality of the test is effective when it makes the test easy to administer, mark, design, and result Consequently, it needs to be reasonable in price that is related to the economic aspect Indeed, the test is practical, when it is not prohibitively expensive to assume examination Secondly, the larger issue with practicality is that it is difficult for all pupils to accomplish a task like this in a proper length of time in a large class It would be easy if you only needed one student to complete a task like shopping in a foreign language; however, imagine having a class of ten students You would need to transport ten students to a location where the assessment could be administered, deliver the assessment, and grade the assessment You'd also have to it all with the time and resources that your school gives Therefore, the second aspect is time constraints that need to be controlled and particular limits Thirdly, it is a practical test when it is easy to administer and easy for examiners to carry out the test Finally, the practical tests use a precise and time-effective scoring/evaluation process After analyzing those aspects and features of the practicality of the test, then come to the example of PET level B1 - the proficiency test for Speaking skills The description of that test showed three aspects out of four that were limited time constraints, easy administration, and a specific evaluation process The first is time constraints, it is easy to find the model of time constraints on the internet because it is a proficiency test of Cambridge - PET for speaking skills Next, it provided the test procedures and guidelines, the sample speaking test, and the speaking assessment scale Therefore, they were easy to administer Additionally, there is a one-day training course on the assessment scale that helps tests are straightforward to evaluate and are specific evaluation procedures d Authenticity The major principle of language testing is Authenticity According to Bachman, there are other approaches to defining test authenticity They are the real-life (RL) approach (its main concerns are: (1) the look or perception of the test and how this may affect test performance and (2) the accuracy with which test performance predicts future non-test performance This project aims to create tests that reflect the "reality" of non-test language use.) and the ‘interactional/ability’ (IA) approach The styles and assignments are designed to mimic the types of circumstances that students are likely to experience in real life, and they require students to communicate genuinely in the target language First and foremost, authenticity was defined by Bachman and Palmer (1996, p 23) as the degree of correspondence between the properties of a specific language test task and the qualities of a target language task Moreover, that kind of principle might be satisfied in some aspects, and ways The first presentation is natural language, the test's language is as natural-sounding as it can be the next is instead of being separated, these items are contextualized The learner can relate to and find interest in the topics, and these items are organized thematically in some way, and the assignments closely resemble or mirror real-world tasks This proficiency test is for speaking It is quite ambiguous because there is no sample or real test However, the speaking test or the proficiency test usually has high authenticity e Fairness Fairness principle is defined as the consideration of learner’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them It is essential to ensure that the learner is informed about, understands, and is able to participate in the assessment process, and agrees that the process is appropriate It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary We analyze the description of the final speaking test for Grade 12th, which uses the Preliminary English Test (PET - Level B1) for Speaking skills to assess students' speaking skills First of all, the fairness of the assessment test is reflected in the organization and the rules of the exam which include examiners, examinees, marking, and assessment scale All invited examiners are trained in the assessment scale of the speaking test B1 in terms of scoring criteria (4 criteria: Pronunciation, grammar and vocabulary, discourse management, and interactive communication) and exam rules, this ensures that all candidates are assessed under the same standard without distinction In the given appendix of the speaking test B1, there are detailed instructions on how to organize the test, and the parts of the test (Candidates are examined in pairs by two examiners One of the examiners acts as an interlocutor and the other as an assessor The interlocutor directs the test, while the assessor takes no part in the interaction Examiners change roles during an examining session, but not during the examination of one pair There are a number of different ‘packs’ of material that examiners can use They speak parts in 10-12 minutes) The candidates are clearly explained about the place, time of the exam, and how to take the test at the beginning of the assessment process Thus, it can guarantee that all participants are able to comprehend how to perform it and apply it correctly In addition, the fairness principle also requires that the candidates' needs and characteristics are considered These may typically be a candidate's language or literacy needs, or perhaps particular physical needs if the candidate has a disability In the description, it is stated that the test is intended to be used as the final speaking test for Grade 12th students whose expected level of proficiency is B1 so we can be certain that the examination meets the student's language and literacy needs Besides, the description does not explicitly mention whether students have the opportunity to be assessed to challenge the result of the assessment and to be reassessed if necessary However, in reality, the end-of-term exams are conducted based on the examination regulations of the Ministry of Education and Training, so it allows students to retake the exam if necessary Thus, the final exam of the 12th grade, the speaking part, is assessed by the speaking test B1 to ensure the fairness of the exam Based on the above analysis, we can conclude that the exam guarantees all principles of the assessment test: validity, reliability, practicality, authenticity, and fairness Therefore, the Preliminary English Test (PET - Level B1) for Speaking skills can be used for the final speaking test for Grade 12th students Question 2: Refer to the bookmap/syllabus of the grade 10th English textbook Look at the outcomes of Units 10-12 and: Design a matrix for a progress achievement test for Units 10-12 Explain the steps you have followed in designing the test matrix Explain the weighing of your design Note: In your submission, please include an extract of the book map/syllabus you have used to design the test matrix Design a matrix for a progress achievement test for Units 10-12 OBJECTIVES: Test students ' skills including listening, reading, writing, and language which relate to units 8,9,10 + Test students’ capability to identify words’ stress and diphthongs, consonants + Test students’ ability to distinguish word forms, and identify grammar structures (Relative clauses, conditional sentence type and 2, reported speech, cause and effect clauses, spoken language in daily communication situations…) + Examine students on how to identify grammar structures (Relative clauses, conditional sentence type and 2, reported speech) to find the mistakes and rewrite sentences + Examine students how to use creatively their own lexical resource about one of the learned topics (unit 8- unit10), and apply flexibly simple sentences, complex sentences (Relative clauses, conditional sentence type 1, cause and effect clauses…), conjunctions to write a paragraph (60-80 words) + Examine students about their reading comprehension denoting the learned topics “The ways to learn” and “Ecotourism” + Examine students’ listening comprehension (Identify general and specific information) THE PROGRESS ACHIEVEMENT TEST FOR UNITS 8-10 SUBJECT: ENGLISH 10 – TEST TIME: 60 MINUTES High application Low application Comprehension Recognition Total Questions Recognition: - Listen to get detailed information about one of the topics studied – Name, age, occupation 2 Comprehension: - Understand the main content of the monologue/dialogue to find the right answer 2 Low application - Understand the main idea of the recording to give appropriate answers Synthesize information from many details, and exclude false details to find the right answer Recognition: Listen to a dialogue/mon ologue twice for 1.5 minutes (about 80-100 words) to answer questions related to the topics studied in Units 8-10 (MCQs) - Listen to get detailed information about one of the topics studied – Name, position 2 Comprehension: - Understand the main content of the monologue/dialogue to find the right answer 2 Low application: - Understand the main idea of the recording to give appropriate answers Synthesize information from many details and exclude false details to find the right answer SQ OQ SQ OQ SQ OQ SQ OQ SQ OQ Level of knowledge and skills LISTENING Listen to a dialogue/mon ologue twice for 1.5 minutes (about 80-100 words) to answer questions related to the topics studied in Unit 8-10 (MCQs) which need to check, evaluate Knowledge/skill unit Skill I Number of questions by the level of awareness LANGUAGE II Pronunciatio n Ending sound (Ed, es/s), diphthongs, consonants Recognition: Identify sounds and stress through vocabulary by topic learned 2 1 Comprehension: - Identify sounds in the listening part Low application: - Understand and apply to the listening part Vocabulary Recognition: Vocabulary learned by units 8-10 -Recognize, recall, and list vocabulary by topic learned Comprehension: - Understand and distinguish vocabulary relating to the topic studied - Understand word associations and combinations in their respective contexts and contexts Low application: - Understand and apply learned vocabulary in context (noun, verb, adjective an,d adverb ) READING III Grammar Recognition: Grammar topics learned (Word forms, relative clauses, conditional sentence types and 2, reported speech, cause and effect clauses, spoken language in daily communicati on situations,) - Recognize learned grammar Cloze test Recognition: Understand reading passages of about 80-100 words on learned topics (Unit 8-10) Recognize linguistic elements and textual associations 2 1 Comprehension: Understanding and distinguishing learned grammar topics 1 Low application: - Understand and apply the grammar knowledge learned in listening, reading, and writing parts 3 Comprehension: Distinguishing features, characteristics of linguistic elements, and textual links Low application: Use language knowledge and skills in new situations Reading comprehensi on Understand the main content and detailed content of the text with a length of about 100120 words, revolving around the topics covered in the program unit 8-10 (Title, reference word, synonym, detailed information, in the article) WRITING IV Error identificatio n Find the mistakes 1 Recognition: 3 -Identify details Comprehension: - Understand the main idea of the passage 1 Low application: - Guess the meaning of the word in the context Understand, analyze, and synthesize the main idea of the article to choose the right answer Recognition: - Identify errors in grammar and word types in sentences 2 Comprehension: Sentence transformati on Rewrite the sentences using the suggested or given words Write a paragraph: Write a paragraph (60-80 words) about one of the learned topics (Units 8-10) Total - Use the given words to arrange them into complete sentences 2 Low application: - Understand the original sentence and use the suggested words to rewrite the sentence so that the meaning does not change 2 High application use creatively their own lexical resource and apply flexible grammar structures to write a paragraph 16 10 1 32  Note: - Abbreviation: +OQ: Objective question +SQ: Subjective question THE MATRIX OF THE PROGRESS ACHIEVEMENT TEST FOR UNITS 8-10 SUBJECT: ENGLISH GRADE 10 – TEST TIME: 60 MINUTES Level of awareness High application Low application Comprehension Identification Skill Total Percentage (%) Time (minutes) 10 25 13 10 10 5 25 11 Reading 15 5 5 25 18 Writing Percentage (%) Time (minutes) Time (minutes) Language Overall percentage (%) Percentage (%) Percentage (%) 10 Time (minutes) Time (minutes) Listening Total Percentage (%) Percentage (%) 5 5 10 25 18 40 20 30 20 20 15 10 100 60 40 30 20 70 10 30 SCORING GUIDES Listening: 2,5 points (0,25 points/ correct answer) Language: 2,5 points (0,25 points/ correct answer) Reading: 2,5 points (0,25 points/ correct answer) Writing: 2,5 points 4.1 Find the mistake: 0,5 points (0,25 points/ correct answer) 4.2 Rewrite sentence: point (0,25 points/ correct answer) 4.3 Write a paragraph: point - All content elements covered appropriately and related to the topic 100 100 - Word size: 60-80 words ( 20%) - Grammar: use simple sentences and complex sentences, tenses, … - Lexical resource: A2-B1 - Coherence: use conjunctions, references,… Total High application Low application Recognition Comprehension Level Skill Q S S Q S Q S Q S S Q Q S S Q Q S S Q Q 1,0 1,0 0,5 10 2,5 Language Reading 1,0 1,0 0,5 10 2,5 1,0 0,5 0,5 10 2,5 1,0 16 4,0 SQ OQ SQ OQ SQ OQ SQ OQ SQ OQ Listening 1,0 0,5 2,0 1,0 32 8,0 2,0 Writing Total Percentage (%) Overall percentage (%) 40% 2,5 0,5 0,5 30% 1,5 0,5 0,5 20% 70% 10% 30% 100% 100%  Note: - Abbreviation: + Question: Q + Score: S +OQ: Objective question +SQ: Subjective question Explain the steps you have followed in designing the test matrix To design the test matrix, we have applied steps, which are the following steps: Step Identify the objective of three units – 10 Step Identify the objective of the test in all skills: listening, language, reading, and writing Step Write the standards to be assessed for each thinking level: For each skill, standards are given depending on the thinking levels (recognition, comprehension, low application, high application) With different skills and levels of thinking, the standards will be different For example, in listening skills, the standard that needs to be assessed is at the recognition level that students listen and grasp detailed 10 information, at the comprehension level, they understand the content of the lesson and find the right answer Finally, at the low application level, students need to understand the main idea of the lesson and synthesize and select information to get the correct answer Step Decide to distribute the percentage of the total score for each topic (content, chapter ) and divide the time: The percentage is equally divided by 25% for skills (listening, language, reading, and writing) spanning cognitive levels so that the scores of the skills are equal, so that students learn all the skills evenly, not learning differently about one skill at all The percentage is evenly divided among skills to comprehensively test students’ skills Step Decide on the total score of the test: The total score of the test can be on a 10-point scale or a 100-point scale depending on the subject and level of study, the score of this test is a 10-point scale Step Calculate the number of points for each topic (content, chapter ) corresponding to the percentage: skills, listening and language, have questions of recognition accounting for 10%, questions of comprehension 10%, and questions of application accounting for 5% For the reading skill with sentences of recognition, accounting for 15%, comprehension and low applying each type of sentence, accounting for 5%, to check if students understand the main idea of the passage and know how to apply skills to answer The questions in the reading passage and the purpose of classifying students are quite clear Finally, in writing skills, the level of recognition, comprehension, and low application are all at 5% (this is quite easy for students to achieve) but the high application is at 10% to classify students and find talented students with qualities Explain the weighing of your design The weighing of matrix design is analyzed by the background knowledge of students and the percentage of each skill, and level There are 25% for each skill such as Listening, Language, Reading, and Writing skills Because this matrix was followed by test specification that was designed based on what students learned Indeed, students were taught all knowledge included in unit to unit 10 and practiced equally those skills Furthermore, the percentage of level awareness is slightly distinguished between some skills Listening and language skill have the same percentage of 10% of identification and understanding level and 5% applying level Reading skills account for 15% of the identification level and the same percentage of 5% understanding and applying level with writing skills However, the percentage of writing skills is 10% That differences create a clear differentiation level of students, in other words, the overall identification and understanding level of awareness is 70%, whereas 30% of applying level awareness In conclusion, the background knowledge of students that were taught and practiced, test specification, and test matrix are focused on and examined Besides, the perfect matrix with suitable and fit completely with the level and knowledge of students 11 APPENDIX 12 13