(LUẬN văn THẠC sĩ) disigning an english achievement test for the 12th form of non english major at le quy don high school dong da, hanoi

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1 VIETNAM NATIONAL UNVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES VŨ HOÀNG DUNG DESIGNING AN ENGLISH ACHIEVEMENT TEST FOR THE 12TH FORM OF NON-ENGLISH MAJORS AT LE QUY DON HIGH SCHOOL – DONG DA, HANOI (Thiết kế kiểm tra Tiếng Anh cuối kì cho học sinh lớp 12 không chuyên ngữ trường Trung học phổ thông Lê Quý Đôn – Đống Đa, Hà Nội) M.A Minor Programme Thesis Field: Methodology Code: 60 14 10 Hanoi, August 2010 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES VŨ HOÀNG DUNG DESIGNING AN ENGLISH ACHIEVEMENT TEST FOR THE 12TH FORM OF NON-ENGLISH MAJORS AT LE QUY DON HIGH SCHOOL – DONG DA, HANOI (Thiết kế kiểm tra Tiếng Anh cuối kì cho học sinh lớp 12 khơng chun ngữ trường Trung học phổ thông Lê Quý Đôn – Đống Đa, Hà Nội) M.A Minor Programme Thesis Field: Methodology Code: 60 14 10 Supervisor: Pham Thi Hanh, M.A Hanoi, August 2010 TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKOWLEDGEMENTS ii TABLE OF CONTENTS iii ABSTRACT vi LIST OF ABBREVIATIONS vii LIST OF TABLES AND APPENDICES ………………………………………… viii Part A: INTRODUCTION………………………………………………………… 1 Rationale for the study………………………………………………………… … Aims and scope of the study………………………………………………… …… Methods of the study………………………………………………………… …… Research questions…………………………………………………………… … Design of the study…………………………………………………………… … Part B: LITERATURE REVIEW……………………………………………….… Basic Concepts of Testing…… …………………………………………………… Roles of testing……………… …………………………………………………… Types of Test………………………………………………… …………………… 3.1 Achievement tests………………………………………… ………………… 3.2 Placement tests……………………………………………… ……………… 3.3 Diagnostic tests……………………………………………… ……………… 3.4 Proficiency tests……………………………………………… …………… 3.5 Direct versus indirect testing………………………………… ……………… 3.6 Discrete point versus integrative testing……………………… …………… 11 3.7 Norm-referenced versus criterion-referenced testing………… …………… 11 3.8 Objective versus subjective testing…………………………… …………… 12 3.9 Communicative language testing……………………………… …………… 13 Characteristics of a Good Test……………………………………… …………… 14 4.1 Validity……………………………………………………… ……………… 14 4.1.1 Face validity………………………………………… ……………… 14 4.1.2 Content validity……………………………………… ……………… 15 4.1.3 Construct validity……………………………………… …………… 16 4.2 Reliability……………………………………………………… …………… 17 4.3 Practicality…………………… …………………………………………… 18 TIEU LUAN MOI download : skknchat@gmail.com 4.4 Discrimination…………… ………………………………………………… 19 Test Items……………………… ………………………………………………… 19 5.1 Direct test items…………… ……………………………………………… 19 5.2 Indirect test items………… ………………………………………………… 20 Part C: THE STUDY…………………………………….………………………… 22 The issues influencing current testing situation at LQD-DD High School…… … 22 1.1 The students and their backgrounds…………………………………… …… 22 1.2 The English teaching staff……………………………………………… … 22 1.3 English teaching and learning………………………………………… …… 23 1.4 The objectives of the K-12 course……………………………………… … 24 1.5 Teaching material used for the K-12…………………………………… … 24 1.6 The content and construction required for the achievement test for the K-12 26 The current testing situation………………………………………………… …… 26 The process of testing………………………………………………… ………… 27 3.1 Determining the purpose of the test……………………………… ……… 28 3.2 Planning the test……………………………………………………… …… 28 3.3 Selecting items and tasks…………………………………………… ……… 29 3.4 Administering the test……………………………………………… ……… 29 3.5 Scoring and rating………………………………………………… ……… 30 3.6 Descriptive data from test score…………………………………… ……… 30 3.6.1 Frequency distribution 31 3.6.2 Measures of central tendency 32 3.6.3 Measures of dispersion 33 3.6.4 Item analysis 34 Survey 36 4.1 Data collection procedure 36 4.2 Findings 37 Archiving ………………………………………………… ……………………… 38 Some discussions from test result analysis 38 Part D: CONCLUSION ……………….…………………………………………… 39 Conclusion ………………………………………………………………………… 39 Recommendation …………………………………………………………………… 39 REFERENCES……………………………………………………………………… 40 TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi LIST OF ABBREVIATIONS D: Discrimination Index FV: Facility Value GCSE: General Certificate of Secondary Education K-12: The 12th form L: The number of lower group students who answered the item correctly LQD – DD: Le Quy Don – Dong Da MCQs: Multiple Choice Questions S.D.: Standard Deviation U: The number of upper group students who got the item correct (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi LIST OF TABLES AND APPENDICES Table 1: Objectives and contents of the test Table 2: The frequency of marking scores Table 3: The measures of central tendency Table 4: The measures of dispersion Table 5: Facility value and Discrimination index APPENDIX 1: The contents of the eight units taught in the 1st term of K-12 APPENDIX 2: The structure of English tests for the GCSE national examination APPENDIX 3: Revision outline for the 1st term test APPENDIX 4: The 1st-term English examination for K-12 APPENDIX 5: Keys for the 1st-term English examination for K-12 APPENDIX 6: Students’ performance on test arranged from the highest score to the lowest score APPENDIX 7: The survey questionnaire for students APPENDIX 8: The survey questionnaire for teachers (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 10 Part A: INTRODUCTION Rationale for the study Assessment plays a significant part in the field of linguistics It allows teachers as well as administrators to make important decisions regarding the proficiency, placement, and achievement of second language learners Among some kinds of assessment, testing is the one that is typically used at the end of a stage of instruction to measure students‟ achievement Henning (1987, p 1) says that the most common purpose of language tests is “to pinpoint strengths and weaknesses in the learned abilities of the student” Heaton (1990, p 9) also shares the idea that it is “to find out how well the students have mastered the language areas and skills which have just been taught” Besides, teachers can use language tests to encourage students Students can show their ability and progress through tests Heaton (1990, p 10) agrees that tests are also “used for the purpose of increasing motivation” Having good results, students will be eager for their coming study With not very good test results, they will know which level of language they are at so as to set a more realistic goal for themselves Being aware of the above things, the author of this study, who has been a teacher of English for about 10 years and has written many tests to evaluate the language abilities of students, has noticed that not all the tests have satisfying results Some tests have bad results, which means that too many students get bad marks or too many students get very good marks Teachers cannot use the results of these tests to categorize the students Therefore, such tests are not reliable Taking the problem into consideration, the author has found out that it is the technique of designing tests that leads to the situation When writing tests, the test writer may only feel that this or that test item is suitable for their students She or he may have never analyze the test designing and the test result carefully in order to find out the causes for the problem On the other hand, a well-designed test is always necessary for all students of every language level, especially those of high school level - the elementary level which aims at acquiring survival English Therefore, getting more knowledge and experience in designing tests is the author‟s desire In this minor thesis, the author would like to base herself on the knowledge of testing and testing situation to design an achievement test for the 12th form of non-English majors at Le Quy Don-Dong Da High School, Ha Noi (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 11 Aims and scope of the study This study seeks to use the academic knowledge in test design to write a reliable achievement test for the 12th form of non-English majors at Le Quy Don-Dong Da High School Because this is an achievement test given to students after a study period of about four months, the 1st term of the school year, and students are required to use what has recently been taught and practiced to the test, we, the teachers of English at LQD – DD High School, expect our students to score fairly high marks, at least 70% of which should be from mark upwards Therefore, this study specifically seeks to answer such questions as whether the items of the test meet the requirements of the course, whether these test items are suitable for at least 70% of students to get marks from upwards and what recommendations should be given to improve the testing situation so that we can build a bank of reliable tests for the school in the coming years As students of grade 12 are going to take part in the national examination for General Certificate of Secondary Education (GCSE), they should be given to a chance to get used to the structure of this kind of examination Therefore, the study will focus on the existing situation at LQD – DD High School, which means that the author will design a multiple choice written achievement test only on such fields as phonetics, grammar, vocabulary, communicative function, reading and writing skills as directed in the book called “Cấ u trúc đề thi môn Ngữ văn , Lịch sử, Đi ̣a lí , Ngoại ngữ” (i.e “The Test Structures of Literature, History, Geography, Foreign Languages”) by Nguyen (2009, p 104) The study will also provide analyzed data of the test, the teachers‟ and students‟ comments on the test as well as their suggestions for its improvement Methods of the study The main methods employed in this study included test design, test result analysis and teacher and student survey For the purpose of designing tests, the author based on the theory and principle of language testing, major characteristics of a good test, especially a good achievement test and testing situation at LQD-DD High School The test result was analyzed by the software SPSS to present the frequency distribution, central tendency and dispersion of the test score The analysis of test items is carried out manually Finally, the survey enabled the author to collect teachers‟ and students‟ opinions on the reliability and suitability of the test A questionnaire in both English and Vietnamese (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 12 was given to 50 students and another in English was given to teachers of English at LQD – DD High School The questionnaires include most closed-ended questions because the quantitative data was the major interest and it was easy to carry out the survey There was only one open-ended question in each questionnaire so that more suggestions could be given to improve the quality of test design Research questions This study was intended to answer such research questions as: What test items are appropriate to meet both the requirements of the course and the test writer‟s expectation in the testing situation at LQD-DD High School? What items are the easiest and most difficult of all? What should be done to improve the test? Design of the study This thesis consists of four parts, with a list of references, and appendices Part A, “Introduction”, provides the rationale for the study, the aims, the scope, the methods, the research questions and the design of the study Part B, “Literature Review”, discusses the basic concepts of testing, the roles of testing, the types of test, the characteristics of a good test and the test items Part C, “The Study”, presents five sections The first is issues influencing current testing situation at LQD-DD High School The second is the current testing situation The third is the process of testing, which is ended with the descriptive data from test score Then the study goes on with the teacher and student survey including data collection procedure and some findings The next is about the archive of good test items The last is some discussions from test result analysis Part D, “Conclusion”, gives some brief conclusions on the study and some recommendations for further study (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 13 Part B: LITERATURE REVIEW Basic Concepts of Testing For the concepts of testing, many linguists have expressed their opinions It is said to refer to “the specific procedures that teachers and examiners employ to try to measure ability in the language, using what learners show they know as an indicator of their ability” (Hedge, 2000, p 378) According to Bachman (1990, p 20), a test is a measurement instrument designed to elicit a specific sample of an individual‟s ehaviour Besides the term “testing”, it is necessary that we should consider some more terms such as “evaluation”, “assessment” and “measurement” as all of them have a close relationship Bachman (1990, p 18) proposes that these terms are often used as synonyms that refer to the same activity However, he also points out that each of them has its own distinctive characteristics Therefore, tests are only one of many different types of measurement Hedge (2000) also agrees that: Assessment is the more inclusive term: it refers to the general process of monitoring or keeping track of the learners‟ progress Testing is one kind of assessment, one which is typically used at the end of a stage of instruction to measure student achievement (Hedge, 2000, p 376) Bachman (1990, p 22) says that “tests in and of themselves are not evaluative” Davies (2000, pp 170-171) shares the ideas that evaluation is a more general concept than testing but tests remain to be the main instruments for evaluation of learning in most teaching situations In summary, “not all measures are tests, not all tests are evaluative, and not all evaluation involves either measurement or tests” (Bachman, 1990, p 24) Roles of testing in teaching and learning The roles of testing have been recognized by many researchers McNamara (2000, p 4) and Heaton (1988, p 7) say that language tests play a powerful part as a tool for teachers to find out which parts of the language program have caused difficulty to the class They act as gateways at important transitional moments in education, in employment, and in moving from one country to another Teaching and testing have an intimate relationship, which is considered as that of partnership (Hughes 1989, p 2), and testing is also essential in learning It provides students with an opportunity to show their ability to perform certain tasks in the language (Davies, 2000, pp 169-170) It helps (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 56 Alfred Nobel on the anniversary of his death Each prize includes a gold medal, a diploma, and a cash award of about one million dollars 41 What does this passage mainly discuss? A Alfred Bernard Nobel B The Nobel prizes C Great contributions to mankind D Swedish philanthropy 42 How often are the Nobel prizes awarded? A Five times a year B Twice a year C Once every two years D Once a year 43 A Nobel prize would NOT be given to _ A an author who wrote a novel B a doctor who discovered a vaccine C a composer who wrote a symphony D a diplomat who negotiated a peace settlement 44 Why were the prizes named for Alfred Bernard Nobel? A He left money in his will to establish a fund for the prizes B He won the first Nobel prize for his work in philanthropy C He is now living in Sweden D He serves as a chairman of the committee to choose the recipients of the prizes 45 Why are the awards presented on December 10? A Because it is a tribute to the King of Sweden B Because Alfred Bernard Nobel died on that day C Because that date was established in Alfred Nobel‟s will D Because the Central Bank of Sweden administers the trust VII Choose the best option from the four sentences which are made up from the cues given 46 Family rules / help / raise children / run a household / easier and smoother A Family rules help to raise children but run a household easier and smoother B Family rules help raise children or run a household more easier and smoother C Family rules that help raise children and run a household easier and smoother D Family rules help raise children and run a household easier and smoother 47 He / not / blame / accident A He wasn‟t the blame of the accident B He wasn‟t to blaming himself for the accident C He wasn‟t to be blamed the accident (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 57 D He wasn‟t to blame for the accident 48 By / age / 20, Makengie / write / four / bestseller A By the age 20, Makengie could write four bestsellers B By the age 20, Makengie had written four bestsellers C By the age 20, Makengie was writing write four bestsellers D By the age 20, Makengie has been writing four bestsellers 49 Teachers / said / have / crucial / role / educational system A The educational system are said to have crucial role in teachers B The teachers said to have crucial role in education system C Educational teachers are said to have crucial role in the system D Teachers are said to have crucial role in the educational system 50 We / decide / give / house-warming / party / May 3rd A We have decided to give a house-warming party on May 3rd B We have decided giving a house-warming party on May 3rd C We decided to give a house-warming party in May 3rd D We decided giving a house-warming party on May 3rd (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 58 APPENDIX Keys for the 1st-term achievement test for K-12 For each correct answer students get points Total: 100 points A D 11 C 16 A 21 D 26 C 31 D 36 B 41 B 46 D B B 12 A 17 C 22 B 27 D 32 A 37 B 42 D 47 D A C 13 D 18 D 23 D 28 D 33 B 38 A 43 C 48 B C D 14 B 19 C 24 A 29 B 34 D 39 C 44 A 49 D A 10 A 15 C 20 D 25 A 30 C 35 B 40 B 45 B 50 A (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 59 (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 59 APPENDIX Students’ performance on test arranged from the highest score to the lowest score + refers to correct answer The letters refer to the distractors selected by students Item Student 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 1-5 – 10 11 - 15 16 - 20 21 - 25 + + + + + + + + + + + C + + + D + + B + D + + + + BC C + + C + + C + B CC + + + + + + + + + + + + + + + + + + + D + + + + + + + D+ D + + CA B + C BA + B + + + B DC + + + + + + + CD + + AB + + + + D + + B + BD + + + + + + D + B DB CA CA + + + + + + + + B + + B +B D + DD + + C + + + + + + + + + A + + + + + + + + + + + + + + D + + + + B + + + + + + + + + B + C + + + + C + + + + + + + + + + + + + + + B + + + + + + B + + + + + + + + + + + + + + + + + AB + AC + + + + CA + + + + B + B + + + + B + + B CD BC + + B + + + + + + AA + + + C + + + A + + + B + + + + B + + + A + C + + + + C + + + + + + + C + A + +C + A + + + + + + + + + A + + + + AC + C + AC + + + + D + C + AC + + + + C + C + + + + D + + + + D + BD + C + + + + C + + C + A + + C + D + BC + C + A + + C + + C + D + A + ADA + C + + D + C + D + DC + D + + C+ D + + C + D + AC + C + + + + + + A + + + + + + A + + + + A + C + + + + + C + + + + +A + + A C + + + + D + + B + D + + B + + A + + + + + + + + + + A + + + + A + + + + A + + C +A + + + + + B B C + + + B + A + + + + A + + + C + + + + + A + + + C+ + A + + + + + + + + A + + + + AB + DA + + C + A + + + DA + + + + + + + + + + + + + + + + + + C + + + + AA + D + + A + + + + A + + + + A + + + + + A + + + + A + + C + + + D B + + B + B + BB + B + + + + B + + + + + + + B + + + + + + B + + + D A + + + + + + + + D CD AB + A + ++ D + A + + + C + + + D + + + + + B + + + D BA + B + A+ + + D BA C +B 26 - 30 + + + + C + + C + + + + + + + + C + + C + + C + + + + + + + AC + D + + + C + + C + + + + + C + AC + + C + D +C + C + + C + + C + + C + + + C + + + + C + + C + + C + + C + + + + + + + + + + + + + + + + + + + + + + D + + A + + D C + + + + + + + + + + D + D + + + D + + A + + + + + + + + + 31 - 35 + + + C + + + + C C C + C C C + + C + + + + C + B + + + + + + + + + C + + + + + + + + + + + + + + + C + + + + + + + C + + + + + + + + + + + AB + + D+ A + + + + + + + + + A+ + + + + + + + + + + + A + + + + + + + + + + + + + + + + + + + + + CC + + + +A + + A + + C + A + + + + + + + + + 36 - 40 + D +A + + + DA + CD + C + AD DA + DD CA + + + DA + AD DA + + + DA + DD + A + DD + A + CD D DA CD B DA AD D + + AD + AA CD D+ D D DD+ C D + BAA DD + + C A + + AC AD D+ A DD + + C A+ D AC C CC + C + CB + A AD D DA C + + A + CD D AA A + DAC + C DB A 41 - 45 + + + + + + + + + + + + + + + + + + + + + + C + + + + + + + + + + + + + + + C + + + + + + + + + + + C + + + B + C + + + + + + + + + + + + + + + + + + + + + + + + + D + + + + + + + + + + + + + + + + + + + + + + B + + + + + + + + + + + + + CA + C + + + + + + + + + + + + + + + + + + + + + + 46 - 50 Score + + D + + + + + + + + + + + A + + + + + + + + + + + + + + + + A + + + + + + + + + A + BC + A + BC C + + + + C + D + + + C + + + + A + + + + + + B + + B + B + + A + + B CC + + + AC D + + + A + + C + C + B + AC + + C + + + + + + + + B+ + C + + C B B AAD + A+ + + AC D + C + + + + C 92 86 84 80 80 78 78 78 70 70 70 70 70 70 70 68 68 66 66 66 64 64 64 64 64 62 62 60 60 TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 60 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 B + + DB + + C + + B + BD + + AC + + D + C + + C +B + + + + B D + + + + + B + + CD + + B B + + + + + + + + + + + + C + C +B D + C+ + B + B + + + C C D+ CA D +D + A BD+ + + + + D + A BA + DC BA + + A+ + + + + + + + A + + + B + C + + + + + B + + + AA + + + + + + B + + + C + + A+ + B B + + + + C C + + + + DA + + A DB+ D + A + CC + + + + C + + + + + C +A + B + DD + C + AA + B CA + + C + D+ C + + C + + + + D + C + + C + D + + D + C + AC A C + A + BC + BC + C + DC + A + + + + D + + C + C + BC + D + BC C AD + C + D + D C + C+ + C + A + + C + C + AC B + + + B A C+ AC + C D AC C + + DB + + D + + + + + + A + + B + A + + + + A + + + C + + AB CA + A + + + + + C + + + A + + + B + + D + AB + + + B B + B + + D + D B + + + C D + A+ C + + A + + D BB C DA + + + D A ++A D B +AA + D B BB D + AAA + D + + + C BB + D A+ + + D CD + + D C + + + + B + AD + + + B + C B AC B + + + B + + A + B + + B + + + + C + + + C + A B BC + CA B D AC C B + B + C B+ AA A +C + + C C+ + + C D+ CA A BD CC + BD + CA D + AC + + D + C + + + AC + + D + + + CC + + C + + + + + + + A+ + + D AC AC + AB + + B B + BA + + + A + + + C + + + + +A + A A + + + + B C+ A + + + C A + A AA + + C CAD C D+ + + + + BA CA C + + + + C+ A B + + + + + + C + AB + + C A + + + + + + + C+ A C D C + + C + CC A + + + D + + + + + A + + + DC + + C BC + + C + + + + + + DB D + C+ + + + B+ + + CC DAC A+ + B A +C D B + BB AC D AD DA A CD DD A A+ DA C CD D DA + D + DA C + + DC CC B AC D + + B + AD DA + CD + + A CD B + C CD D +A DD D DD AD B AA CA B AC AD D DA DC + + A +C + A + CA D B + AD C BA D+ B + A + + + D + + + + + + + C + + + + + + + + + + + + + + + + + + + + + + + + CA DC AC + B + + C DB + CC AD + + + + D + + + + + + + + + + + + + + BA D + D B+ + + D + + + + + D + + + + + + D C+ + + C CA + + CA AC + C + + + + A CD + C C + + + + + + + BD C B + BC AA + CC + + DB + + C + + + A + C +C + C D + + + A D BD + A + B + C + D + + B A DA B A C + B + C C + C C + A + + D C C + B + A BC + + B + D A + TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 60 60 60 60 60 58 56 56 56 54 54 54 50 50 50 50 50 46 46 40 30 (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 61 APPENDIX THE SURVEY QUESTIONNAIRE BẢNG CÂU HỎI KHẢO SÁT (For students of the 12th grade at Le Quy Don-Dong Da High School) (Dành cho học sinh khối 12 trường THPT Lê Quý Đôn- Đống Đa) This questionnaire is to find out how you feel about “The 1st Term English Achievement Test” for students of the 12th grade at Le Quy Don-Dong Da High School Your responses are important, as they will enable improvement on test design All the information you provide will be kept confidentially Thank you very much for your valuable contribution! Bảng câu hỏi nhằm khảo sát xem em nghĩ về “Bài kiểm tra Tiếng Anh cuối học kì 1” vừa qua dành cho học sinh khối 12 Những phản hồi em quan trọng chúng giúp nâng cao chất lượng kiểm tra sau Tất thơng tin em cung cấp đều giữ bí mật Rất cám ơn đóng góp quý báu em Please complete the survey and return it within a period of 45 minutes Hãy hoàn thành bảng câu hỏi nộp lại thời gian tiế t học “The 1st Term English Achievement Test” has been constructed as follows: (based on “Cấu trúc đề thi môn Ngữ Văn, Lịch Sử, Địa lí, Ngoại Ngữ” – Education Publishing House, 2009) “Bài kiểm tra Tiếng Anh cuối học kì 1” thiết kế dựa theo yêu cầu “Cấu trúc đề thi môn Ngữ Văn, Lịch Sử, Địa lí, Ngoại Ngữ” Nhà Xuất Bản Giáo Dục năm 2009 (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 62 Time allowance: 60 minutes Thời gian làm bài: 60 phút • Trọng âm, và/ • Nguyên âm và phụ âm • Danh từ / Đại từ / Động từ (thời và hợp thời) / Tính từ / Từ nối / v.v… • Cấu trúc câu • Phương thức cấu tạo từ • Chọn từ / cụm từ / cụm từ cố định, v.v… • Từ / ngữ thể chức giao tiếp đơn giản, v.v… (Yếu tố văn hóa khuyến khích) • Điền từ vào chỗ trống (Sử dụng từ/ngữ nghĩa ngữ pháp, nghĩa từ vựng): 01 bài text; độ dài: + 150 từ • Đọc hiểu: Số lượng bài text: 01 Độ dài: + 200 từ • Từ vựng (cận / nghịch nghĩa sở văn cảnh (yếu tố văn hóa khuyến khích), v.v… • Xác định lỗi liên quan đến kĩ Viết • Viết chuyển hóa / kết hợp câu (Subordination / coordination,…ở cấp độ phrase đến clause), • Dựng câu / Chọn câu / Cấu trúc cận nghĩa Tổng số câu Ngữ pháp – Từ vựng Chức giao tiếp Kĩ đọc Kĩ viết Tỉ trọng/ Số lượng câu MCQ đơn lẻ Ngữ âm Loại tiểu mục MCQ (Text-based) Yếu tố/chi tiết cần kiểm tra MCQ đơn lẻ Lĩnh vực 5 5 50 Please give some information by both ticking a box and writing down in the space in each question Hãy cung cấp thông tin cách tick vào ô trống viết vào phần để trống câu hỏi Does the test measure what you have been taught? Bài kiểm tra có kiểm tra em học không? Tại sao? A Yes B No Why? ……………………………………………………………………………………… In your opinion, which test items best measure your real ability? (you can choose more than one) Theo em lĩnh vực kiểm tra đánh giá xác khả thực em? (em chọn lựa chọn) A Phonetics (sentences: 1-5) Ngữ âm B Grammar and vocabulary (sentences: 6,7,10-13, 16,17,19-29) Ngữ pháp và từ vựng C Communicative function (sentences: 8,9,14,15,18) (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 63 Chức giao tiếp D Reading skill (sentences: 36-45) Kĩ đọc E Writing skill: (sentences: 31-35, 46-50) Kĩ viết As for you, this test can measure your … (you can choose more than one) Theo em, kiểm tra đánh giá …của em (em có thể cho ̣n mô ̣t lựa cho ̣n) A Speaking skill (kĩ nói) B Reading skill (kĩ đọc) C Writing skill (kĩ viết) D Grammar (ngữ pháp) E Pronunciation (phát âm) F Vocabulary (từ vựng) Can the phonetics part (sentences 1-5) measure your right way to pronounce? Phần ngữ âm có đánh giá cách phát âm em không? A Yes B No Have you ever practiced such words/phrases with communicative function as in sentences 8, 9, 14, 15, 18? Em luyện tập dùng từ/ngữ thể hiện chức giao tiếp câu 8, 9, 14, 15, 18 chưa? A Yes B No As for the part of nouns, pronouns, verbs, adjectives, connectors, etc… (sentences 2230), does it contain only forms and uses you have practiced? Phần danh từ, đại từ, động từ, tính từ, từ nối, v.v…(từ câu 22 đến câu 30) có bao gồm dạng cách dùng em luyện tập không? A Yes B No Are you familiar with the sentence structures in sentences 16, 17, 19-21? Em có thấy quen với cấu trúc câu câu 16, 17, 19-21 không? A Yes B No Have you ever practiced such word formations as in sentences 11-13 and such fixed words/phrases as in sentences 6, 7, 10? Em thực hành dạng từ câu 11 đến 13 từ/cụm từ cố định câu 6, 7, 10 chưa? A Yes B No (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 64 As for you, the structures and words given in the writing parts (part IV and part VII) are: Theo em, cấu trúc từ cung cấp phần viết (phần IV VII): A related to what you have been taught liên quan đến kiến thức em học B partly related to what you have been taught liên quan phần đến kiến thức em học C not related to what you have been taught không liên quan đến kiến thức em học 10 In your opinion, the topics of the reading texts are: Theo em, chủ đề hai đọc là: A familiar quen thuộc B not very familiar không quen C strange lạ 11 In your opinion, the reading texts (part V and part VI of the test) are: Theo em, hai đọc (phần V VI kiểm tra): A very long and difficult dài và khó B rather long and difficult dài và khó C reasonable hợp lí D easy dễ E very easy dễ 12 Are the instructions clear enough for you to understand? Yêu cầu đầu có rõ ràng khơng? A Yes B No 13 Are there any errors in the test? Em có phát hiện lỗi kiểm tra không? A Yes B No 14 According to you, time allowance for this test is … Theo em, thời gian cho phép để làm kiểm tra … A too much (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 65 nhiều B enough đủ C not enough không đủ D If too much or not enough, how much time you think is reasonable for this test? Nếu thời gian nhiều không đủ, theo em thời gian để làm kiểm tra hợp lí? ……………………………………………… 15 Please give comments or suggestions towards the improvement of the existing test Hãy vui lòng đưa nhận xét gợi ý để kiểm tra hoàn thiện ……………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… THANK YOU VERY MUCH FOR YOUR GREAT CONTRIBUTION! (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 66 APPENDIX THE SURVEY QUESTIONNAIRE (For teachers of English at Le Quy Don-Dong Da High School) This questionnaire is to ask for your comments and ideas about the design of the recent English Achievement Test for students of the 12th grade at Le Quy Don-Dong Da High School in terms of its content and time allowance Your assistance in completing the questionnaire is highly appreciated, as it will enable improvement on test design All the information you provide is solely used for the study purpose and you can be confident that you will not be identified in any discussion of the data Please complete the questionnaire and return it by December 25, 2009 “The 1st Term English Achievement Test” has been constructed as follows: (based on “Cấu trúc đề thi mơn Ngữ Văn, Lịch Sử, Địa lí, Ngoại Ngữ” – Education Publishing House, 2009) Time allowance: 60 minutes Main skills & language components Phonetics Communicative function Number of items Separate MCQs Writing • Word stress, and/ • Vowels and consonants • Nouns / Pronouns / Verbs (tenses and subject-verb agreement) / Adjectives / Conjunctions / etc • Sentence structures • Word formation • Selecting words / phrases / fixed phrases / etc • Words / phrases expressing popular communicative function, etc (Cultural features are encouraged) • Filling the gaps (using words/phrases having grammatical meaning, lexical meaning): a text of about 150 words in length • Reading comprehension: Number of text: 01 Length: + 200 words • Vocabulary (closest / opposite meaning based on context, cultural features are encouraged), etc • Identifying mistakes relating to writing skill • Sentence transformation / combination (Subordination / coordination,… at the level of phrase and clause), or • Sentence building / Sentence selection / Sentence with closest meaning Total MCQs (Text-based) Reading Item type Separate MCQs Grammar & Vocabulary Components to test 5 5 50 Please give some information by ticking a box and/or writing down in the space in each question Please indicate which of the following sentences you agree with: A The content of the test relates closely to what the students have been taught (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 67 B The content of the test partly relates to what the students have been taught C The content of the test does not relate to what the students have been taught Under the decision given by the Ministry of Education and Training in 2002, nonEnglish majors are expected to be provided with basic general English in four language skills: Listening, Speaking, Reading, Writing and three language elements: Grammar, Pronunciation, Vocabulary Do you think this test can measure students’ true ability in these language skills except Listening and in these language elements? A Yes B No C Other ideas: ……………………………………………………………………… …………………………………………………………………………………… Does the phonetics part really test students’ pronunciation ability? A Yes B No Please specify: …………………………………………………………………………… ………………………………………………….………………………………………… Have the students ever practiced such words/phrases with communicative function as in sentences 8, 9, 14, 15, 18 in class? A Yes B No C Other ideas: ……………………………………………………………………… …………………………………………………………………………………… As for the part of nouns, pronouns, verbs, adjectives, connectors, etc… (sentences 2230), does it contain only forms and uses the students have practiced? A Yes B No C Other ideas: ……………………………………………………………………… …………………………………………………………………………………… Do you think the students are familiar with the sentence structures in sentences 16, 17, 19-21? A Yes B No C Other ideas: ……………………………………………………………………… …………………………………………………………………………………… (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi 68 Have the students ever practiced such word formations as in sentences 11-13 and such fixed words/phrases as in sentences 6, 7, 10 in class? A Yes B No C Other ideas: ……………………………………………………………………… …………………………………………………………………………………… As for the students, the topics of the reading texts are: A familiar B not very familiar C strange In your opinion, the reading texts are … for the students to A very long and difficult B rather long and difficult C reasonable D easy E very easy 10 The structures and words given in the writing parts are: A related to what the students have been taught B partly related to what the students have been taught C not related to what the students have been taught 11 Do you think the instructions are clear enough for the students to understand? A Yes B No C Other ideas: ……………………………………………………………………… …………………………………………………………………………………… 12 Are there any errors in the test? A Yes B No Please specify: …………………………………………………………………………… ………………………………………………….………………………………………… 13 In your opinion, time allowance for this test is … A too much B enough C not enough (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi (LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi(LUAN.van.THAC.si).disigning.an.english.achievement.test.for.the.12th.form.of.non.english.major.at.le.quy.don.high.school.dong.da hanoi

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