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TẬP HUẤN BỒI DƯỠNG VỀ BIÊN SOẠN ĐỀ KIỂM TRA , XÂY DỰNG THƯ VIỆN CÂU HỎI VÀ BÀI TẬP MÔN TIẾNG ANH CẤP TRUNG HỌC CƠ SỞ HÀ GIANG - 2011 NỘI DUNG TẬP HUẤN PHẦN THỨ NHẤT ĐỊNH HƯỚNG CHỈ ĐẠO VỀ ĐỔI MỚI KIỂM TRA ĐÁNH GIÁ PHẦN THỨ HAI BIÊN SOẠN ĐỀ KIỂM TRA - THIẾT LẬP MA TRẬN ĐỀ PHẦN THỨ BA THƯ VIÊN CÂU HỎI VÀ BÀI TẬP PHẦN THỨ TƯ : KHAI THÁC HỆ THỐNG TƯ LIỆU CÂU HỎI BÀI TẬP Ở TRƯỜNG PHẦN THỨ NHẤT ĐỊNH HƯỚNG CHỈ ĐẠO VỀ ĐỔI MỚI KIỂM TRA, ĐÁNH GIÁ Tài liệu ( trang > 12 ) PHẦN THỨ HAI BIÊN SOẠN ĐỀ KIỂM TRA – KĨ THUẬT BIÊN SOẠN ĐỀ KIỂM TRA Kĩ thuật biên soạn câu hỏi Từ vựng/Vocabulary questions 1.1 Hoàn thành câu nhiều lựa chọn (Multiple-choice completion) ( Có bước ) (1) Select the words to be tested (2) Get the right kind of sentence to put each word in (this sentence creating the context is called the stem) (3) Choose several wrong words to put the right word with (these wrong words are called distractors) Three distractors plus the right word are enough for a written item (4) Finally, prepare clear and simple instructions Advantages of Multiple-Choice Completion It helps students see the full meaning of words by providing natural contexts Also, it is a good influence on instruction: It discourages word-list memorization Scoring is easy and consistent It is a sensitive measure of achievement Limitations of Multiple-Choice Completion It is rather difficult to prepare good sentence contexts that clearly show the meaning of the word being tested It is easy for students to cheat by copying what others have circled 1.2 Hoàn thành câu với dạng từ cho trước/ Word formation Advantages It reflects teaching approaches ( phản ánh phương pháp dạy) It is generally faster and easier to construct than are items with distractors.( Gây nhiễu) Limitations Fewer words can be tested this way than with multiple choice There is some difficulty in avoiding ambiguous ( khó hiếu,mơ hồ )contexts Tasks • Work in groups of to to complete the tasks, page 21 Refer to the material if needed KỸ THUẬT BIÊN SOẠN CÂU HỎI (Grammar questions ) ( Tài liệu hướng dẫn page 22 ) 2.1 Hoàn thành câu nhiều lựa chọn (Multiple-choice completion ) Steps to constructing an item (1) Choose the grammar points that you need to test; (2) prepare the right kind of sentence context for the grammar structure; (3) select three logical distractors; and (4) prepare clear, simple instruction * Grammar Choice * Context Preparation - A good context is very important! * Distractor Preparation -Tránh lựa chọn rõ, hiển nhiên -Tránh soạn câu phân biệt , trang trọng -Tránh làm cho học sinh mệt mỏi đọc lại ngữ liệu không cần thiết - Không trộn lẫn vừa kiểm tra từ vựng ngữ pháp câu 4.Kỹ thuật biên soạn câu hỏi / Writing: Question Techniques - There are many kinds of writing tests There are usually distinct stages of instruction in writing, such as pre-writing, guided writing, and free writing Each stage tends to require different types of evaluation A great number of factors: mechanics (including spelling and punctuation), vocabulary, grammar, appropriate content, diction (or word selection), rhetorical matters of various kinds (organization, cohesion, unity; appropriateness to the audience, topic, and occasion); as well as sophisticated concerns such as logic and style Limited response Sentence combining Sentence expansion Sentence reduction Advantages of Limited-Response Items These are generally quite easy to construct These are suitable for students with limited ability in English Except for the open-ended variety, these are rather objective for a writing-related task Limitations of Limited-Response Items These not measure actual writing skill These can be rather slow to correct-especially the open-ended variety Guided writing Objectives: to check student ability to handle controlled or directed writing tasks - Multiple-choice sentences can be used! - Unrelated sentence - Sentence reordering * Building from a Paragraph Outline Example: I / buy / new white swimsuit / I forget I bring / I / mad / Becky / mother / take / we / shop / Monday night / I find / pretty blue / not expensive / I start / pay / wallet / gone /I / borrow / money / Becky / mother / I / certainly / upset The student paragraph might read: I bought a new white swimsuit, and then I forgot to bring it I was really mad But Becky's mother took us shopping Monday night, and I found a pretty blue one It was not very expensive I started to pay for it, and my wallet was gone! I borrowed some money from Becky's mother, but I was certainly upset Students may write a paragraph, beginning with a topic sentence: I have read _ (Give an account of reading that has given you special insights.) I have talked to _ (Tell about people from whom you have learned a lot.) Or Directions: Write a paragraph of about seventy-five words describing a store or business that you know very well Base your paragraph on answers to the following questions: What is it called? When did it start to business? How many employees does it have? What the employees have to do? … Advantages of Guided-Writing Tests Guided-writing tests are rather quick and easy to construct Because they require an active rather than a passive response, guided testing techniques give the appearance of being an effective measure of writing Guided-writing tests provide appropriate control for those students who are not ready to write on their own Limitations of Guided-Writing Tests Guided-writing tests not measure ingredients such as organization found in extended writing Guided writing of the paragraph-outline variety is often rather time consuming and difficult to grade Guided writing of the paragraph-outline variety is difficult to score with real consistency * Free Writing ( Page 45 ) The purpose is to evaluate the effectiveness of the total composition including sentence-level accuracy, larger rhetorical matters such as unity, coherence, and organization, as well as effectiveness in conveying ideas to the intended audience – including socially appropriate language and appropriate selection of supporting details - Use pictures or simple charts, tables, or diagrams to help students and teachers in controlling the contents of the writing - Another way to control content is to provide a situation that determines what students are to write about * Evaluating Student Writing ( page 47-49) Analytical or holistic? The analytical method attempts to evaluate separately the various components of a piece of writing The holistic method evaluates the writing paper as a whole and little punishment is made on mechanics as well as other unrelated issues in communication Advantages of Free-Writing Approaches Despite in limitations, this is an important, sound measure of overall writing ability This can have a good effect on instruction: Students will be more motivated to write in and out of class, knowing that their test will be an actual writing task There is virtually very little chance of getting a passing grade on a free-writing test by cheating Limitations of Free-Writing Approaches Grading of free writing tends to lack objectivity and consistency Free writing is time consuming to grade Đánh giá đề kiểm tra / Evaluating the tests ( Tài liệu trang 51- 56 ) Ba cách đánh giá ( Dùng cho câu hỏi khách quan ) Công thức , ví dụ trang 52-55 * Đánh giá % điểm tổng • Đánh giá độ khó câu hỏi • Tính độ phân loại Yêu cầu đồng chí làm tập trang 57 Kiểm tra đánh giá theo chuẩn kiến thức kỹ ( Page 58-62 ) Phụ lục : Biên soạn đề kiểm tra – page 82 Thực hành Yêu cầu đồng chí thiết lập ma trận đề 45’ theo mẫu phải bám chuẩn KTKN PHẦN THỨ BA : THƯ VIỆN CÂU HỎI VÀ BÀI TẬP ( PAGE 75-81 ) PHẦN THỨ TƯ : KHAI THÁC HỆ THỐNG TƯ LIỆU CÂU HỎI BÀI TẬP Ở TRƯỜNG ... questions ) ( Từ trang 33 – 38 ) * Reading: Question Techniques for Beginners True-false and matching True-false questions taken from the text Matching here means students matching material in the... students fair treatment - Students who read fairly well can answer about a question a minute-including the reading of the passage Slower students and those reading difficult technical material may... effective measure of writing Guided-writing tests provide appropriate control for those students who are not ready to write on their own Limitations of Guided-Writing Tests Guided-writing tests not measure