Tập huấn biên soạn Ma trận - Đề KT Tiếng Anh 2011

Kĩ thuật biên soạn câu hỏi Viết/Writing questions Advantages of Limited-Response Items 1.These are generally quite easy to construct.. Kĩ thuật biên soạn câu hỏi Viết/Writing questions

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Daklak, 18 – 19.02.2011

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KĨ THUẬT BIÊN SOẠN ĐỀ

KIỂM TRA

1 Kĩ thuật biên soạn câu hỏi Từ vựng/Vocabulary questions

2 Kĩ thuật biên soạn câu hỏi Ngữ pháp/Grammar questions

3 Kĩ thuật biên soạn câu hỏi Đọc hiểu/Reading questions

4 Kĩ thuật biên soạn câu hỏi Viết/Writing questions

5 Đánh giá đề kiểm tra / Evaluating the tests

6 Kiểm tra đánh giá theo chuẩn Kiến thức Kỹ năng

7 Các kĩ năng đặt câu hỏi

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4 Kĩ thuật biên soạn câu hỏi Viết/

Writing questions

* Limited response

1 Sentence combining:

- Combining by adding a connective: and, but, however,

nevertheless, so, consequently, therefore…

E.g.: 1) He likes ice cream but he won't eat any

2) She didn't feel well today so she didn't go to work

- Combining sentences by having students make internal changes in the grammar

E.g.: 1) Some people come late They will not get good seats (that)

(Answer: People that come late will not get good seats ) 2) I am surprised Nobody likes her (It - that)

(Answer: It surprises me that nobody likes her )

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(Answer: The old man hurried out to the frightened horse )

2) His decision ( _) surprised everyone ( )

(Answer: His decision to quit his job surprised everyone

that knew him. )

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3 Sentence reduction

* Limited response

Ex:

-He told us about a man who had a wooden leg (with)

wouldn't let us borrow his car (one word)

(Answer: Her stingy father wouldn't let us borrow his car )

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Advantages of Limited-Response Items

1.These are generally quite easy to construct

2.These are suitable for students with limited ability in English

3.Except for the open-ended variety, these are rather

objective for a writing-related task

Limitations of Limited-Response Items

1.These do not measure actual writing skill

2.These can be rather slow to correct-especially the ended variety

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open-4 Kĩ thuật biên soạn câu hỏi Viết/

* Guided writing

E.g.: Directions: The following sentences contain errors in mechanics But there are no spelling errors Find the part of the sentence where the mistake occurs Then circle the letter of that part

1) (A) We sent for / (B) a repairman to take / (C) a look at the / (D)telephone In the office where I work

2) (A) The Doctor told / (B) the young soldier (C) to drive south through the valley / for supplies at the nearest city

In 1, the error occurs in part "D"; "in the office where I work" is not a complete sentence; this sentence "fragment" needs to be joined to the main sentence

In 2, the error occurs in part "A"; the word "doctor" should not be capitalized unless used with a person's name (Dr Adams), and then it would be abbreviated

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* Guided writing

One way is to find a good unified paragraph and then add a sentence that is unrelated Students have to find the sentence (or sentences) that don't fit Here is an example:

(1) Some people think they have an answer to the troubles of automobile crowding and dirty air in large cities (2) Their answer is the bicycle, or "bike." (3) In a great many cities, hundreds of people now ride bicycles to work every day *(4) Some work with their hands while others depend mostly on their brains while working (5) A group of New York bike riders claim that if more people rode bicycles to work there would be less dirty air in the city from car engines

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* Guided writing

Find or write a well-organized paragraph with clear transition words Then scramble the sentences Students have to put the sentences back into their original order Here is an example:

(1) So on April 18,1775, he started across the Charles River, where he planned to wait for a signal from a friend

(2) The American Revolution was a citizens' revolution in which ordinary men took a large part (3) He was living in Boston when British troops arrived to keep people under control (4) When he saw the lights, he jumped on his horse and rode through the countryside warning the people that they must fight at daybreak (5) One such man was Paul Revere, a silver worker (6) Like others, Revere thought the British troops would move from Boston against the villagers.(7) That night after reaching the other side, Revere saw hi friend's lantern signals

(Key: 2, 5, 3,6, 1,7,4)'

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* Building from a Paragraph Outline

One kind of paragraph outline used for testing writing controls the content and the grammar It takes the following form:

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

 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

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* Building from a Paragraph Outline

E.g.: 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 do business?

How many employees does it have?

What do the employees have to do?

Does it have a lot of customers/clients? Why (not)?

Why do you choose to go there rather than somewhere else?

Is it a good example of what such a store business should be?

Students’ writing can be started like this:

In my neighborhood there is a

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Advantages of Guided-Writing Tests

1.Guided-writing tests are rather quick and easy to construct

2.Because they require an active rather than a passive response, guided testing techniques give the appearance of being an effective measure of writing

3.Guided-writing tests provide appropriate control for those students who are not ready to write on their own

Limitations of Guided-Writing Tests

1.Guided-writing tests do not measure ingredients such as organization found in extended writing

2 Guided writing of the paragraph-outline variety is often rather time consuming and difficult to grade

3 Guided writing of the paragraph-outline variety is difficult to score with real consistency

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Advantages of Free-Writing Approaches

1.Despite in limitations, this is an important, sound measure

of overall writing ability

2.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

3.There is virtually very little chance of getting a passing grade on a free-writing test by cheating

Limitations of Free-Writing Approaches

1.Grading of free writing tends to lack objectivity and consistency

2.Free writing is time consuming to grade

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* Preparing an Item Analysis

An item analysis tells us basically three things: how difficult each item is, whether or not the question "discriminates" or tells the difference between high and low students, and which distractors are working as they should

- Difficulty Level

- Discrimination Level

- Distractor Evaluation

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* Difficulty Level

(1) Add up the number of high students with the correct answer (to question number one, for example) (2) Then add up the number of low students with the correct answer

(3) Add the sum found in steps 1 and 2, together (4) Now divide this figure by the total number of test papers in the high and low groups combined

High Correct + Low Correct or Hc + Lc

Total Number in Sample N

An example will illustrate how to do this Let's assume that 30 students took the test We correct the tests and arrange them in order from high to low Then we divide them into three stacks

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We would have 10 in the high group and 10 in the low group

We set the middle 10 aside The total number (N) in the sample

is therefore 20 We now mark on the sheet how many high students selected A, B, C, or D; and how many low students marked these choices (If the item is left blank by anyone, we mark the "X" line.) Below is the tally for item 1 Note that "B" is the right answer for this question We see that 5 in the high group and 2 in the low group got item number 1 correct

* Difficulty Level

Thus,

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* Discrimination Level

(1) Again find the number in the top group who got the item right (2) Find the number in the bottom group who got it right (3) Then subtract the number getting it right in the low group from the number getting it right in the high group (4) Divide this figure by the total number of papers in the high and low groups combined

A formula for this would be:

High Correct - Low Correct or Hc - Lc Total Number in Sample N

Thus,

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* Distractor Evaluation

(1) Included sometimes is an item that was drilled heavily

in class – an item that almost everyone has mastered Therefore, the answer is obvious; the distractors cannot

"distract."

(2) Sometimes a well-recognized pair is used (this/these, is/are, etc.) Even though not everyone has control of these yet, students know that one of the two is the right answer;

no other choice seems likely Here we need to choose another test format (3) A third cause is the use of obviously impossible distractors: ("Did he do the work?"/*A Yea, he did B Birds eat worms C Trains can't fly.)

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Bài tập / tasks

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6 Kiểm tra đánh giá theo chuẩn KTKN

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7 Các kĩ năng đặt câu hỏi

Synthesis

Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe

by replacing your choice of ingredients Explain the health benefits of using the ingredients you chose vs the original ones.

Evaluation

Questions like: Do you feel that serving apple pie for an after school snack for children is healthy? Why or why not?

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