The innovation of regular oral checking for students at tran mai ninh secodary school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING THE EDUCATION AND TRAINING CENTER OF THANH HOA CITY INITIATIVE THE INNOVATION OF REGULAR ORAL CHECKING FOR GRADE STUDENTS AT SECONDARY SCHOOL The writer: Pham Thi Nhu Loan Position: Teacher Unit of work : Tran Mai Ninh secondary school Subject : English THANH HOA, 2017 TABLE OF CONTENT 1 INTRODUCTION 1.1 Reasons for choosing the topic 1.2 Aims of the research 1.3 Scope and research methodology 2 MAIN CONTENT 2.1 Theoretical background 2.2 Practical background 2.3 Solutions and methods for implementation 2.3.1 Solutions 2.3.2 The tasks, objects and time for research 2.3.3 The methods for implementation 2.3.4 Some demonstrations for research RESULT AFTER APPLYING THE RESEARCH 10 CONCLUSION 17 REFERENCE BOOKS 19 16 INTRODUCTION 1.1 Reasons for choosing the topic In the process of teaching, testing and assessment of students' learning outcomes is an important stage to determine the academic achievement as well as knowledge and skills that students accomplish For students, the central character of the teaching process, testing and assessment have the role to promote the learning process for continuous development Through test results, students can self assess their own gain in order to review themselves, consolidate and supplement to complete the system of education with the operation of their own thinking For teachers, test results and assessment helps each teacher self evaluate their teaching process Thereby, they can constantly improve and perfect their professional qualifications and teaching methods 1.2 Aims of the research Results of assessment also helps education managers have grounded basis to build a team of qualified teachers, develop the new directions for the content, methods and forms of educational institutions in accordance with the characteristics of their schools 1.3 Scope and research methodology Along with innovative textbooks and teaching methods, the innovation of assessment stage is very important in the process of teaching and learning in general, as well as the process of teaching and learning English in particular Innovative teaching methods and assessment are two activities that are closely related to each other Innovation of testing and assessment is the dynamics of innovative teaching methods, contributing to the objectives of education and training Innovating assessment includes many stages, contents, steps in which the regular check by eliciting students is very important because this is a routine operation taking place continuously This kind of assessment is an important activity because it takes place not only at the beginning of each lesson but also occurs throughout a lesson If teachers neglect to check students regularly, the process of students’ achieving knowledge may be interrupted, leading to the shortage of needed the knowledge and skills for each lesson This will affect the results of the periodical tests In fact the oral check in English class today is inadequate due to the pressure of knowledge and skills needed to transmit and acquire in each lesson so the time spent for checking students orally is very little, maybe or even ignored Besides, the majority of students are passive, which means that they are familiar with rote learning to cope Even some of them lack of basis knowledge and they are lazy in studying previous lessons Accordingly, I am concerned and boldly propose the teaching initiative "Innovating the method of oral check for students in English lessons" to help children learn proactively, perceive knowledge and skills in an exciting and comfortable way as well as create a lively atmosphere in English lessons MAIN CONTENT 2.1 Theoretical background In the present case, teaching does not involve what to teach but also how to teach Innovating teaching method is an urgent requirement to improve the quality of teaching Innovating teaching methods requires synchronic change from textbooks, teaching methods to testing and assessment of learning outcomes Testing and assessment have an important role to play, directly impacting on improving the quality of training Teaching and learning should always have the feedback to adjust timely for creating the highest efficiency which is best reflected through the quality of students’ learning Regular check often helps teachers adjust and supplement the knowledge, skills, attitude proposed in different subjects, which enables students to form the suitable motivation, learning attitude to accumulate necessary knowledge and skills The results of testing and assessment are the basis for adjusting teaching activities, learning activities and educational management The false results of testing and assessment lead to false statements about the quality of training, which causes great harm in the use of human resources Therefore, innovating testing and assessment becomes urgent needs of education and society today Precise, realistic objectives testing and assessment results will help learners become confident and enthusiastic, which develops their innovative capacity in learning Therefore, in order to implement the process of testing and assessment effectively in different subjects in general and English in general, every teacher needs to understand and grasp some knowledge related to process of testing and assessment 2.2 Practical background a Testing In the Vietnamese Great Dictionary, Nguyen Nhu Y defines testing as real and actual consideration According to Buu Ke, testing is the scrutiny, review of work, consideration of the actual situation to assess and comment Meanwhile, Tran Ba Hoanh states that testing provides facts and information as a basis for the evaluation To conclude, scientists and educators agree that testing is to collect data and evidence, examine and review the actual work to evaluate and comment b Assessment Assessment is the process of forming judgments, judgments about the results of the analysis based on the information collected, collated with the objectives and criteria set out, in order to propose appropriate decisions to improve the situation, further enhanced the quality and efficiency of work Assessment in education, according to Duong Thieu Tong is the process of collecting and processing time, systematic information on the status and effectiveness of education Considered the learning goals as the basis for the policy, measures and actions in the next education are put forward It can be said that the assessment is the process of collecting analyze and interpret information in a systematic way to determine the reach of the educational targets to the students Evaluation can be done by means of quantitative or qualitative methods In summary, assessment is making the judgmental conclusions about student performance In order to assess the learning outcomes of students, the first step is to check and review the entire their learning process, then proceed to collect measurement information needed, and finally make a decision Therefore testing and assessment of students’ learning are two stages closely related to each other Testing is aimed to provide information to evaluate and assessment is carried out through the results of the test Two stages are combined into the unified process named testing - assessment * The forms of testing & assessment in the teaching process + The forms of testing In the teaching process, there are four forms of the following tests: - Regular oral check - 15 – minute test - 45 – minute test - End- of- the- semester test + The forms of assessment In the teaching process, there are three main forms of assessment as below: - Diagnostic assessment: Conducted before teaching a program or an important issue, which helps teachers understand the situation of the relevant knowledge with students, which knowledge students masters and lack to decide how to teach appropriately - Sectional assessment: Conducted many times in order to provide feedback to teachers and students timely to adjust teaching and learning ways, commenting partial results to implement the schedule suitably - Conclusive assessment and decision making: Conducted at the end of courses with exams to assess the overall study results and compare them with those goals, then decide specific measures to teach and help students * The pedagogical requirements to be complied with when assessing learning outcomes of students In assessment, it is necessary to comply with the following requirements: - Assessment must come from learning goals - Assessment tools must ensure a certain degree of accuracy - Assessment must be objective and comprehensive, systematical and transparent - Assessment must ensure the convenience of using assessment tools - The principles for assessing learning outcomes of students The assessment of learning outcomes should be based on the following principles: - Evaluation is the process implemented systematically to determine the scope of the achieved goals Hence, it is critical to clarify the assessment objectives - When assessing, the goals are clearly identified and expressed in forms that can be observed - Teachers should be aware of the limitations of each assessment tool to use them effectively - When assessing, teachers should be aware that assessment is a means to move to an end, but itself is not the purpose The aim of assessment is the right and optimal optimal for the teaching process - Assessment always goes with the student's learning, that is first to pay attention to the learning of students Then a new stimulus efforts of student learning, finally evaluated by the score - Assessment is always accompanied with students’ learning, which means teachers should care about their learning process, then motivate their efforts and finally assess with marks - Assessment should have remarks for students to recognize their mistakes about knowledge, skills and methods, which help student research and exchange knowledge - Through the mistakes of students, teachers need to learn from experience to detect errors in the process of teaching and assessment in order to innovate their teaching method - Assessment should use a variety of methods and different forms in order to increase the reliability and accuracy - Motivate and encourage students to participate in the evaluation process - Teachers must notify the types of questions for assessment to help students orient the answers - It is essential to base on teaching methods to consider the results of an answer of a test, combined with diagnostic functions or pedagogical decisions - In qualitative questions, teachers ask students to explain in words to determine the awareness of students - Method and manner of assessment must take place in comfortable situation, students feel voluntary, without worry or fear - Do not ask questions that teachers themselves cannot be answered with certainty - Basis for evaluating learning outcomes of students The assessment of students’ learning outcomes should be based on the following basis: - Aims of the subject - Objectives of the subject - The relationship between the aims, learning objectives and assessment of learning outcomes The aims of the subject, learning objectives and assessment of learning outcomes have close relationships with each other If the aims of the subject and learning purposes are determined correctly, they support each other in the assessment and meet the requirements set by the assessment of students’ learning outcomes the aims of the subject and learning purposes are the basis for determining the schedule, methods and processes of teaching and learning At the same time, it provides a basis for selecting the method and process for evaluating students’ learning outcomes Assessing learning outcomes based on aims of teaching will receive accurate feedback to complement and complete the educational process * The process of assessing learning outcomes - Teaching aims and learning objectives are based on to determine the assessment objectives: - Quantifying the teaching aims to set out the required level of knowledge, skills, attitude in order to determine the content and assessment criteria; - Selecting the assessment methods in line with the objectives and contents on the basis of the characteristics of the measured object in social circumstances; - Drafting tools: Write questions, problems based on the aims and contents needed to evaluate; - Sort questions, exercises from easy to difficult levels, pay attention to the equivalence of the problem (if there are multiple threads) and review the answers; - Carry out measurements; - Analyze the results, evaluate the reliability and validity of the test; - Adjust and supplements to improve assessment tools of the exams Assessment in education is a very complex issue and difficult because many factors are involve in this process Therefore, to accurately assess a student, a class, or a course, the first thing the teacher has to is build process, choose a method as well as collect the information needed for the evaluation Thus, the evaluation process may include four steps: measurement, quantification, assessment and decision making 2.3 Solutions and methods for implementation With detailed understanding of the theoretical basis of the assessment process, I have been actively observed and learned from teachers and students in my school as well as the other schools in Thanh Hoa city to be more aware of the real status of the assessment in English today at the junior schools The reality shows that there are many difficulties from the students The first one is due to the features of English subject, which is seen as a difficult subject which requires students to remember a lot Moreover, a large number of students not have the firm knowledge from the primary school, while the English program at junior schools follows that of elementary This affects the attitude, passion and quality of learning outcomes in this subject and leads to the low motivation To cope with their teachers, students use a reference book named "Guide to learn English well” without hard work and practicing vocabulary skills, and reviewing previous lessons at home From the teachers, there have exists many reasons that the regular oral check in the class usually does not promote its role and significance in the teaching process in general and the assessment in particular Many teachers still consider this form of assessment as the unimportant method and the final purpose is to get enough points Some teachers still perform regular oral check in the traditional way, they often call one or two students to answer questions on the board It just takes a lot of time while causing psychological stress for students without checking many students at the same time Therefore, it is difficult to assess the ability of students Some teachers arbitrarily raise questions Meanwhile others repeat only one requirement when checking students There are even some teachers who seem to ignore the regular oral check in the class All these factors make students lazy, passive in learning, leading to the low quality of teaching and learning results Aware of this situation, I did take the time to learn, study and concern to find new ways of regular oral check in the English lesson, creating significant changes in the evaluation of students, promoting the teaching of English in a positive direction, thereby improving the quality of education in my school 2.3.1 Solutions Regular oral check the first and basic form in four types of the process of testing - assessment Regular oral check provides the primary but regular basis for testing - assessment process In English subject, regular oral check serves a special role The renovation of the oral check at the class not only creates stimulating learning environment but also helps students avoid rote learning, passive learning, thereby promoting a positive, proactive creativity of students and providing high effectiveness in teaching and learning To optimize the efficiency of the regular oral check in English lessons, I've implemented the following measures: * Innovating the preparatory stage for oral check - Preparatory work is first to determine exactly what needs to check I identify a minimum level of knowledge and skills that students have acquired in the learning process in the classroom, in the previous lessons, thereby preparing test questions suitably - The questions must be precise, clear to the students so that they not misunderstand - If questions are from textbooks, I redesign the requirements and exercises or design a similar exercise to prevent them using the answers available in the book "Guide to learn English well" in order to cope with with teachers - Questions for students are presented in my lesson plan and read to students or the small hand-out, a picture of the contents in accordance with lessons and then I ask students to read independently * Innovating time for regular oral check Previously, I only check students at the beginning of each lesson to have their marks, which makes the learning atmosphere very stressful At the beginning of the school year 2016 – 2017, I boldly apply flexible time for oral check during the lesson: - Check at the beginning of class - Check during the lesson: when I need students to recall difficult knowledge in previous lessons to make connection with new lessons, I'm willing to give students 10 points to encourage learning; ask students to find friends’ mistake and correct it (the difficult question); give marks fir students positively participating in the lessons; marks for group activities; marks for preparing the information I assign from previous lessons; I attach the special importance to check students’ knowledge in the post - teaching With the regular oral check during lessons, I can help them to improve the attention for the lesson, capture knowledge at the classroom and encourage them to involve the lesson * Innovating forms and contents of questions in the regular oral check The questions raised include essay questions and multiple choice questions I have combined two forms of questions flexibly in the test I often use essay questions to check short content, or sentence structure and grammatical structures I often use multiple choice questions to examine the longer contents of the knowledge requiring students to memorize or difficult knowledge which can make students confused Oral check should examine multiple skills without focusing on any specific skills I can read the question and then ask students to answer so that they can practice listening and speaking skills Besides, I prepare hand-out at home, ask students to read and understand the answer, so students practice reading comprehension and speaking skills In addition, I can ask students to write answers on the board after listening to the question, so students practice listening and writing skills Questions for oral check should ensure the classification and suitability for students For difficult questions, I often ask students with above average level and for easy question, I pose for weaker students 2.3.2 The tasks, objects and time for research - Person giving comments: Previously, I usually give comments, but this year, I strongly encourage students to participate in the evaluation process I just play the role of final person who gives the final score or in the case of difficult decisions After each answer, or exercises in which students give, I not comment, but often encourage other students to give remarks Therefore, I can both assess the student who directly answers and evaluate the attention and knowledge of the rest Accordingly, I give marks to the students directly answering questions or homework, the students giving comments Sometimes, I ask the students evaluate their answers themselves I have coordinated many forms of test and at the same time can check many students: while I call some students to the black board, I also raise questions for other students and then collect their scrap-books to mark - Language and attitude for comment: After students give answers, the teacher must give comments and marks Teachers’ scores and remarks help students know the extent of right and wrong answers they put forward, then realize the amount of knowledge they have grasped Moreover, the comments of teachers contribute to motivate student learning, so, after each answer (entirely true, partially true or not true) I still find comments to encourage students to make final remarks Attitudes and behaviors of teachers and students have great significance in the oral check Teachers need to listen to the answer, monitor students’ activities and on the basis of which to draw conclusions about the attained knowledge of students Understanding the personality of students, the pedagogical delicacy and sensitiveness in many cases are the basic elements to help teachers assess correctly the level of knowledge and skills of students tested During the lesson, if students give wrong answer, teachers should not interrupt the students Teachers must know what mistake to be corrected immediately and what mistake should be corrected after students finish When carrying out the oral check, the teacher should address the following major problems: when a few students are called to the board, what the other students in the class have to and how to it Teachers call many of them at the same time, give different requirements in accordance with the level of each student and then raise questions to others after the students have completed their tasks as follows: " Is this answer true? ""Do you agree with that answer?" "Is there any point wrong or lacking?" In addition to these basic questions, the teacher can use the additional questions during the oral check Thanks to the additional questions, teachers can imagine the quality of students’ knowledge 2.3.3 The methods for implementation I prepare for each class a notebook for recording marks I split it into three columns: M1, M2 and M - Column M1 used to score the students directly going to the board to answer questions or exercises - Column M2 used to score students sitting below to answer questions, give comments or exercises - Column M used to give the average marks of columns M1 and M2 colums => The final marks for regular oral check recorded in the teacher’s mark notebook issued by the Ministry of Education is the average of M1 and M2 For example: class 6F’ own result in regular oral check (Semester - Academic Year: 2015-2016) 10 Số TT 10 … Họ tên học sinh Lê Thị Quỳnh Anh Bùi Thiên Bảo Nguyễn Quỳnh Chi Nguyễn Cường Nguyễn Ngọc Diệp Hà Quang Đức Nguyễn Trung Hiếu Nguyễn Thế Hưng Phạm Khuê Đàm Lê Tuấn Kiệt M1 10 9 6 10 M2 10 10 10 10 10 10 10 M 10 9.5 9.5 7.5 10 2.3.4 Some demonstrations for research As we already know, oral check is frequent and continuous activities in the English lessons So these activities should be diverse to avoid the monotony, creating lively atmosphere in the classroom and help students learn better in a more creative, active and effective way Depending on class and requirements of the knowledge and skills, I have applied different ways for oral check as follows: a For vocabulary check Option 1: Call four students to board simultaneously The teacher gives the question to these students, the first students answer question The remaining students will answer other questions or add more information to their friends’ reply Example: Check the vocabulary of all: Communication- Unit - English The requirement that teachers give: Write a word in English that means "độc lập" Student 1: give word (independent) Student 2: determine the part of speech (adjective) Student 3: give antonyms (dependent) Teacher can encourage better student to make sentence with the word teacher wants to check and give them good marks if they make a correct sentence By this way students are less frightened and get more choices Option 2: Call eight students to sit in the front rows, each student may bring one sheet of paper numbered one through ten, the remaining students in the class will use the scrap to write words Teacher reads ten words in Vietnamese and asks students to write the corresponding word in English Then, he or she collects all of eight pieces of paper and some of the other students Each correct word corresponds to one point 11 Also in this way, teachers can also check the "Pronunciation" of students by passing the "handouts" with some words and ask the students to choose words with different sounds or stress in comparison with others Option 3: Teachers can use pictures, objects to check in order to help students relaxed Example: Check vocabulary : A closer look 1- Unit - English Option 4: In listening lesson - Unit 12 - English 6, I check students by passing students the handout with crossword and ask them to find 13 adjectives about weather in the table After that, I guide students to the new lesson logically and students can review vocabulary necessary for the new knowledge b For reading check Even at the stage of "While- Reading", teachers can also check students for oral marks Example 1: Reading - Unit - English Normally during the reading comprehension, I can check students through many 12 different activities For example, in Reading - Unit - English - At the beginning, I call one student to answer these questions below: + How many you learn new words a day? + Do you translate the new words Into English? + Do you write sentences with new words? + Do you find difficult learning new words? After students have answered, I call another student to give comment Then I give marks to them - In the Post- Reading, I raise questions for students: + How should you learn English? (With questions students may choose one of the best way to study mentioned in the reading passage Depending on the wording, fluency and confidence of students, I can give them suitable marks) + Besides new words, how you learn new words? (This question is for gifted students) For example Skill - Unit - English - With this lesson, I check students at the pre – teaching stage: I give the following pictures of Pele and put some questions for students to discuss before the text 13 + Who is this? + What sport does he play? + Does he play it well? Why you know that? (He won many gold medals) + Where does he come from? + What other things you know about him? - I can check at the stage of While - speaking: After students read the text, I give them "hand-outs" and ask them to determine whether these statements are true or false compared with the content in the textbook Pele is international famous football player He was born in the countryside of Brazil in 1945 His grandfather taught him how to play football He started playing for a football club when he was 15 Did Pele win four World Cups? 6.Did poeple call him “The King of football”? How to check: After giving the handouts, the teacher asks students to work individually, read the text and then the exercises in about minutes During this time the teacher goes around the classroom to support them and make sure that students not look at each other After the specified time period, teacher collect paper of some students, then ask the whole class to answer and give scores And the marks will be inserted in the column M2 - I can examine good students at the Post – speaking stage: + Can you tell me something about Pele? c For Speaking lessons This is a very important skill, if the oral check is done well, it will have a great effect on promoting students to learn English However, depending on the level of students, teachers should have the appropriate requirements in order to encourage and motivate them to practice English In speaking lesson, depending on the task, I will ask studnets to practice in pairs, groups or individuals I also point students to practice this skill For this skill I only apply the task suitable with them In speaking class, I usually prepare the questions from easy to difficult levels to give them the opportunity to respond to the practice in accordance with different levels of learners Through these activities, I can have bonus points for students to encourage them participate actively, create exciting language learning atmosphere d For Listening lesson This skill is difficult because their vocabulary is limited and they are not familiar with the native voice Therefore, it is very difficult to check students this skill Instead, I check students’ listening and speaking skills as well as the knowledge that they have learned from the previous lessons This test is done at the beginning of the next class: How to check: Call a student to answer a question they have learned and consolidated carefully in previous lesson (5 points), second sentence this student chooses another student (sitting beneath) to answer a question in the book (2 14 points), 3rd sentence asked by this students to another (sitting beneath) (3 points) Points that first pupil achieve will be recorded in column M1, points that two other students have will be recorded in the column M2 The questions students ask their friends should be improved after time Example: Oral check: Listening Unit - English The questions are used to check (learned in previous period) What you to make preparations for a typhoon? Can scientists predict the time when an earthquake happens? What will happen during an earthquake? Should we run out of the room quickly or stay inside when an earthquake suddenly happens ? If we stay inside, what place should we find to shelter: under a strong table, in the corners of the room or in the middle of the room? Obviously, this innovative testing and assessment method: actively promotes students’ creativity, facilitates thought-provoking abilities, the dynamics of all activities in the classroom, reduces "the teacher-central” while enhancing “student-central” learning However, teachers should flexibly suggests students to ask questions to suit the content, so as not to digress and save time to new lesson The check by allowing students to make questions does not only apply to check "Listening", but also applies to the other skills "Reading, Language Focus" To promote more positives and creativity of students, teachers can make homework for them as follows: Based on the lesson each student will give teacher the five similar questions (two multiple choice questions, three essay questions with both theory and practice In the next lesson the teacher will collect all the questions and randomly select a number of students to answer these questions e For Writing lesson This skill requires students to have accurate and comprehensive skills For students who have average or lower abilities, this is a difficult task Therefore, in order to help them more actively participate in the writing lesson, teachers can design some writing tasks for weak students to have the opportunity to work and get marks Moreover, I also help students avoid using reference books by designing suitable exercises such as sentence building, sentence transformation, etc, then students and the teacher corrects and gives marks for students or groups of students For example : Writing - Unit - English 6: Guided sentence building a I can design one sample form following exercises: sentence arrangement 1.I / playing / so much / like / soccer 2.Is / a / team / it / sport 3.are / eleven / there / each / team / print / players 4.A / match / lasts / soccer / 90 / minutes 5.sport / needs / this / ball / a / trainers 15 b I can design one sample form following exercises: Guided sentence building I / fond / play / soccer It / team / sport 3.there / eleven / player / each team soccer match / last / 90 / minute 5.This sport / need / ball / trainers I / like / it / because / want / become/ soccer / player After students one of two assignments, I will let them heal all the points together and then take oral comments Since the exercises are easy to this, students can grasp the sample write one article about the sport they love, especially the catch phrases used in the article, which makes them easy more posts If not enough time in class to finished writing, I assigned to the C and will get points oral examination for the next lesson f For grammar lessons (Language Focus or looking back) + For all the new lesson: I often redesign some of the exercises in the textbook (to avoid the situation in which students use reference book to answer) and add some multiple choice exercise in the production part, then call up the students to the board or collect some products for marking Example: In Unit - English 6, before going on exercises 1.2 of passive sentences, I prepare "hand-outs" at home with forms of exercise as follow: Exercise 1: Write the past pasticiple form of the verb root element following: infinitive build show make blow wash break bring melt grow start as Past Pasticiple built The multiple choice quiz is included to check students’ knowledge and give them marks Exercise 2: Choose the best option This bridge is ……………ten years ago A to build B building C build D built 16 Lan is to be very good at English A known B knew C.know English …………….nowadays A widely speaks B widely is spoken C is widely speaking D is widely spoken D knows + For consolidation and review lessons Pressure time in more "Language Focus" is great as this lesson has to ensure the "Pronunciation" section and the "Grammar" section so the time spent examining students is limited Accordingly, the lesson supports for Language Focus lessons and some writing lessons These lessons will help students review the conditions and strengthen the skills and practice exercises on phonics and grammar as well as the modified sentences (they can be seen in the periodical exams or tests) In these lessons, I will distribute ten multiple choice questions for class to in 10 minutes, then call two students to the board, each student does three essay questions (usually change or rewrite the sentences using suggestions given ) After 10 minutes, I collect students’ work and assign others to marks, two students on board continue doing while the teacher corrects 10 quizzes The teacher then record marks for students in column M2 The teacher continues to guide students on board check each other while teacher and the whole class observe and give remarks This checking method can promote proactive and positive abilities of students, reduce stress in the oral check while promoting innovation by combining two forms of testing and check reviewing students’ knowledge RESULT AFTER APPLYING THE RESEARCH In order to evaluate objectively and accurately the changes in the oral test that affect how the quality of the mouth point, the results of student learning, the effectiveness of the teaching hours in English, I have a strong bold experiment of this innovation in class 6F, and compare with the class 6D, classes not apply the changes in the oral test - Results in class 6F - Class not tested innovations in the oral test - Checkpoint their regular oral test is not high, there are many children with scores below average and points because they learn old lessons - Course GPA lower than any of them Marks in second semester of the school year 2015 – 2016 of class 8D class 6D The total number of students 45 8-10 marks 25 (56%) 6-7 marks 11 (24%) 4-5 marks (7%) 1-3 marks (13%) marks 17 The statistics point average in school subjects in second period 2015 – 2016 of class 8F class 6F The total number of students 40 8.0 -10.0 20 50% 6.5 -7.9 5.0-6.4 10 (25%) (15%) 3.5-4.9 0-3.4 (5%) (5%) - Results in class 8D - Grade testing the changes in the oral test - After a year of applying this new method, most of my students have higher oral test scores last year and higher than the other classes and grade 8, no child below average scores and score - Average marks of English in school knob is also significantly increased Marks in first semester of the school year 2016– 2017 of class 8D Class The total number of students 6D 45 8-10 marks 30 (67%) 6-7 marks 13 (29%) 4-5 marks (4%) 1-3 marks marks 0 The statistics of oral check in second semester of the school year 2016-2017 of class 8F class 6F The total number 8.0 -10.0 6.5 -7.9 5.0-6.4 of students 40 23 14 (58%) (35%) (7%) 3.5-4.9 0-3.4 Clearly, innovations that I have boldly researched and applied have brought significant results in improving the learning outcomes of students in English subject, thereby contributing to improving the quality of education in general CONCLUSION AND RECOMMENDATIONS In short, the fact that, educational innovation must be associated with innovation in testing & assessment process in which innovation in oral check is extremely important and urgent that teachers must implement regularly to improve the quality of education and promote actively in the process of students’ perceived knowledge Obviously over a year to apply the changes in the oral 18 examination, I find the learning atmosphere lively, high learning attitude with self-discipline In response, they are more excited with every lesson, even those who used to bend their heads whenever I put the question in the oral check In this school year, the students have found really comfortable and amused in the middle of teaching hours, with a simple answer to a question, they get even 8, or 10 points Consequently, student's academic performance has improved significantly It is also the driving force that helps teacher to be more enthusiatic, buoyed in the teaching hours In addition, through the form of regular oral examination, the teacher will detect the ability of students as well as they know how weak for timely help supplement their knowledge and skills Also help teachers adjust their teaching process in accordance with the level of knowledge, awareness of students However, to apply these improvements effectively, requires very careful preparation of teachers Teachers must redesign exercises, tasks of textbooks and additional forms of exercises close to the recommended inspection and examination questions In addition, teachers must be evaluated very fair, objective and behavior have delicate, encourage, motivate them timely and sensitive to the level of difficulty - easy of questions when given to each pupils While checking all of the students, the teacher must have a way to attract the participation of other students to solve problems, to avoid teacher with a question and answer Teachers put questions t for the whole class to think and mobilize knowledge, so they have the ability to check the level of knowledge of the students in the class Through practical teaching and performing this subject I would like to propose a number of the following: - The textbook should be reduced to allow teachers more time for oral check - Form of assessment and examinations should be improved, the test subject does not have much exercise test, as this will not assess skills "Speaking, Writing" The students Thereby limiting dependence, lazy students to gain the knowledge, skills, vocabulary that help students self evaluate their true level These are innovations that I have boldly applied in the oral check for students to improve the quality of assessment in particular, and the quality of teaching in general I hope to receive many comments of colleagues to my teaching initiative CERTIFICATION OF PRINCIPAL Thanh Hoa, March 20th, 2017 I declare this is my work I not copy the content of other people Written by Pham Thi Như Loan 19 20 REFERENCES Callaghan, M & Rothery, J (1993) Teaching Factual Writing - A Genre Based Approach David, B et al (2000) Using Functional Grammar An Explorer’s Guide Sydney National Centre for English Language Teaching and Research Devewiana, B (1990) Exploiting How Texts Work, Sydney: Primary English Teaching Henry, A., & Roseberry, R L (1998) An evaluation of a genre-based approach to the teaching of EAP/ESP writing TESOL Quarterly, 32, 147-156 Hyon, S (1996) Genre in three traditions: Implications for ESL TESOL Quarterly,30, 693-722 Hyon, S (2001) Long-term effects of genre-based instruction: a follow-up study of an EAP reading courses English for Specific Purposes, 20, 417-438 Hyon, S (2002) Genre and ESL reading: a classroom study In A M Johns (Ed.), Genre in the classroom: Multiple perspectives (pp 121-141) Mahwah, NJ: Lawrence Erlbaum Mark, A & Kathy, A (1997) Text Types in English 1, Macmillan Education Australia, PTY LTD Pang, T (2002) Textual analysis and contextual awareness building: a comparison of two approaches to teaching genre In A M Johns (Ed.), Genre in the classroom: Multiple perspectives (pp 145-161) Mahwah, NJ: Lawrence Erlbaum 10 Rothery, J (1986) Working Papers in Linguistics, Writing Projects 4, University of Sydney, Linguistic Department 21 ... as the other schools in Thanh Hoa city to be more aware of the real status of the assessment in English today at the junior schools The reality shows that there are many difficulties from the students. .. + The forms of testing In the teaching process, there are four forms of the following tests: - Regular oral check - 15 – minute test - 45 – minute test - End- of- the- semester test + The forms... the scrutiny, review of work, consideration of the actual situation to assess and comment Meanwhile, Tran Ba Hoanh states that testing provides facts and information as a basis for the evaluation