An evaluative study on the current final achievement tests for non english majors at quang ninh teacher training college

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES VŨ THANH HÒA AN EVALUATIVE STUDY ON THE CURRENT FINAL ACHIEVEMENT TESTS FOR NON-ENGLISH MAJORS AT QUANG NINH TEACHER TRAINING COLLEGE ĐÁNH GIÁ BÀI KIỂM TRA CUỐI KỲ CHO SINH VIÊN KHÔNG CHUYÊN NGỮ TRƯỜNG CAO ĐẲNG SƯ PHẠM QUẢNG NINH M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 140 111 HANOI – 2016 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES VŨ THANH HÒA AN EVALUATIVE STUDY ON THE CURRENT FINAL ACHIEVEMENT TESTS FOR NON-ENGLISH MAJORS AT QUANG NINH TEACHER TRAINING COLLEGE ĐÁNH GIÁ BÀI KIỂM TRA CUỐI KỲ CHO SINH VIÊN KHÔNG CHUYÊN NGỮ TRƯỜNG CAO ĐẲNG SƯ PHẠM QUẢNG NINH M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 140 111 Supervisor: Đỗ Thị Thanh Hà, Ph.D HANOI – 2016 CANDIDATE’S STATEMENT -*** - I, Vu Thanh Hoa, hereby certify that this minor thesis entitled AN EVALUATIVE STUDY ON THE CURRENT FINAL ACHIEVEMENT TESTS FOR NON – ENGLISH MAJORS AT QUANG NINH TEACHER TRAINING COLLEGE is completely the result of my own work for the Degree of Master at University of Languages and International Studies, Vietnam National University, Hanoi and that this thesis has not been submitted for any degree at any other university or institution i ACKNOWLEDGEMENTS I would like to express my gratitude to all those who have given me the possibility and motivation to complete this thesis First and foremost, I am deeply indebted to my supervisor, Dr Do Thi Thanh Ha, for her wholehearted guidance, invaluable suggestions, thoughtful comments and useful materials during the time of writing this thesis Second, I would also like to acknowledge my debt of gratitude to the staff members of the Faculty of Post-Graduate Studies and the lecturers at University of Languages and International Studies, Vietnam National University-Hanoi for their valuable lectures, which laid the foundation for this thesis and for their knowledge as well as their sympathy Third, a special thank would also go to the teachers and the non-English majors at Quang Ninh Teacher Training College, who took part in the research Without their participation and cooperation I would not be able to complete this research paper Fourth, I should be grateful to the librarians at ULIS for their constant help thanks to which I was able to access to all materials needed to accomplish the thesis Finally but importantly, I would like to express my appreciation to my family and my friends who have been continuously giving me a lot of support and encouragement for the fulfillment of this challenging work Hanoi, 2016 ii ABSTRACT The study was intended to give an evaluation on the current final achievement tests for non English majors at QNTTC from perspectives of the teachers and nonEnglish majors at QNTTC In addition, this study also investigated how the current final achievement tests for non-English majors at QNTTC aligned to the CEFR The study was carried out by means of two sets of survey questionnaires, and analysis of the current final achievement tests at QNTTC and the CEFR, using some softwares From perspectives of the students, some test items of these tests such as phonetics, vocabulary and grammatical structures were too difficult for them to The teachers found that the current final achievement tests at QNTTC were not very reasonable because they lacked two skills: speaking and listening and the writing section did not test some useful skills such as writing letters, writing cards, creating stories The analysis of the alignment between the current final achievement tests at QNTTC and the CEFR showed that most of the vocabulary and test items in these tests were in the ranges from levels A2 to B1 and some of them were at level A2 and did not reach the target level, B1 Moreover, the current final achievement tests at QNTTC differed from other international tests (PET) in terms of length and constructs The study will hopefully contribute to the test making at QNTTC by showing an example of evaluation on the current final achievement tests for non-English majors at QNTTC and the alignment between these tests and the CEFR iii TABLE OF CONTENTS ABSTRACT iii LIST OF ABBREVIATIONS vii LIST OF TABLES viii CHAPTER INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Methodology 1.7 Outline of the thesis CHAPTER LITERATURE REVIEW 2.1 Basic concepts of testing/ Language testing 2.2 The role of testing in teaching and learning 2.3 Types of tests according to test purpose 2.3.1 Diagnostic tests 2.3.2 Placement tests 2.3.3 Proficiency tests 2.3.4 Achievement tests 10 2.4 Criteria of a good test 12 2.4.1 Validity 12 2.4.2 Reliability 14 2.4.3 Practicality 15 2.4.4 Discrimination 16 2.4.4.1 Item difficulty 16 2.4.4.2 Item discrimination 17 2.5 The CEFR 17 2.5.1 What is the CEFR? 17 2.5.2 Levels of the CEFR 17 2.6 Target level for the non-English majors 18 2.7 Review of related studies 19 2.8 Summary of Chapter 20 iv CHAPTER METHODOLOGY 21 3.1 Setting of the study 21 3.1.1 English teaching and learning of non-English majors at QNTTC 21 3.1.2 Brief description of the materials used for non-English majors at QNTTC 21 3.1.3 The testing practice at QNTTC 22 3.2 Informants 23 3.3 Data collection instruments 23 3.4 The alignment framework 27 3.5 Data collection and data analysis procedure 277 3.6 Summary of chapter 29 CHAPTER FINDINGS AND DISCUSSION 30 4.1 The current tests at QNTTC 30 4.1.1 Students’ comments on the existing tests 30 4.1.2 Students’ opinions towards the improvement of the tests 32 4.1.3 Teachers’ comments on the existing tests 33 4.1.4 Teachers’ opinions towards the improvement of the tests 35 4.2 The alignment between the current tests at QNTTC and the tests according to the CEFR 36 4.2.1 In terms of their constructs 36 4.2.2 In terms of contents 36 4.3 Summary of Chapter 44 CHAPTER CONCLUSION 45 5.1 Summary of the study 45 5.2 Concluding remarks 46 5.3 Limitations and suggestions for further study 46 REFERENCES 48 APPENDIXES I APPENDIX 1: KEY POINTS FOR THIRD SEMESTER I APPENDIX IV QUESTIONNAIRE FOR NON-ENGLISH MAJORS AT QNTTC IV PHỤ LỤC VII BẢNG CÂU HỎI ĐIỀU TRA DÀNH CHO SV KHÔNG CHUYÊN NGỮ VII TRƯỜNG CAO ĐẲNG SƯ PHẠM QUẢNG NINH VII APPENDIX X v QUESTIONNAIRE FOR TEACHERS AT QNTTC X APPENDIX VIII FINAL ACHIEVEMENT TEST FOR NON-ENGLISH MAJORS VIII APPENDIX X FINAL ACHIEVEMENT TEST FOR NON-ENGLISH MAJORS X vi LIST OF ABBREVIATIONS QNTTC Quang Ninh Teacher Training College TTI Teacher training institution CEFR The Common European Framework of Reference for Languages: Learning, Teaching, Assessment TOEFL Testing English as a Foreign Language IELTS International English Language Testing System TOEIC Test of English for International Communication KNLNN Khung lực ngoại ngữ RMM Pearson Reading Maturity Metric vii LIST OF TABLES Table 2.1: Common European Framework of Reference (CEFR) 19 Table 4.1: Analysis of the degree of difficulty of the test items in phonetics in Test number 37 Table 4.2: Analysis of the degree of difficulty of the test items in phonetics in Test number 37 Table 4.3: Analysis of the degree of difficulty of the test items in grammar and vocabulary in Test number 38 Table 4.4: Analysis of the degree of difficulty of the test items in grammar and vocabulary in Test number 39 Table 4.5: Analysis of the degree of difficulty of the reading texts in Test number 41 Table 4.6: Analysis of the degree of difficulty of the reading texts in Test number 41 Table 4.7: The analysis of question items of the reading texts of Tests number and 42 Table 4.8: The comparison between Tests number and 43 Table 4.9: Comparison of the length between the current tests at QNTTC and the reading – writing tests of PET 43 viii B No Reasons: Should the format of the current test be changed? A Yes B No Reasons: 10 Give your opinions about the current test Thanks for your cooperation! VI PHỤ LỤC BẢNG CÂU HỎI ĐIỀU TRA DÀNH CHO SV KHÔNG CHUYÊN NGỮ TRƯỜNG CAO ĐẲNG SƯ PHẠM QUẢNG NINH Bảng câu hỏi điều tra thiết kế nhằm mục đích nắm bắt ý kiến đánh giá em kiểm tra cuối kỳ cho sinh viên không chuyên ngữ trường Cao đẳng Sư phạm Quảng Ninh để làm sở thiết kế kiểm tra phù hợp với em Để điều tra đạt kết tốt, xin vui lòng trả lời câu hỏi sau Tôi xin đảm bảo thơng tin em phục vụ mục đích nghiên cứu Xin chân thành cám ơn hợp tác em Em học tiếng Anh rồi? A.1 - năm B - năm C - 10 năm D > 10 năm Theo em, tiếng Anh có quan trọng với nghề nghiệp sau khơng? A Rất quan trọng B Tương đối quan trọng C Không quan trọng D Khơng quan trọng chút Lí do: Khi làm kiểm tra em thường hoàn thành? A 0% -20% B 20%- 50% C 50%-80% D 80%-100% Lí do: Những khó khăn em thường gặp phải làm kiểm tra? VII A Từ vựng (mới học) B Cấu trúc ngữ pháp (mới học) C Quá nhiều loại câu hỏi D Ngữ âm Lí do: Em có thích phần đọc trả lời câu hỏi? A Có B Khơng Lí do: Em có thích phần đặt câu dừng từ gợi ý? A Có B Khơng Lí do: Em có thích phần sửa lỗi sai? A Có B Khơng Lí do: Em có nghĩ cần phải cho ghi rõ thời gian cho phần khơng? A Có B Khơng Lí do: Em có nghĩ cần ghi rõ điểm cho phần khơng? VIII A Có B Khơng Lí do: 10 Giáo viên có cần phải chữa sau sinh viên hoàn thành kiểm tra khơng? A Có B Khơng Lí do: 11 Theo em có cần phải thay đổi dạng kiểm tra khơng? A Có B Khơng Lí do: 12 Cho biết ý kiến khác em kiểm tra Cám ơn em dành thời gian hoàn thành bảng câu điều tra! IX APPENDIX QUESTIONNAIRE FOR TEACHERS AT QNTTC This survey questionnaire is an attempt to some research on how to design a suitable English achievement test for non-English majors at Quang Ninh Teacher Training College (QNTTC) Your assistance in completing this questionnaire would be highly appreciated and of great used to my study You can be confident that you will not be identified in any discussion of the data Please respond to each statement or question and complete all of them as frankly and accurately as possible Thank you very much for your valuable contribution! Please circle or write your answers where necessary (more than one option may be needed) How long have you been teaching English? A - years B - years C - 10 years D > 10 years Do you think that an English achievement test at the end of the each semester is necessary for non-English majors at QNTTC? A Yes B No Reasons: What you think of the content of the current English achievement test for nonEnglish majors at QNTTC? A Very reasonable B Reasonable C Not very reasonable D Unreasonable Reasons: Have you ever made a final achievement test for non English majors? A Yes X B No How many tests have you made? A – tests B – 10 tests C > 10 tests How can you make this English achievement test for non-English majors? A Using a complete test from a test book B Making your own test C Both A and B D Others Reasons: In terms of marking scale of this test, in your opinion, it is A Very reasonable B Reasonable C Not very reasonable D Unreasonable Reasons: According to you, the time allowance for this test is A Very reasonable B Reasonable C Not very reasonable D Unreasonable Reasons: In your opinion, should we change the construction of the current test in terms of its content? A Yes B No XI Reasons: 10 In your opinion, should we change the construction of the current test in terms of its marking scale? A Yes B No Reasons: 11 In your opinion, should we change the construction of the current test in terms of its time allowance? A Yes B No Reasons: 12 Please give further comments or suggestions towards the improvement of the current test? ……………………………………………………………………………………… …… ………………………………………………………………………………… ……………………………………………………………………….……………… ……………… .…………………………………………………… Thanks for your cooperation! XII APPENDIX FINAL ACHIEVEMENT TEST FOR NON-ENGLISH MAJORS Time allowed: 60 minutes NUMBER 01 Chọn phương án A (hoặc B,C,D) ứng với từ có trọng âm nhấn vào vị trí khác với ba từ lại Câu A decide Câu A lemonade B camel C direct D replace B permission C equipment D obsession Chọn phương án A (hoặc B,C,D) ới từ có phần gạch chân phát âm khác với ba từ lại Câu A invite Câu A watched Câu A canal B medicine C decide D frightened B stopped C opened D liked B island C ambition D fantastic Chọn phương án A (hoặc B,C,D) để hoàn thành câu Câu She usually sits .the middle of the class A in B at C on D of Câu Quang Ninh Teacher Training College in Nam Khe district A locates B is locating C is locate D is located Câu boy we met yesterday is one of my brothers A The/ the B A/ the C - / D The / Câu At a.m last Sunday, when I to her house, she A was coming/ was sleeping B was coming/ slept C came/ slept D came/ was sleeping Câu 10 He spends a lot of time .computer games A to playing B to play C playing D play Câu 11 We leave you alone A definitely won’t B won’t definitely C definitely will D will definite Câu 12 Tuan Chau Island .Ha Long city A is belong to B belongs to C belongs D is belongs to Câu 13 We haven’t met each other A since we leave school B since we have left school C since we left school D when we left school Câu 14 She has got a sister but she has .brothers A no B any C a D one Câu 15 You the exams if you .harder A pass/ study B will pass/ will study C will pass/ study D pass/ will study 16 I’ll finish this report soon if A necessary B is necessary C be necessary D you necessary Câu 17 Many people very much because they thought baths were dangerous A didn’t use to washing B didn’t use to wash C not used to washing D not used to wash Câu 18 At that time, he a professional footballer A was B is C has been D being Câu 19 It’s the other side of the road A in B at C of D on VIII Câu 20 Do you know ? A where does he live C where he lives B where does he lives D where he is live Xác định sửa cho lỗi câu sau Mỗi câu có lỗi Câu 21 There used be a hospital here Câu 22 At p.m yesterday? I did my homework Câu 23 I don’t have enough money to go on holiday this year so I’ll have to stay at the home Câu 24 Promise to tell me the news as soon as you’ll hear anything Câu 25 I’ve just saw a friend of mine on TV Đọc đoạn văn chọn phương án A( B,C,D) cho chỗ trống Helsiki’s City Bike Program operates 26 bike stands in the center of Helsiki Anyone can use them The bicycles are simple but comfortable They have (21) special design, and they are painted bright green, so it is easy (22) them The program is very popular .(23) many people, a City Bike is a practical way to get around All kinds of people use the bicycles: shoppers, elderly people, and students (24) .class There are free bike programs in several other (25) also, including Copenhagen, Toronto, and Orlando Câu 26 A a B an C the D Ф Câu 27 A seeing B to see C to seeing D see Câu 28 A In B At C Of D For Câu 29 A go B going C go to D going to Câu 30 A city B a city C cities D the cities Đọc đoạn văn trả lời câu hỏi I never go shopping myself – well, not very often – I really hate it All those crowds of people, and you can never find exactly what you want That’s what gave me the idea for the Internet company, you know, buy clothes, things for the house, presents, etcetera over the Internet, and the things were cheaper, too, of course I was so surprised when the business grew so quickly – I suppose there are lots of people out there who hate shopping too! I still can’t believe that the company is only a year old and it’s already worth one and a half million! I don’t really think of myself as a businesswoman – it was just luck, really I think I’ll probably sell the company in two or three years’ time Then I can stop work and have that great big family that I’ve always wanted, and go and live in a huge house in the countryside Câu 31 Why does the writer hate going shopping? Câu 32 Did she have the idea of buying things over the Internet? Câu 33 Do many people hate shopping? Câu 34 Why doesn’t she think of herself as a businesswoman? Câu 35 Why does she want to sell this company? Dùng từ cho sẵn để đặt thành câu hoàn chỉnh Câu 36 If you/ be/ late for/ class again/,/ teacher/ get/ very annoyed Câu 37 People/ not used/ brush/ their teeth/ very much Câu 38 At this time/ last Sunday/ she/ play chess/ with her brother Câu 39 He/ start/ working/ this company/ years ago Câu 40 There/ be/ small village/ the bottom/ the mountain HẾT IX APPENDIX FINAL ACHIEVEMENT TEST FOR NON-ENGLISH MAJORS Time allowed: 60 minutes NUMBER 02 Chọn phương án A (hoặc B,C,D) ứng với từ có trọng âm nhấn vào vị trí khác với ba từ lại Câu A apply Câu A operation invitation B protect C canal D journey B restoration (khong co) C evaporate (khong co) D Chọn phương án A (hoặc B,C,D) ới từ có phần gạch chân phát âm khác với ba từ lại Câu A wake Câu A design Câu A closed B traffic C station D page B invitation C anniversary D article B liked C stayed D arrived Chọn phương án A (hoặc B,C,D) để hoàn thành câu Câu Ha Long Bay in the northeastern part of Vietnam A located B locates C is locates Câu He a good student in my class when he was small A used to B used to being C is used to be Câu Before that time, he for that company for years A works B worked C has worked Câu It has rained A since hours B for hour C since o’clock Câu 10 I have friends in Hanoi A lot of B a lots of C a lot of Câu 11 We can’t go to movies because I have to write essay A the/ a B a/ the C the/ the Câu 12 Turn right the traffic lights A at B in C on Câu 13 She attend this course A won’t probably B probably won’t C probably will Câu 14 I harder if I you A will study/ am B will study/ were C would study/ were Câu 15 Quang Ninh’s natural land 17 types of soil A consists of B consist of C consists Câu 16 Up to now, I for that company for 10 years A have worked B am working C work Câu 17 When he ., we .dinner A arrived/ had B arrived/ are having C arrived/ were having D arrived/ was having Câu 18 I wonder if she still me A remember B remembers C is remembering Câu 19 Do you know .? X D is located D used to be D was worked D for o’clock D a lot D the/ an D of D will probably to D would study/ was D consist D worked D remembered A where Quang Trung street is C where Quang Trung street Câu 20 If you’ve got ., take an aspirin A the temperature B some temperature B where is Quang Trung street D where Quang Trung street it is C a temperature D temperature Xác định sửa cho lỗi câu sau Mỗi câu có lỗi Câu 21 If she is here now, I would tell her the truth Câu 22 What did you when I phoned you at 10 p.m last night? Câu 23 I don’t have many free time during the week Câu 24 If we drive quickly, we probably will get home before it gets dark Câu 25 This book is very interesting I’ve readed it many times Đọc đoạn văn chọn phương án A( B,C,D) cho chỗ trống You are late (21) work, and you don’t have a car The bus is too slow What you do? If you live in Helsiki, Finland, you (22) a green bicycle from the street and ride (23) to work Helsiki’s City Bike Program operates 26 bike stands in (24) .center of Helsiki Anyone can use them You take a city bike from a stand and leave a small deposit After you finish with the bicycle, you return it to a stand and get your money (25) Câu 26 A at B from C for D to Câu 27 A can take B would take C take D took Câu 28 A them B it C its D they Câu 29 A a B the C an D Ф Câu 30 A in B for C from D back Đọc đoạn văn trả lời câu hỏi I used to be the director of a large finance company I had a really good salary, nice house, big car, all those things, but I was just working all the time, and I never saw my wife, or had any time for my great passion – cooking So, I decided, and one day – about three years ago – I just left my job and we moved to a small house, got a smaller car, you know, and my wife and I opened a small restaurant I did all the cooking at first, and it was very hard work – I thought “I’ve made a mistake,” but then we started to make some money, and we got a chef, and it was easier Nowadays, I decide the menus, and I go to the market every day, to get fresh vegetables, fish and I some cooking We’re certainly not as rich as we were, and we work long hours, but I think we’re much happier Maybe next year we’ll have a holiday – our first one in three years! Câu 31 Was the writer the director of a large finance company? Câu 32 Why did he leave his job? Câu 33 Did he or the chef the cooking at first? Câu 34 Does the chef all the cooking now? Câu 35 Did they have a holiday two years ago? Dùng từ cho sẵn để đặt thành câu hoàn chỉnh Câu 36 Families/ used/ be/ much larger/ than/ they/ be/ now Câu 37 At 10a.m./ last Saturday/ we/ have/ party Câu 38 If you/ not take/ a map/,/ you/ get/ lost Câu 39 We/ not meet/ each other/ since last week Câu 40 your name/ be/ the top/ this page? .HẾT XI APPENDIX 6: DESCRIPTORS OF THE CEFR Level Level group group name Level Level name Description  Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type A1 Breakthrough  Can introduce him/herself and others and can ask and answer questions about or beginner personal details such as where he/she lives, people he/she knows and things he/she has  Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help A Basic user  Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g very basic personal and family information, shopping, local geography, employment) A2 Way stage or  Can communicate in simple and routine tasks requiring a simple and direct exchange elementary of information on familiar and routine matters  Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need  Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc  Can deal with most situations likely to arise while travelling in an area where the B Independent user B1 Threshold or intermediate language is spoken  Can produce simple connected text on topics that are familiar or of personal interest  Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans XII  Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization  B2 Can interact with a degree of fluency and Vantage or spontaneity that makes regular interaction upper with native speakers quite possible without strain for either party intermediate  Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options  Can understand a wide range of demanding, longer texts, and recognize implicit meaning  spontaneously without much obvious Effective C1 Can express ideas fluently and searching for expressions operational proficiency or  Can use language flexibly and effectively for social, academic and professional advanced purposes  Can produce clear, well-structured, detailed text on complex subjects, showing C Proficient controlled use of organizational patterns, user connectors and cohesive devices  Can understand with ease virtually everything heard or read  Can summarize information from different spoken and written sources, C2 Mastery or reconstructing arguments and accounts in a proficiency coherent presentation  Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations XIII APPENDIX : EXAM FORMAT OF PET Paper Content Marks (% of total) Purpose Reading and Writing (1 hour 30 minutes) Reading: parts/ 35questions Writing: parts/ 7questions 50% Shows you can read and understand the main points from signs, newspapers and magazines, and can use vocabulary and structure correctly Listening (36 minutes, including minutes' transfer time) parts/ 25questions 25% You have to be able to follow and understand a range of spoken materials including announcements and discussions about everyday life Speaking (10–12 minutes per pair of candidates) parts 25% Shows how good your spoken English is as you take part in conversation by asking/answering questions and talking, for example, about your likes and dislikes Your Speaking test will be conducted face to face with one or two other candidates and two examiners This makes your test more realistic and more reliable XIV Kỹ Thời gian Chi tiết Questions Nội dung Hình thức Ghi PAPER 1g 30 phút Reading 35 questions parts PART PART PART PART PART 1->5 6->10 11->20 21->25 28->35 Explanation (mark) Letters (mark) Sentences (mark) Answer (mark) Word (mark) Trắc nghiệm Lựa chọn Lựa chọn Trắc nghiệm Trắc nghiệm Chọn 1/3 (ABC) phương án cho trước Chọn 5/8 (A-H) phương án cho trước Chọn 1/2 (AB) ph án điền vào chỗ trống Chọn 1/4 (ABCD) phương án cho trước Chọn 1/3 (ABC) phương án cho trước Writing questions parts PART PART PART 1->5 or Missing words (write) Card (write) Answer (write) Điền từ Viết bưuthiếp Viết thông tin Điền từ vào chỗ trống, hoàn thiện câu Viết bưu thiếp từ 35-45 từ… Viết câu chuyện thư 100 từ Khoảng 35 phút 25 questions parts PART PART PART PART PART … PART 1->7 8->13 14->19 20->25 Picture (tick (v)) Radio (tick (v)) Radio Sentences (mark) Questions Color photograph Roles Lựa chọn Lựa chọn Trắc nghiệm Viết thông tin Điền chọn (v)/3 (ABC) cho trước Điền chọn (v)/3 (ABC) cho trước Viết thông tin vào bảng trống… Điền chọn Yes/No (AB) cho trước Examiners Partner Tính điểm 40 lớp Chiếm 25 % điểm thi 16 Parts 81 questions Đọc - Viết Reading & Writing PAPER Nghe Listening PAPER Nói Speaking Tổng cộng 10 – 12 phút parts 2g 05 phút Đọc-Viết: …%, Nghe…% Nói…% XV ... of the study As the title An evaluative study on the current final achievement tests for nonEnglish majors at Quang Ninh Teacher Training College suggests, this study is intended to touch upon... learning at QNTTC, brief description of the material used for non-English majors and the current testing situations at QNTTC; the informants; data collection instrument and data collection and data analysis... tests for non-English majors at Quang Ninh Teacher Training College 1.2 Aims of the study The study aims at evaluating the current final achievement tests at QNTTC To achieve this aim, the following