Assignment on elt practice Project A Study on Test Designing.doc

Assignment on elt practice Project A Study on Test Designing

Part 1: Introduction

1.1.Reasons for choosing the topic

1.2.Description of teaching and learning English at Trung Vuong Secondary

2.1.3 Test types and test items 2.1.3.1 Test types

2.1.3.2 Test items2.2 Procedures of the project 2.2.1 Purpose of the test 2.2.2 Test items

2.2.3 Test specification Grid 2.2.4 Sample test

2.2.5 Teacher comments 2.2.6 The improved test

2.2.7 Marking instruction and marking scale 2.2.7.1 Marking instruction

2.2.7.2 Marking scale 2.2.8 Test result

2.3 Analysis the test result

2.4 Major Finding and Recommendation

Part 4: Conclusion

Part 1

1.1 Reasons for choosing the topic

Test is really important in teaching and learning English, not only with schoolchildren but also with all other types of learners

It is no double that test is a useful way for teachers to base on and measure theirstudents’ abilities or what they have gained in a period of learning From the result of thetest, the teachers themselves evaluate the effectiveness of their teaching and adjust it, ifnecessary, to make it more suitable and efficient Moreover, it is also a good way thatshows the learners how much they have achieved and motivates them much in the learningprocess.

Being an essential method to assess but writing a good test is not easy It is indeedquite a challenge and it requires lots of patience and experience, and it takes a degree oftrail and error In order to design a good test, we have to know much about the theory, therules of it.

Since being aware of the importance of test and the difficulties in designing a goodtest, I want to spend time researching this topic so that I can understand more about it, thenI can apply it effectively in my teaching career.

1.2 Description of teaching, learning and testing English at Trung Vuong SecondarySchool : The teaching and learning process at Trung Vuong is taken placed in rather

well-equipped conditions: The teaching aids, modern equipments are available Moreover,the teachers are willing to assessed the modern technology and teach in the communicativeway Each class has about 50 students studying haft a day at school Some classes havechances to learn with foreign teachers, so their learning environment is really good.Testing is also seriously administered Each teacher has to design their own test before, andthen all the others give comments and finally they choose the best ones to carry out Everytest has clear marking instruction and marking scale so teachers can mark the tests quicklyand correctly After each test, teachers and students correct it in further practice periods sothat the students know where and how they were wrong, and where they need to improve In this project, I will carry out test in 2 classes of grade 8 Students in grade 8 havethree periods of English a week, three of which are spent on new lessons, the rest two forfurther practicing ( the practice may follow a particular topic or they may be the grammarpractice periods).

Part 2

2.1 Theoretical background

2.1.1 The role of testing in language teaching and learning

As Brown (1994) points out, tests are a way of life in the educational world In everylearning experience there comes a time to pause and take stock, to put our focal process totheir best use and to demonstrate-either to self or others- accumulated skills or knowledge.Traditionally, there was a tendency to separate testing from teaching However, it haswidely been recognized that testing and teaching are so closely interrelated that it is

virtually impossible to work in either field without constantly concerned with the other.They are so “interwoven and interdependent that it is difficult to tease them apart” (Brown,1994, p.375) In addition, Hughes (1991) affirms that the relationship between testing andteaching is that of partnership “Testing should be supportive of good teaching, and wherenecessary, exert a corrective influence on bad teaching” (p 2).

Heaton (1989) stresses the necessity of tests in the classroom He insists that it is likedoctors having to first diagnose the patient’s illness, it is very important for teachers todiagnose the student’s weaknesses and difficulties Therefore, a good classroom test mayhelp locate the precise area of difficulty encountered by the class or by the individualstudent Moreover, classroom tests can help teachers increase their own teaching bymaking judgments in the effectiveness of the syllabus, methods and material they areusing For example, the test results may indicate certain areas of the syllabus that have nottaken sufficient account of In such cases, teachers have to deal with these areas in moredepth and length of time In this way, a good test can be used as a valuable teaching tool,enabling students to learn from their weaknesses and benefit more.

Furthermore, Madsen (1983) believes that well-made tests of English can help studentsin at least two ways Firstly, they enable teachers to create a positive classroom experienceby giving the class a sense of accomplishment Secondly, English tests can help studentsmaster the language To illustrate, when tests are given, learning can be enhanced bystudents’ growing awareness of the objectives and the areas of emphasis in the course.Naturally, when students are aware of the course objectives and their personal languageneeds, they can adjust their personal goals, thus capable of making their learning moreeffective

2.1.2 Qualities of a good test

In order to design a good test, teachers have to take into account a number of factors, suchas the purpose of a test, the content of the teaching programme and the students’background knowledge In addition to these factors, test characteristics play a veryimportant part in constructing a good test According to a number of scholars in testing likeBachman (1990), Henning (1987), Harrison (1987), Bachman and Palmer (1994), Harris(1969), Bracey (2000), Morrow (1998), and Heaton (1989) all tests possess four maincharacteristics: validity, reliability, practicality Among these qualities, validity andreliability are essential in the development and use of language tests.

2.1.2.1 Validity

From Bachman’s point of view (1990), the most important quality to consider in thedevelopment, interpretation, and use of language test is validity The AmericanPsychological Association (1985) defines validity as the “appropriateness, meaningfulness,and usefulness of the specific inferences made from test scores” (as cited in Bachman,1990, p 243) On the other hand, Henning (1987) and Heaton (1989) state that a test is saidto be valid to the extent that it measures what it is supposed to measure Likewise, Bracey(2000) asserts that a test has validity if it measures what it says it is measuring.

Different types of validity are defined by test experts Two of four types of validitysuggested by While Heaton (1998) are face validity, content validity

Content validity refers to what goes into the test Specifically, the test content must bedecided whether it represents an adequate sample of the syllabus and reflects all the areasto be assessed in proper proposition On the other hand, face validity is concerned withwhat teachers and students think of the test It answers the question if the test appearsreasonable or too easy or too difficult

In addition, among various types of validity, content and face validity are considered to bemost important for teachers to consider when constructing his own tests (Harrison, 1987)

2.1.2.2 Reliability

The reliability of a test is its consistency (Harrison, 1987; Heaton, 1989; Bachman &Palmer, 1994; Bracey, 2000, Brindley, 2001) Henning (1987) proposes that reliability is theobtaining of similar results when measurement is repeated on different occasions or withdifferent instruments or by different persons In other words, if a group of people took a test ontwo different occasions, they should get pretty much the same scores both times (assuming thatno memory of the first occasion carries over to the second) If people scored high at time oneand low at time two, we can’t say that the test is reliable (Bracey, 2000, p 10)

Furthermore, Bachman (1990) states that while validity is the most important of test use,reliability

is a necessary condition for validity in the sense that test scores which are not reliablecannot

provide a basis for valid interpretation and use (p 289) On the other hand, a test can bereliable

without being valid For instance, a multiple choice test of vocabulary could be reliablebut it is

not valid if used to measure students’ ability to use this vocabulary productively.There are four aspects of reliability:

Reliability and sire:

Reliability is achieved through size: though a large numbers of test items within thetest and

through piloting the test with large number of candidates.Reliability and test item level of difficulty:

Reliable test items ensure that between one or two third of the candidates will get it right, that

is, individual test items are not too hard or too easy for everyone Tests, which have appropriately

one third scoring between 45% - 65% and one third scoring between 65% - 100%, are reliable

tests are reliable tests.Reliability and marking:

A test can be unreliable sometimes because of the way it is marked The maarks may be affected

by the markers’ subjective opinions.Reliability and syllabus:

How much the test is based on passages and questions taken directly from the textbook and how

much it is based on the syllabus within the textbook, not the book itself, may have some influences on the reliability of the test as well.

2.1.2.3 Practicability

The question of practicability is administrative That is, a test ought to be within the means of financial limitations, time constraints, ease of administration, scoringand interpretation of scores A test constructor has to take into considerations how long thetest will take, what special arrangements have to be made, whether any equipment isneeded or how the scoring is carried out Harrison (1987, p 13) states that tests should beas economical as possible in time (preparation, sitting and marking) and in cost (materialsand hidden costs of time spent)

practical-2.1.3 Test types and test items:

2.1.3.1 Test types: There are four types of test:

Proficiency tests: Proficiency tests give a general picture of a student’s knowledge andability They are frequently used as stages people have to reach if they want to be admittedto a foreign university, get a job, or obtain some kinds of certificate These tests have aprofound backwash effect since, where they are external exams, students obviously once topass them, and teachers’ reputations sometimes depend upon how many of them succeed

Diagnostic tests: Diagnostic tests aim to diagnose a particular aspect of a language It canbe used to expose learner difficulties, gaps in their knowledge, and skills deficienciesduring a course Thus, when we know what the problems are, we can do something aboutthem.

Placement tests: Placement tests are used to put students into appropriate level of languagecurriculum The aim of these tests is to see what students are good at and what they need toimprove Certain Proficiency tests and diagnostic tests can act in the role of placementtests.

Achievement tests: Achievement tests relate directly to classroom lessons, unit or totalcurriculum They are given out at the end of the course to see how successful eachindividual student has been in taking the course They only work if they contain item types,which the students are familiar with Achievement tests at the end of a term should reflectprogress not failure They should reinforce the learning that has taken place, not go out oftheir way to expose weaknesses They can also help us to decide on changes

Recognition type test items: Test-taker only has to “choose” or “recognize” the rightanswer This kind of test items doesn’t take students much time to do and it is easy tomark It can test various language items at the same time However, it is likely to test thememory only; it can help strong students to show their ability in producing the language.Moreover, students can easily discuss and copy the answer from others, so it isoccasionally unreliable Multiple-choice, True or False, Underline the mistake, Circle theunnecessary word, etc These are all Recognition tests items.

Reproduction type test items: require the test- takers to ‘produce” the answer forthemselves by filling missing words, answers, sentences, dialogues, paragraph or essaysand includes both spoken and written text This type of test help rank students as it iswhere strong students can show their language ability, but it may be difficult for weakstudents and it makes students write a lot It also takes more time than recognition one tomark and correct.

2.2 Procedures of the project:

2.2.1 The purpose of the test:

Requests of Hanoi Education and Training Department for tests: Every 45- minute testshave to be applied :

 20% of vocabulary;

 20% - 25% of grammar and structure;  20% of reading skill;

 20% of writing skill  15%-20% listening skill

Test takers: Students in grade 8 at Trung Vuong secondary school These classes are atlevel with about 20% strong students, 70% of the students standing in the middle and 10%weaker ones.

Course book (English 8- Educational Publishing House): It is the third book of four booksfor the students in every secondary school in Vietnam It was written on ThematicApproach All the themes in the book are developed in spiral principles; therefore studentscan consolidate and develop their ability in language skills It has a clear syllabus:

Language focus/grammar

Page 10

-Introduce/ Describe people-Respond to introductions-Write about oneself & other people

- Present simple.

- (not) adjective + enough + to- infinitive.

Page 18

- Talk about intentions.- Use the phone to make & confirm arrangements.- Take a telephone massage.

- Future with be going to.- Adverbs of place.

Page 27

-Describe places / situations.- Ask for and hive reasons.- Write a description of a room.

-Talk about past events.- Express feeling.

- Distinguish between facts and opinions

- Write a short imaginary story

- Adverbs of manner.

- Modal: should

- Commands, requests and advice in reported speech.

pioneers club - Talk about the future.- Ask for favors and offer assistance.

- Write a letter telling about a

- Present simple with future meaning.- Gerunds.

- Modals: may, can,

future plan could.

7 My neighborhood - Make comparisons.- Ask for information and assistance.

- Write a community notice

- Present perfect with for and since.

- Comparison with like,

(not) as…as, (not) the same as, different from.

8 Country life and

city life. - Talk about differences/ future events and changes.- Write a letter to a friend

- Present progressive to talk about future.

- Comparative and superlative adjectives.

9 A first- aid course - Make and respond to offers,

promises and request.- Give a thank- you note

- Future simple.

- In order to, so as to.

- Modal will to make requests, offers and promises.

10 Recycling - Give and respond to instructions.

- Talk about feelings - Write a set of instructions.

- Passive forms.

- Adjectives followed by:- An infinitive.- A noun clause.

11 Traveling aroundViet Nam

Would /Do you mind if…? Would/ Do you mind+Ving

12 A vacation abroad - Make plans

- Make, accept and decline invitations

- Write a postcard

- Past progressive with

when, while and always.

13 Festivals - Ask for explanation of events

- Give an account of something

- Write a paragraph about what was done

- Passive form - Compound words- Reported speech

14 Wonders of theworld

- Seek information- Recognize and correct mistakes

- Write a letter to a friend

- Verb + to- inf

- Complete a flow chart- Write a set of instructions

- Present perfect with yet and already

- Comparison of present perfect and past simple

16Inventions - Say what something was like

- Talk about processes- Write about a process

- Passive form- Sequence markers

- Testing content: General English around the knowledge of three topics: Festival /Wonders of the world / Computer and four skills of English covered five units 1, 2, 3, 4, 5.

- Testing time: At the end of the second semester.- Time allowance: 45 minutes

- Type of test: Achievement test.- Purpose of the test:

+ To assess students’ achievement at the end of the second semester.

+ To identify students’ abilities on learning vocabulary, reading skill, writing skill,listening skill, grammar points and structures.

+ To evaluate the effectiveness of teaching methods currently employed

2.2.2 Test items: Basing on the above –cited test purpose, I use these test items

The following grid will clarify all items in the test:

Test items Objective Subjective Recognition Reproduction

2.2.3 Test specification Grid:

Pronunciation 4 questions: Syllable stress

10 questions:- Derect and inderect speech- Passive voice- Present perfect- Past and past continuous

Sentence transformation

1,5pts / 10

15%Writing 4 questions Building

Reading A 100-word reading text and Reading and answering 2pts/ 10 20%

4 questions questionsListening

A 100-120 wordlistening text with 6 questions

Filling

2.2.4 Sample test:

Grade 8

The second semester English test

Time allowance: 45 minutes

A Vocabulary (2pts )

I/ Circle the word whose underlined part is pronounced differently from the other words:(1 pt)

II) / Fill in the blanks with the correct form of the words : (1 pt )

1 The place is now a ………… center RELIGION

2 There were two ……… yesterday: fire-making and rice cooking COMPETE

3 Always wear a crash helmet to ……… the danger of head injures MINIMUM

4 The nurse is giving Lan some first-aid ……… INSTRUST

B Grammar ( 2,5 pts )

I/ Multiple choice: (1 pt)

1 He _ in the pub when his wife him.

A is sitting/sees B sits/sees C was sitting/saw D sat/saw2 It is difficult _ all the instructions at the same time.

3 Would you mind _ for a few minutes?

4 This is the first time I _ his mother.

II/ Rewrite the following sentences as directed:(1,5 pts)

1 Tam told his mother that he had to leave for school right away (Turn into direct speech)

_2 He hasn’t been back to his home town for over 20 years now (Rewrite this

sentence using SINCE)

_3 I think they should offer Tom the job (Turn into passive voice)

C Writing ( 2pts )

Write sentences based on the given cues: