A study on the validity of the current final english test for the 2nd semester non english majors at hanoi university of industry

VIETNAM NATIONAL UNVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN VAN BAC A STUDY ON THE VALIDITY OF THE CURRENT FINAL ENGLISH TEST FOR THE 2ND SEMESTER NON-ENGLISH MAJORS AT HANOI UNIVERSITY OF INDUSTRY (Nghiên cứu tính xác thực thi tiếng Anh cuối học kỳ thứ hai dành cho sinh viên không chuyên tiếngAnh trường Đại học Công Nghiệp Hà Nội) M.A Minor Programme Thesis Field: Methodology Code: 60 14 10 Hanoi, 2010 VIETNAM NATIONAL UNVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN VAN BAC A STUDY ON THE VALIDITY OF THE CURRENT FINAL ENGLISH TEST FOR THE 2ND SEMESTER NON-ENGLISH MAJORS AT HANOI UNIVERSITY OF INDUSTRY (Nghiên cứu tính xác thực thi tiếng Anh cuối học kỳ thứ hai dành cho sinh viên không chuyên tiếngAnh trường Đại học Công Nghiệp Hà Nội) M.A Minor Programme Thesis Field: Methodology Code: 60 14 10 Supervisor: Pham Thi Hanh, M.A Hanoi, 2010 iv TABLE OF CONTENTS CANDIDATE’S STATEMENT………………………………………………… i ACKNOWLEDGEMENT……………………………………………………… ii ABSTRACT……………………………………………………………………… iii TABLE OF CONTENTS ………………………………………………… iv LIST OF ABBREVIATIONS …………………………………………… vii LIST OF TABLES AND CHARTS …………………………………………… viii CHAPTER 1: INTRODUCTION……………………………………………… 1.1 RATIONALE…………………………………………………………… 1.2 SCOPE OF STUDY……………………………………………………… 1.3 AIMS OF STUDY……………………………………………………… 1.4 METHODS OF STUDY………………………………………………… 1.5 RESEARCH QUESTIONS……………………………………………… 1.6 DESIGN OF STUDY…………………………………………………… CHAPTER 2: LITERATURE REVIEW……………………………………… 2.1 RELATIONSHIP BETWEEN LANGUAGE TESTING AND LANGUAGE TEACHING AND LEARNING…………………………… 2.2 LANGUAGE TESTING………………………………………………… 2.2.1 Purpose of language testing……………………………………… 2.2.2 Types of language testing………………………………………… 2.2.3 The current trends in language testing………………………… 2.3 QUALITIES OF A GOOD TEST……………………………………… 10 2.3.1 Reliability………………………………………………………… 10 2.3.2 Validity…………………………………………………………… 11 v 2.3.3 Practicality………………………………………………………… 11 2.4 VALIDITY……………………………………………………………… 12 2.4.1 Content or face validity………………………………………… 12 2.4 Response Validity……………………………………………… 13 2.4.3 Concurrent validity and predictive validity…………………… 13 2.4.4 Construct validity………………………………………………… 13 CHAPTER 3: THE STUDY…………………………………………………… 15 3.1 THE SUBJECT AND THE CONTEXT OF ENGLISH TEACHING AND LEARNING AT HAUI………………………………………………… 15 3.1.1 English teaching and learning context at HaUI.……………… 15 3.1.2 English Testing for non English majors at HaUI……… 17 3.1.3 Subject of the study …………………………………………… 18 3.1.3.1 Students………………………………………………… 18 3.1.3.2 Teachers………………………………………………… 18 3.2 RESEARCH METHODS……………………………………………… 19 3.2.1 Survey questionnaire……………………………………………… 19 3.2.2 Interview…………………………………………………………… 21 3.2.3 Document analysis………………………………………………… 21 3.3 DATA COLLECTION PROCEDURE………………………………… 22 CHAPTER 4: FINDINGS AND DISCUSSIONS……………………………… 23 4.1 DATA ANALYSIS……………………………………………………… 23 4.1.1 Data analysis of students and teachers survey questionnaires and interviews…………………………………………………………… 23 4.1.2 Data analysis of students’ score…………………………… 4.2 DISCUSSIONS…………………………………………………………… 32 34 vi 4.3 SUGGESTIONS FOR IMPROVING THE QUALITY OF THE CURRENT FINAL TEST FOR THE SECOND SEMESTER NON ENGLISH MAJOR STUDENT AT HAUI………………………………… 4.3.1 Take the students’ language ability and knowledge in 35 35 consideration…………………………………………………………… 4.3.2 Make clear instructions for the test composers………………… 35 4.3.3 Determine objectives of the test………………………………… 36 4.3.4 Determine the content of the test………………………………… 36 CHAPTER 5: CONCLUSION………………………………………………… 38 REFERENCES…………………………………………………………………… 40 Appendix 1A……………………………………………………………………… I Appendix 1B……………………………………………………………………… IV Appendix 2A……………………………………………………………………… VII Appendix 2B……………………………………………………………………… X Appendix 3……………………………………………………………………… XIII Appendix 4……………………………………………………………………… XIV Appendix 5……………………………………………………………………… XV Appendix 6……………………………………………………………………… XVII vii LIST OF ABBREVIATIONS EC Economic and Computer Science Students Group ESP English for Specific Purposes HaUI Hanoi University of Industry LT Language Testing L1 Mother tongue OM Other Major Students Group SLA Second Language Acquisition TESOL Teaching English to Speakers of Other Languages TOEIC Test of English for International Communication viii LIST OF TABLES AND CHARTS Table 1: A framework for language assessments Table 2: The syllabus for the second semester Table 3: Factors to consider in writing items and tasks Table 4: Key points presented in the course book New headway pre-intermediate Table 5: List of test scores selected from the second semester final test Chart 1: Opinions of students on the time allowance of the final test Chart 2: Teachers’ comments on time allowance of the test Chart 3: Appropriateness of the final test in student’s opinion Chart 4: Teachers’ comment on the test appropriateness Chart 5: Test items best measure students’ true ability in students’ perception Chart 6: Teachers’ opinions on test items best measuring your students’ true ability Chart 7: Student’s comments on the level of Grammar and Vocabulary test Chart 8: Teachers’ comments on Grammar and Vocabulary test Chart 9: Student’s comment on the difficulty level of Reading Comprehension test Chart 10: Teachers’ comment on the difficulty level of Reading commprehension test Chart 11: Student’s comment on the appropriateness of Writing test Chart 12: Teachers’ comment on the writing test Chart 13: Student’s comment on Listening commprehension test Chart 14: Teachers’ comment on the construct of Listening comprehension test CHAPTER 1: INTRODUCTION 1.1 RATIONALE Along with the emergence of the globalization, English has been proving its importance in most areas including science, technology, telecommunication, media, culture, international relations In Vietnam, English teaching and learning have drawn a lot of concerns from not only teachers and students, but the whole society English is a non-major subject for most students of Hanoi university of Industry (HaUI) However, it has received more attention and time than any other basic subjects taught in the training program On the average, students have to learn English in semesters, four of which serve for general English, and in the last semester students will learn English for Specific Purposes (ESP) Compared with other universities in Vietnam, the time for English program at HaUI is one of the longest To evaluate student’s English level and achievement at Hanoi University of Industry, testing is an essentially important tool Testing and assessment have been considered as the light on both the nature of language proficiency and language learning In other words, tests can produce the assessment of students’ ability of language use For each semester, students have to take three progress tests, and one final achievement test In the final achievement test, listening, speaking, reading, grammar knowledge and writing, each accounts for 20% of the total mark scale Although there are a lot of tests used as mentioned above in the process of teaching, it is recognized that these tests may still not exactly evaluate the student’s ability to use English Some students have excellent performance in class, but the results of their test are not satisfactory, and vice versa Other teachers at Hanoi University of Industry also hold this view and they often complain that the current final achievement test for the second semester does not reflect the true language competence of their students Some students and teachers share the same point that what is taught in the program is not included in the test; therefore, it seems not to measure students’ achievement of the course and their expected linguistic skills and knowledge Through interaction with other teachers, I reckon that test writers often choose the test items somewhere else, but not based on the course book and the syllabus given at the beginning of the course One more reason why I choose this topic for my research is that the test evaluation and assessment at Hanoi University of Industry appear not to receive proper attention Being a teacher of English, I have also involved in designing many kinds of test for non English major students at HaUI, but there are no formal discussions, no systematic and comprehensive assessments, and no research on the appropriateness of the tests With above mentioned reasons, I have decided to choose the research topic: “A study on the validity of the current final English test for the 2nd semester non-English Majors at Hanoi University of Industry.” It is believed that this study will be helpful for English teachers in English Faculty of Hanoi University of Industry who often participate in designing the progress tests and final achievement exams 1.2 SCOPE OF STUDY The scope of this minor thesis is limited to a study on examining the validity of the current final test for second semester non English major students in terms of its validity for the non-English majors at Hanoi University of Industry Due to the limitations of time, the author cannot send the questionnaires to all non-English students of Hanoi University of Industry However, to achieve a broad view from the teachers and students of Hanoi University of Industry about the final test in terms of its validity, the author tries his best to give the questionnaires to the students of Faculties including Economic Faculty, Chemistry Technology Faculty, Electronic Technology Faculty, Mechanical Technology Faculty, and Electrical Technology Faculty The students questioned are all university students, not covering the college students The author also cannot conduct the survey and interview with all the teachers of English Department; instead, he selects the experienced ones who regularly involve in designing tests for non English major students and those who are currently involving in teaching first year students in their 2nd semester 1.3 AIMS OF STUDY The study aims at investigating the validity of the current final achievement test for the 2nd semester non English major students at Hanoi University of Industry The specific aims of the research are as follows: - to investigate the appropriateness of the current final test for the 2nd semester non English majors in terms of time allowance, difficulty level, test contents - to find out the teachers’ and students’ comments on the test validity; - to provide some suggestions for improving the test in terms of its validity 1.4 METHODS OF STUDY The study employs a combination of methodologies including quanlitative and quantitative methods to achieve the aims mentioned above The author himself base on the literature review on theory and principles of language testing, the characteristics of a good test, the test reliability and validity to achieve the overview of language testing The synthesizing of the literature helps the author to make a framework for the study Questionnaires are sent to teachers and students involving in teaching and learning in the second semester to collect information on their views of the test’s validity In addition, an informal interview and discussions are also carried out with the teachers of English and their students to gain more information on the appropriateness of the test 1.5 RESEARCH QUESTIONS The study is conducted to find the answers to the following research questions: Does the final test for non English major students in the 2nd semester give a true picture of truly the students’ English Competence according to the view of teacher and students? Does the test measure what is purported to measure (i.e its validity)? How can the test be made valid? In what way should the current final test be improved? 1.6 DESIGN OF STUDY The study consists of five chapters, organized as follows: Chapter 1- Introduction- provides background to the study, identifies the problems, states the aim, purpose and significance of the study, the scope, the methods, the research questions and the design of the study Chapter - Literature review- Presents a review of related literature that provides the theoretical background of the testing and evaluation in general and the test validity in IV APPENDIX 1B CÂU HỎI ĐIỀU TRA (dành cho giáo viên ĐHCNHN) Để nâng cao chất lượng thi cuối kỳ nhằm thiết kế thi phù hợp với trình độ sinh viên, chung tơi thiết kế số câu hỏi điều tra kiểm tra cuối kỳ dành cho sinh viên hệ không chuyên Chúng hy vọng nhận câu trả lời xác đầy đủ cho câu hỏi Xin chân thành cảm ơn cộng tác thầy Xin vui lịng hồn thành câu hỏi điều tra nộp lại trước ngày……./2010 Cấu trúc thi cuối học kỳ dành cho sinh viên khơng chun tiếng Anh tóm tắt bảng sau Thời gian làm bài: 60 phút Nội dung STT Điểm/100 Ngữ pháp Từ vựng 20 Đọc hiểu 20 Nghe 20 Viết: - Dựng câu 10 - Viết đoạn văn 10 Nói 20 Các thầy/cơ khoanh trịn lựa chọn cho thêm ý kiến (nếu có): Thầy/cô cho ý kiến thời gian làm thi cuối kỳ a Đủ b Không đủ c Quá nhiều Ý kiến thầy/cô…………………………………………………………………… Thầy/cô cho nhận xét nội dung thi cuối kỳ Bài thi có phù hợp với nội dung kiến thức Thầy/cô dạy lớp khơng? a Có b Khơng Ý kiến thầy/cô …………………………………………………………………… V Thầy/cô so sánh điểm thi cuối kỳ với điểm hàng ngày lớp sinh viên thầy/cô phụ trách a Cao b Thấp c Bằng Ý kiến thầy/cô …………………………………………………………………… Theo quan điểm Thầy/cô, nội dung thi đánh giá khả thực sinh viên (Thầy/cơ chon nội dung) a Ngữ pháp Từ vựng b Đọc hiểu c Viết d Nghe e Nói Ý kiến thầy/cơ …………………………………………………………………… Thầy/cô cho nhận xét phần Ngữ pháp từ vựng a Quá khó b Quá dễ c Vừa phải Ý kiến thầy/cô …………………………………………………………………… Thầy/cô cho nhận xét độ dài thi Đọc hiểu a Quá dài b Quá ngắn c Vừa phải Ý kiến thầy/cô …………………………………………………………………… Thầy/cô cho nhận xét mức độ khó đọc hiểu a Quá khó b Khó d Dễ e Q dễ c Bình thường Ý kiến thầy/cô …………………………………………………………………… Thầy/cô cho nhận xét thi viết a Hoàn toàn giống với dạy b Phù hợp với trình độ sinh viên c Chỉ có chút liên quan đến dạy d Khơng liên quan đến dạy Ý kiến thầy/cơ …………………………………………………………………… Bài thi dựng câu có đánh giá kỹ viết sinh viên khơng? a Có b Khơng Ý kiến thầy/cô …………………………………………………………………… VI 10 Thầy/cô cho nhận xét chủ đề Viết đoạn văn a Quen thuộc b Không quen thuộc Ý kiến thầy/cô …………………………………………………………………… 11 Thầy/cơ cho nhận xét mức độ khó thi Nghe hiểu a Quá khó b Khó d Dễ f Quá dễ c Bình thường Ý kiến thầy/cô …………………………………………………………………… 12 Thầy/cô cho nhận xét cấu trúc thi Nghe hiểu a Giống với dạy lớp b Khác xa với dạy lớp c Hơi giống với dạy lớp Ý kiến thầy/cô …………………………………………………………………… 13 Bài thi Nói có đánh giá khả Nói sinh viên khơng? a Có b Khơng Ý kiến thầy/cơ …………………………………………………………………… 14 Xin thầy/cơ vui lịng cho ý kiến thêm thi cuối học kỳ để chúng tơi thiết kế thi phù hợp hơn: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Xin chân thành cảm ơn đóng góp thầy/cơ! APPENDIX 2A QUESTIONNAIRE (for students at HaUI) VII In order to enhance the quality of the final test and make it suitable for students’ level, we design some of questions about the final test for the 2nd semester, final achievement test We hope to ger the accurate and complete answer for the following questions Many thanks for your help! Please complete the survey and return it by……….2010 The construct of English Final Test (Semester 2) is as follows: Time allowance: 60 minutes No Content Marking scale Grammar and Vocabulary 20p Reading Comprehension 20p Listening 20p Writing: - Sentence building 10p - Paragraph witing 10p Speaking 20p You can circle on your selection and give more ideas if any Give your opinion about the time allowance of the final test a Enough b Not enough c too much Your ideas…………………………………………………………………… Give your opinion about the contents of the final test Does the test measure what you have been taught? a Yes b No Your ideas…………………………………………………………………… Please compare your final test mark with your progress test marks a Higher b Lower c The same Your ideas…………………………………………………………………… In your opinion, which test items best measure your true ability (more than selection is possible) a Grammar and vocabulary b Reading comprehension VIII c Listening d Writing e Speaking Your ideas…………………………………………………………………… What you think about the Grammar and vocalary test? a It’s too difficult b Too easy c Average Your ideas…………………………………………………………………… What you think of the length of the Reading test? a Too long b Too short c Long enough Your ideas…………………………………………………………………… What you think of the difficulty level of the reading text? a Too difficult b Difficult d Easy e Very easy c Average Your ideas…………………………………………………………………… What you think of the writing test? a Completely related to what you are taught b Appropriate and relevant c Partly related to what you are taught d Not related to what you are taught Your ideas…………………………………………………………………… Do the sentence building measure your writing skills? a Yes b No Your ideas…………………………………………………………………… 10 What you think of the topic of Paragraph writing? a Unfamiliar b Familiar Your ideas…………………………………………………………………… 11 What you think of the difficult level of Listening test? a Too difficult b Difficult d Easy f So easy c Average Your ideas…………………………………………………………………… IX 12 What you thinks of the construct of the Listening Test? a It’s the same as what you’ve listened in class b It’s so different from what you’ve listened in class c It’s a little bit the same as what you’ve listened in the class Your ideas…………………………………………………………………… 13 Do you think the Speaking test measure your true ability of Speaking? a Yes b No Your ideas…………………………………………………………………… 14 Please give your ideas and comments about how to improve the current final test for the second semester: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………………………………………………………………… Thanks for your great contribution! X APPENDIX 2B CÂU HỎI ĐIỀU TRA (dành cho sinh viên ĐHCNHN) Để nâng cao chất lượng thi cuối kỳ nhằm thiết kế thi phù hợp với trình độ sinh viên, chung thiết kế số câu hỏi điều tra kiểm tra cuối kỳ dành cho sinh viên hệ không chuyên Chúng hy vọng nhận câu trả lời xác đầy đủ cho câu hỏi Xin chân thành cảm ơn cộng tác bạn sinh viên Xin vui lòng hoàn thành câu hỏi điều tra nộp lại trước ngày……./2010 Cấu trúc thi cuối học kỳ dành cho sinh viên không chuyên tiếng Anh tóm tắt bảng sau Thời gian làm bài: 60 phút Nội dung STT Điểm/100 Ngữ pháp Từ vựng 20 Đọc hiểu 20 Nghe 20 Viết: - Dựng câu 10 - Viết đoạn văn 10 Nói 20 Các bạn khoanh trịn lựa chọn cho thêm ý kiến (nếu có): Bạn cho ý kiến thời gian làm thi cuối kỳ a Đủ b Không đủ c Quá nhiều Ý kiến bạn…………………………………………………………………… Bạn cho nhận xét nội dung thi cuối kỳ Bài thi có phù hợp với nội dung kiến thức bạn học lớp khơng? a Có b Không Ý kiến bạn…………………………………………………………………… Bạn so sánh điểm thi cuối kỳ với điểm hàng ngày lớp bạn XI a Cao b Thấp c Bằng Ý kiến bạn …………………………………………………………………… Theo quan điểm bạn, nội dung thi đánh giá khả thực bạn (bạn chon nội dung) a Ngữ pháp Từ vựng b Đọc hiểu d Nghe e Nói c Viết Ý kiến bạn …………………………………………………………………… Bạn cho nhận xét phần Ngữ pháp từ vựng a Quá khó b Quá dễ c Vừa phải Ý kiến bạn …………………………………………………………………… Bạn cho nhận xét độ dài thi Đọc hiểu a Quá dài b Quá ngắn c Vừa phải Ý kiến bạn …………………………………………………………………… Bạn cho nhận xét mức độ khó đọc hiểu a Quá khó b Khó d Dễ e Quá dễ c Bình thường Ý kiến bạn …………………………………………………………………… Bạn cho nhận xét thi viết a Hồn tồn giống với học b Phù hợp với trình độ bạn c Chỉ có chút liên quan đến bạn học d Khơng liên quan đến bạn học Ý kiến bạn …………………………………………………………………… Bài thi dựng câu có đánh giá kỹ viết bạn khơng? a Có b Khơng Ý kiến bạn …………………………………………………………………… 10 Bạn cho nhận xét chủ đề Viết đoạn văn a Quen thuộc b Không quen thuộc Ý kiến bạn …………………………………………………………………… 11 Bạn cho nhận xét mức độ khó thi Nghe hiểu a Quá khó b Khó d Dễ f Quá dễ c Bình thường XII Ý kiến bạn …………………………………………………………………… 12 Bạn cho nhận xét cấu trúc thi Nghe hiểu a Giống với bạn học lớp b Khác xa với bạn học lớp c Hơi giống với bạn học lớp Ý kiến bạn …………………………………………………………………… 13 Bài thi Nói có đánh giá khả Nói bạn khơng? a Có b Khơng Ý kiến bạn …………………………………………………………………… 14 Xin vui lòng cho ý kiến thêm thi cuối học kỳ để thiết kế thi phù hợp hơn: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Xin chân thành cảm ơn đóng góp bạn! XIII APPENDIX INTERVIEW QUESTIONS I Interview questions for teachers Thầy có tham gia vào việc biên soạn đề thi cuối kỳ không? Thầy cho ý kiến q trình biên soạn đề thi cuối kỳ Thầy cô cho ý kiến thời gian làm thi cuối kỳ Thầy cô cho ý kiến nội dung thi? Thầy có cho thi phù hợp với trình độ sinh viên Thầy có cho thi đánh giá nội dung mà thầy dạy Thầy có cho thi cần thay đổi, có thay đổi theo cách để nâng cao chất lượng thi II Interview questions for students Em có hài lòng với kết thi cuối kỳ 2? Bài thi có phù hợp với em học Bài thi có đánh giá đựoc khả sử dụng tiếng Anh em không? Phần thi thi khó em? Em có đề xuất nhằm nâng cao chất lượng thi không? XIV APPENDIX CURRENT FINAL ACHIEVEMENT TEST FOR THE 2nd SEMESTER XV APPENDIX Table 4: KEY POINTS PRESENTED IN THE COURSE BOOK NEW HEADWAY PRE-INTERMEDIATE (Liz and John Soars: 2000) No Unit Grammar Vocabulary Everyday English Reading Unit 1: Getting to know you! Tenses Part of speech Social expression People, the great communicators Questions Questions words Words with more than meaning Speaking Listening Writing Ideal neighbors Neighbors Informal letters Unit 2: The way we live Present tenses Describing countries Making conversation Living in the USA People’s lifestyles You drive me mad Linking words Unit 3: It all went wrong Past tenses Prefixes and suffixes Time expression The burglars’ friend Telling stories The Perfect crime Linking words Unit 4: Let’s go shopping! Quantity Buying things Prices and shopping The best shopping street in the world Town survey My uncle’s a shopkeeper Filling in forms Hot verbs How you feel? Hollywood kids Plans and ambitions A song Writing a postcard Articles Stop and check + Progress test Unit 5: What you want to do? Verb patterns Unit 6: Tell me! What’s it like? Comparatives and superlatives Synonyms and antonyms Directions A tale of two millionaires Comparing cities Living in another country Relative clauses Unit 7: Famous couples Present perfect and past simple Past participles Short answers Celebrity interview interviewing An interview Relative clauses Unit 8: Do’s and don’ts Have (got) to Jobs At the doctor’s Problem Jobs Holidays in January Formal letters Future intentions Should Must 10 Stop and check + Mid-term test 11 Unit 9: Going places Time and conditional clauses Hot verbs In a hotel The world first megalopolis What will you do? Life in 2050 Linking word 12 Unit 10: Scared to death Verb patterns Shops exclamations Don’t look down Childhood When I was young Letters 13 Unit 11: Things that changed the world Passives Verbs and past participles Notices Three plants that changed the world Exchanging information The world’s most common habit A review of book or film 14 Unit 12: Dreams and reality Second conditional Phrasal verbs Social expressions The vicar who’s a ghostbuster Giving advice An interview story 15 Stop and check + Progress test Infinitives XVI 16 17 18 Unit 13: Earning a living Present perfect continuous Unit 14: Love you and leave you Past perfect Stop and check + Revision Reported statements Jobs Telephoning A funny way to earn a living Phoning a friend Giving news Letters Saying goodbye A love story Arguments An interview Story Adverbs Words in context XVII APPENDIX Table 5: LIST OF TEST SCORES SELECTED FROM THE SECOND SEMESTER FINAL TEST EC group OM group KT3 QT MT MT QT TT DT D2 HPT CTM 6 5 7 7 7 5 7 5 4 7 7 6 6 6 5 6 7 4 5 8 6 5 7 5 7 6 5 5 5 5 5 6 5 5 4 5 5 6 6 7 6 5 8 7 5 5 5 6 6 6 8 5 5 6 5 4 6 5 5 6 5 5 7 6 6 5 6 4 5 5 7 4 5 XVIII 6 6 5 7 4 7 5 ...VIETNAM NATIONAL UNVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN VAN BAC A STUDY ON THE VALIDITY OF THE CURRENT FINAL ENGLISH TEST FOR THE. .. limited to a study on examining the validity of the current final test for second semester non English major students in terms of its validity for the non -English majors at Hanoi University of Industry. .. reputable test of the same ability to the same persons concurrently or within a few days of the administration of the test to be validated Bachman (1990) supposed that concurrent validity can examine