A study of the washback of multiple choice tests on high school english teaching and learning

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IH Ồ N G ĩíN ĩKưVỈỆN mm пш ỉ；aoẤí ᅳ ձՀձձ^： — HANOI DECEMBER 2008 S T A T E M E N T OF A U TH O R S H IP I certify that all the material in this study which is not my own work has been identified and acknowledged, and that no material is included for which a degree has already been conferred upon me Nguyen T h i Thanh Xuan TABLE OF CONTENTS STATEM ENT OF A U TH O R S H IP i T A B LE OF CO NTENTS ii A C K N O W LED G E M E N TS iv ABSTRACT V LIST OF A B B R E V IA T IO N S .vi LIST OF FIGURES, TABLES AND C H A R T S vii CHAPTER I - IN T R O D U C T IO N .1 1.1 Theoretical Background 1.2 Context of the Study 1.3 Aims of the S tudy 1.4 Overview o f the S tudy 1.5 Scope of the study 1.6 Significance o f the study CHAPTER I I • LITER A TU R E R E V IE W 2.1 Multiple-choice Tests: Pros and C ons 2.1.1 Definition and form of MCQs 2.1.2 Advantages o f MCQs 2.1.3 Limitations o f M C Q s 11 2.Z Washback and Its Effect on English Teaching and Learning 15 2.2.1 The role o f testing and assessmentin English education 15 2.Z.2 Definitions of washback and related concepts 16 2.2.3 Negative and positive washback 19 2.2.4 Washback and teachers’ perceptions 21 CHAPTER I I I - RESEARCH M E T H O D O L O G Y 26 3.1 Restating the Research Questions 26 3.2 Participants 26 3.3 Instrument of Data Collection 27 3.3.1 Document analysis 27 3.3.2 Questionnaire and Interview 33 3.3.3 Procedure o f Data Collection 36 CHAPTER IV FINDINGS AND A N A LY S IS 38 4.1 Questionnaire Data Analysis 38 4.1.1 Teachers’ characteristics 38 4.1.2 Teachers’ perceptions o f the advantages of MCQs 42 4.1.3 Teachers’ perceptions o f the disadvantages of MCQs 46 4.1.4 Teachers’ attitudes towards the washback effects of MCQs on their teaching and students’ learning 47 4.2 Interview Data Analysis 53 4.2.1 Teachers’ beliefs of the current multiple-choice tests 53 4.2.2 Washback effects on the teaching and learning 56 4.3 Discussion 59 4.3.1 Beliefs in the features of MCQs .59 4.3.2 Teachers’ perceptions o f washback effects 63 CHAPTER V- SUGGESTIONS AND CONCLUSION .69 5.1 Suggestions 70 5.1.1 Combine MCQs with writing tests 70 5.1.2 Provide teachers with professional training in testing and assessment 72 5.1.3 Create a large item bank 72 5.2 Limitations and Suggestions for Further Research 73 5.3 Conclusion 73 REFERENCES 75 APPENDIX l.Đ ỊN H HƯỚNG K IỂ M TRA K Ế T QUẢ HỌC TẬP P TTH 80 APPENDIX 2.CÁU TRÚC ĐÈ T H I TÓ T NG HIỆP N Ă M 2009 M Ô N TIẾNG A N H 83 APPENDIX 3.ĐẺ T H I TỐT NGHIỆP N Ă M 2008 MÔN TIÉNG A N H 84 APPENDIX RESULTS OF THE QUESTIONNAIRE (QUESTIONS 8-30) 89 APPENDIX 5.TEACHERS’ Q U E STIO N N AIR E 90 APPENDIX PERSONAL IN FO R M A TIO N ON IN TER VIEW ED TEACHERS 96 ACKNOWLEDGEMENTS Í would like to express my gratitude to M r Le Van Canh, M.A, for being my thesis supervisor I thank him for his valuable guidance, helpful encouragement and insightful comment for the accomplishment of this study M y very special thanks go to Ms Nguyen Thai Ha, M.A, for her professionalism, dedication and profound knowledge, which have greatly influenced and impressed me I also wish to express my thankfulness to M r Nguyen Quoc Tuan, M A, from the Institution o f Educational Program and Strategy, Ministry of Education and Training for his enthusiastic support and constructive suggestion Finally I wish to acknowledge my family, especially my husband who always motivated me to write better and cooperated during the process o f data collection A B S TR A C T Testing is said to be closely linked with models of teaching and learning at schools The major purpose o f assessment is and should be to support the teaching and learning process However, it seemed that the operation o f testing is not interrelated with activities o f teaching and learning in Vietnam The present paper investigated the beliefs that upper secondary school teachers have about the adoption of full multiple-choice tests (MCQs) in English graduation and university/junior college entrance examinations as well as the impact that these tests can have in the classroom instruction Questionnaires were collected from 54 teachers who were teaching English at both public and non-public high schools in Hanoi The surveyed was followed by interviews with a small sample o f respondents aimed at providing an insight into the responses made in the questionnaire and to elicit teachers’ perceptions of the challenges facing them in implementing the test Three significant findings were drawn from the results: (1) Most o f teachers supported the employment of MCQs but denied the absolute use of this technique in the exams It was suggested to combine both MCQs and essay tests so that learners' ability in writing can be assessed; (2) MCQs exerted an impact on the teaching and learning instruction; (3) The constraints that teachers face in designing MCQ items and implementing the teaching to adjust the change in the national testing format L IS T OF A B B R E V IA T IO N S Multiple-choice questions: MCQs M inistry o f Education and Training: МОЕТ L IS S l OF FIG U RES，TA B LE S A N D C HARTS Figure 1: Bloom’ s taxoDnomy of cognitive levels knowledge Table 1: English test iteeia types in the graduation exam 2008 (applied to all years, years and subcommitteee programs) Table 2: Teachers’ percceptions o f MCQs，validity and versatility Table 3: Teachers’ percceptions o f MCQs，reliability Table 4: Teachers’ percceptions of MCQs’ practicality Table 5: Teachers’ percceptions o f the limitations of MCQs Table 6: Teachers’ percefptions of the washback effects o f MCQs on the teaching content Table 7: Teachers’ percepptions of the washback effects o f MCQs on the teaching methods Table 8: Teachers’ percepptions of the washback effects o f MCQs on the students’ learning Table 9: Teachers’ percepptions of the washback effects o f MCQs on the teaching materials Table 10: Teachers' attittudes towardss MCQs Table 11: Teachers’ positive attitudes towardss MCQs Table 12: Teachers’ negative attitudes towardss MCQs Chart 1: Teachers’ gendéer Chart 2: Teachers’ age Chart 3: Teachers’ expeirience of English teaching Chart 4: Teachers’ types>o f teaching school Chart 5: Teachers’ qualiification Chart 6: Teachers' trainiing in MCQs Chart 7- Teachers’ attitucdes of the importance o f national exam C H APTER I ֊ IN TR O D U C TIO N Multiple-choice tests have long been the most favorably used in the world and it seems that “ it was the only one way to test" however, in recent years, "this testing technique's limitations have been more generally recognized by professional testers" (Huges, 1989:60) This thesis reports the results o f a study which investigated the high school teachers’ perceived attitudes towards multiple-choice exams and the impact of these tests on the English teaching and learning This introductory chapter provides a description o f the problem, the theoretical background o f the issue under investigation, the context o f the study, the aim and overview of the study, the significance and the scope o f the study 1.1 Theoretical Background Public tests are conducted in many countries throughout the world and have been considered to play a significant role in determining what goes on in the classroom in terms o f 4what，and ‘how’ teachers teach and students learn Public exams are often used as instruments to select students as well as a means to control a school system, especially when the educational system is driven by tests or exams (Cheng and Falvey, 2000; Herman, 1992; cited in Chen, 2002) The influence of public or national examinations on teaching and learning is theoretically known as washback (Davies, 1968; Morris, 1990) Huges (1989:1) defined "the effect o f testing on teaching and learning" as backwash Hence, backwash is also termed as backwash effects by Heaton (1988:170) This phenomenon is also regarded as test impact (Bachman and Palmer, 1996) These above terms and possible other terms all refer to different aspects o f the same phenomenon ֊ the influence of testing on teaching and learning Huges (1989) confirmed that backwash can be harmful or beneficial while Spratt (2005) suggested that whether the effects of washback is positive or negative needs more research to take place into it Alderson and W all (1993) also argued that the relationship between tests and their impact might not be as simple as it is at first glance and it must be deeply explored in more empirical researches Question 1: Grammar, Vocabulary, and Language functions Part Main skill focus Input No, o f marks Weighting Item type Vocabulary, Grammar and Language functions Gapped sentences short paragraphs Multiple choice 2.5 Gap-fill 25% Matching Dialogue completion Question 2: Reading Part Main skill focus Input Item type No o f marks short texts: Gap fill 2.5 Reading for gist and details about 100120 words Matching Weighting 25% True/False Multiple choice Comprehension questions Question 3: Writing Part Mam skiüfocus Input Item type No o f marks Weightmg Controlled Prompts: questions, word(s), guidelines, Guided writing 2.5 25% Writing Question 4: Listening Part Main skillfocus Input Item type No o f marks Weighting Short dialogue or short monologue Multiple choice 2.5 25% Listening for gist and specific information Matching True / False Text completion Gap-fill 82 APPENDIX CÁU TRÚC ĐÈ THI TÓT NGHIỆP NĂM 2009 MÔN TIÉNG ANH L ĩn h vực Loại tieu mục Yếu tố/chi tiế t cần kiểm tra T ỉ trọng/ Số lượng câu ՛ " Trọng âm, và/ Ngữ âm • Nguyên âm & phụ âm r r r_ „ r 一 ị(JÍI n ,.r Danh từ / Đại từ / Động từ (thời hợp thời) / Tính từ/Từ nối / v.v - Ngữ pháp Từ vựng MCQ đơn lẻ • Cấu trúc câu • Phương thức cấu tạo từ • Chọn từ / cụm từ / cụm từ cố định, v.v •• Chức giao tiếp • Từ / ngữ the niện chức giao tiếp đơn giản, vv • (Yếu tố văn hố khuyến khích) • MCQ • Điền từ vào cho trống (Sừ dụng từ/ngữ K ĩ Đọc (nghĩa ngữ pháp, nghĩa từ vựng): 01 text; (Text-based) độ dài: ±150 từ Đọc hiểu: Số lượng text: 01 Độ dài: ±200 từ • Từ vựng (cận / nghịch nghĩa sở văn cảnh (yếu tố văn hố khuyến khích), vv • Xác định lơi liên quan đến k ĩ Viết r , ỊMCQ đơn lẻ MCQ đơn lẻ r • Viêt chun hố / kêt hợp câu K ĩ Viết (Subordination / coordination, cap độ phrase đến clause), ■Dựng câu / Chọn câu / cấu trúc cận nghĩa ПР Л A /4 Tông so câu 50 Ghi chú: Lời dẫn (instructions) viết bàng tiếng Anh Kí hiệu '• /， • có nghĩa (Retrieved from htíp//vnexpress.com, November, 12，200 83 APPENDIX ĐÈ THI TỐT NGHIỆP NẢM 2008 MÔN TIẾNG ANH Bộ GIÁO DỤC VÀ ĐÀO TẠO — — r ĐỀ THI CHÍNH THỦ С (Để thi có 03 trang) KỶ THI TĨT NGHIỆP TRUNG HỌC PHỔ THƠNG NẢM 2008 Môn thi: TIENG ANH - Hệ nãm Thời gian làm bài: 60 phút Mã đề thi 236 Họ, tên th í sinh: Số báo danh: Chọn từ (ứng với A B, c, D) có phần gạch phát âm khác vói nhũng từ cịn lại câu sau Câu 1: A soon В, moon С flood D food Câu 2: A.books В clubs C stamps I), hats Câu 3: A put В such C cut I), shut Câu 4: A think В the C there I), this Câu 5: A handbag В paper C passage D happy Chọn từ/ cụm từ thích hợp (ứng với A By Су D) đề hoàn thành câu sau Câu 6: M y sister is very fo n d eating chocolate candy A about B with c at D of Câu : I were you, I would take a taxi to the airport A If B Because с When D Unless Câu 8: The teacher told his students laughing A stopped B stopping c to stop IX stop Câu 9: I f the weather worse, we won’ t go to the beach A gets B would get c got D w ill get Câu 10: Linda: "Excuse me! Where’ s the post office?" Maria: ’’ A Don’t worry B It’s over there c I'm afraid not D Yes, I think so 84 Câu 11: Tom: “How did you get here?” John: u ， ’ A I came here last night B The train isso crowded, c Is it far from here? IX I came hereby train Cau 12: I had a road accident when I a phone call in the car A was making B makec am making IX made Câu 13: Miss White sang very at my birthday party last night A beautiful B beautify c beauty I), beautifully Can 14 ：When my father was young, h e get up early to the gardening A use to Cau B got used to c used to D was used to I came to see her yesterday, she was reading a book A When B While c Before IX After c is studying I), w ill study Cau 16: H e in London at the moment A has studied B studies Cau I / : H e his grandparents every Sunday A has visited B, is visiting c was visiting I), visits Cau 18: He always asks his friends _ him A, helping B, help c helped D to help Câu 19: Mary: "Whose bicycle is that?" T o m :и A, It’s just outside B It’s Jane c No, it’s over there I) It’ s Jane's Cau 20: Paul was sad about his examination results that he didn’t smile all week A.such B too C so D enough Câu 21: The meeting is going to be at o’clock tomorrow morning A played B held c taken D run Câu 22: After drinking a big bottle o f ，he got drunk A wine B m ilk c orange juice I), water Câu 23: H e to Hanoi ten days ago A- was going B went c has gone D goes Câu 24: Mrs Kent is with washing the dishes every day A boring B bored c boringly 85 IX bore Câu 25: Peter: ”How often you go to school?' Harry: M A I don’ t think so c I go there early B Every day except Sunday D I go there by bus Câu 26: Helen: "Where you come from?" Ann: " A I ， m living in London B In London c Yes, I have just come here D I come from London ᄂau 27: Paul has applied for a in a new company A, task B career c , job IX work ᄂau 28: The b o y eyes are brown is my friend A whom B which c who D whose Câu 29: "Would you like to have coffee?” A many B little c few IX some ᄂail 30: I ’m learning English I want to get a better job A because B therefore c but D or Đọc kỹ đoạn văn sau chọn phương án (ứng với A B， c， D) cho chỗ trống từ 31 đến 35 Today, supermarkets are found in almost every large city in the world But the first supermarket (31) opened only fifty years ago It was opened in New York by a man named Michael Cullen A supermarket is different (32) other types o f stores in several ways In supermarkets, goods are placed on open shelves The (33) choose what they want and take them to the checkout counter This means that fewer shop assistants are needed than in other stores The way products are displayed is another difference between supermarkets and many other types o f stores; (34) example, in supermarkets, there is usually a display of small inexpensive items just in front of the checkout counter: candies, chocolates, magazines, cheap foods and so on Most customers (35) go to a supermarket buy goods from a shopping list They know exactly what they need to buy They the shopping according to a plan Câu 31: A was B were c has been 86 D is Câu 32: A in В with с of D from Câu 33: A managers в customers с assistants D sellers Câu 34: A by В for с in D of Câu 35: A what в who с whom IX which Đọc kỹ đoạn văn sau chọn phương án (ứng với A B， c， D) cho câu từ 36 đến 40 Smoking causes lung cancer, which is the number one cancer among men Ninety percent of the people who get lung cancer die Smoking is also the leading cause of mouth cancer, tongue cancer, and throat cancer Many smokers have heart disease and pneumonia Smoking causes about one million early deaths in the world every year Smokers not only harm themselves but also harm others Smokers breathe smoke out into the air They breathe it out on their children and on their wives or husbands Children whose parents smoke have more breathing and lung problems than other children Women who are married to smokers are more likely to have lung cancer than those married to nonsmokers We are all aware that smoking is bad So why people smoke? Câu 36: The number one cancer among men is A tongue cancer B lung cancer c \ mouth cancer I), throat cancer Câu 37: The main cause of mouth cancer, tongue cancer and throat cancer is A overeating B smoking c breathing I), drinking Câu 38: Every year, smoking causes about one m illio n A killing diseases B cancer patients c early deaths D injured men Câu 39: The word “ it ” in the passage refers to A smoke B air c cancer D breath Câu 40: Who are more likely to have lung cancer and lung problems? A People who live with non-smokers B People who live in the country, c People who live with smokers IX People who live in the city 87 Chọn phương án (A By c ， D) úng với từ/ cụm từ có gạch cần phải sửa để câu sau trở thành xác Câu 41: If I were vou, I didn’t buy that expensive car A B C D Câu 42: I met a lot of interesting people while I was studying at Ho Chi Minh City А В С D Câu 43: There’s the woman who she sold me the handbag A B C D Câu 44: Mr Smith is going to buy a new Japanese car, doesn’t he? А В С D Câu 45: The picture was painting by Michael last year А В С D Chọn phương án (úng vói A By с ， D)để hoàn thành câu sau Câu 46: Do you know the b o y at the party last week? A who we talked about him B about him we talked c we talked about D we talked about him Câu 47: They are living in a house A that was built in 1930 B that built in 1930 c , that was building in 1930 D in 1930 that was built C all :1 haven’t g o t that English book A any money to buy B some money to buy D no money to buy c much money of buying Câu 49: Taking exercise A is good for your healthy B is good for your health c is good health for you I), is a good health for you Câu 50: Have you ever met the m an _ A, who was married the cousin of Mary B whom married Mary’ s cousin c \ who married Mary's cousin IX who is married Mary’s cousin Н Е Т 88 APPENDIX RESULTS OF THE QUESTIONNAIRE (QUESTIONS 8-30) Question N Mean Mode SD Q8 54 22 23 4.15 0.96 Q9 54 25 15 11 3.22 1.24 Q10 54 35 10 3.83 1.02 Q ll 54 21 23 4.07 1.06 Q12 54 28 20 4.19 0.85 Q13 54 10 23 15 3.69 1.23 Q14 54 33 3.5 1.02 Q15 54 19 25 3.15 1.02 Q16 54 23 24 ЗЛ7 1.15 Q17 54 11 25 3.41 1.12 Q18 54 24 15 11 3.13 1.33 Q19 54 29 2.48 1.02 Q20 54 35 2.33 0.8 Q21 54 22 20 3.19 1.18 Q22 54 24 27 3.02 1.02 Q23 54 34 2.39 0.94 Q24 54 10 23 15 3.69 1.23 Q25 54 21 18 11 3.28 1.28 Q26 54 19 26 3.09 1.17 Q27 54 10 23 15 3.69 1.23 Q28 54 33 18 4.2 0.79 Q29 54 14 10 22 3.15 1.12 Q30 54 36 3.8 0.78 89 APPENDIX TEACHERS1QUESTIONNAIRE Dear Colleagues, I am interested in researching high school teachers’ perceptions of the washback effect of multiple-choice tests in the teaching and learning practices in the English classroom Your participation in this survey w ill help me to complete my M A thesis in English Language Department at Hanoi University, Vietnam Please kindly spare a few minutes of your time to f ill out this questionnaire Your responses to this questionnaire w ill be treated with utmost confidence I f you wish to add any further comments, please use the space provided after each question Thank you very much for your cooperation! 90 Part I PERSONAL INFORM ATION Your gender Male Female □ How old are you? 2 - □ 31 ֊ 35 3 - □ 41 and over How long have you been teaching English? Less than years 1 - years □ - 10 years □ 16 years or more Which type o f your school are you teaching in? Public Private □ Highest academic qualifications Please tick one box only Bachelor’s Degree □ M aster's degree Doctorate， s Degree □ Others, please specify Have you ever taken part in a multiple-choice test training course? Yes No□ □ How much important is the public exam? Not important □ Important 91 □ Very important □ P art II YOUR ATTITUDES TOWARD MULTIPLE-CHOICE TESTS (Please rate your responses on a point scale Circle your answer) Strongly disagree Disagree Don’t know Agree Strongly agree 5 11 • Multiple ֊ choice tests are easy to mark 12 Multiple ֊ choice tests are easy to use 5 5 5 5 Multiple-choice tests can measure a wider range of knowledge than the subjective tests Multiple-choice tests can test various levels of learning， from simple knowledge to more complex cognitive skills such as knowledge, comprehension, application, analysis, synthesis and evaluation 10 Multiple-choice tests cannot measure students’ writing and speaking skills 13 Good multiple-choice tests are difficult to write 14 Multiple-choice tests can be used to measure students’ achievement 15 It saves time and cost in organizing a multiple-choice examination 16 Multiple-choice tests can decrease the problem o f cheating among students 17 Multiple-choice tests are reliable in scoring 18 Multiple-choice tests can give the true evaluation on students’ language performance ability 19 Multiple-choice tests can be done only by guessing 20 Multiple-choice tests are suitable to evaluate students’ ability to use English communicatively 92 Phần III - YOUR ATTITUDES TOWARD THE IMPACT OF MULTIPLE-CHOICE TESTS ON TE A C H IN G AND LEARNING 21 Multiple-choice Strongly disagree Disagree Don’ t know Agree Strongly agree 5 5 5 5 5 tests encourage teachers to focus more on students’ ability to use English communicatively 22 Multiple-choice tests make teaching change from communication-oriented to grammar-based 23 Your teaching content covers only what is included in the multiple֊choice tests 24 Multiple-choice tests make teaching more test-driven 25 Multiple-choice tests encourage teachers to focus on all language skills 26 Students are no longer interested in doing communicative activities but pay moire attention to practice for multiplechoice tests 27 Textbook is mainly used as the major teaching material 28 More exam-related published materials are included in the lesson 29 Multiple-choice tests motivate your students to learn English harder 30 More emphasis has been paid to the fluency o f language knowledge 93 Phần IV YOUR FURTHER COMMENTS FOR THE DEGREE TO WHICH YOU SUPPORT M U LTIP LE -C H O IC E TESTS - You support because: ֊ I don’t support because: I half support because: The end o f questionnaire Thank you very much for your help 94 IN T E R V IE W QUESTIONS 1• Anh/chị có ùng hộ việc thi trắc nghiệm khách quan khơng? Vì sao? Hiện Bộ Giáo dục Đào tạo chủ trương đổi phương pháp dạy học theo hướng trọng vào khả giao tiếp học sinh Anh/Chị thấy việc thi trắc nghiệm có ảnh hường việc đồi phương pháp dạy học? Theo ý kiến anh/chị, thi trắc nghiệm có tác động đối vói phương pháp dạy giáo viên? Việc thi trắc nghiệm có tác động cách học học sinh? Anh/chị có gặp khó khăn việc soạn đề thi trắc nghiệm cho học sinh không? 95 APPENDIX PERSONAL IN F O R M A T IO N ON IN T E R V IE W E D TEAC H ER S On October, 72， 2008, Teacher A Teacher A was male, 35 years old He had a bachelor’ s degree and had been teaching English for years Teacher в Teacher в was female, 42 years old She had a master’s degree and had been teaching English for 16 years She is the Head o f the English Department Teacher с Teacher с was female, 46 years old She had a bachelor’s degree and had been teaching English for 20 years On October, 14t 2008 Teacher D Teacher D was female, 28 years old She had a bachelor’ s degree and had been teaching English for 05 years Teacher E Teacher E was female, 32 years old She had a bachelor’s degree and had been teaching English for 06 years Teacher F Teacher F was female, 45 years old She had a bachelor’ s degree and had been teaching English for 16 years A t the time o f the observation, he was teaching listening On October，15, 2008 ᄀ Teacher G Teacher G was female, 40 years old She had a bachelor’ s degree and had been teaching English for 08 years Teacher H Teacher G was female, 25 years old She had a bachelor’ s degree and had been teaching English for 03 years 96 ... depends on the nature of the test, the educational context, and the nature o f the decisions that are taken on the basis of the test results 2.2.3 Negative and positive washback 2.3.3.1 Negative washback. .. reliability and practicality Part has the same format as Part and aims to obtain the teachers’ opinions about whatever impact that MCQs have exerted on the English teaching and learning environment...MINISTRY OF EDUCATION AND TRAINING HANOI UNIVERSITY NGUYEN THI THANH XU AN A STUDY OF THE WASHBACK OF MULTIPLE CHOICE TESTS ON HIGH SCHOOL ENGLISH TEACHING AND LEARNING SUBMITTED IN PARTIAL FULFILMENT