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Test evaluation is a complicated phenomenon, which has been paid much attention by number of researchers since the importance of language tests in assessing the achievements of students was raised. When evaluating a test, evaluators should focus on criteria of a good test of which validity and reliability are two important factors. In this current study, researcher chose the English 3B endofterm reading test for second year mainstream students at FELTE, ULIS, VNU in the school year 2013 2014 to evaluate with an aim at checking the content validity and construct validity as well as estimating the internal reliability of the test. From the interpretation of the data got from the test scores, survey questionnaires, and test specifications analysis, the researcher has found out that the English 3B endofterm reading test is reliable in the aspect of internal reliability. The content validity has been checked as well and the test is concluded to demonstrate a relatively high level of content relevance and show some evidence of the representativeness. Besides, it is also proved to show structure validity to some extent. However, the study remains limitations that lead to the researcher’s directions for future studies.
VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER AN EVALUATION OF SOME ASPECTS OF THE VALIDITY OF A READING ACHIEVEMENT TEST (THE 3B END-OF-TERM READING TEST) FOR SECOND YEAR MAINSTREAM STUDENTS IN THE SCHOOL YEAR 2013 – 2014 AT FELTE, ULIS, VNU Supervisor: Dr Dương Thu Mai Student: Vũ Thị Hương Group: QH2010 HA NOI – 2014 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP ĐÁNH GIÁ MỘT SỐ KHÍA CẠNH TRONG TÍNH GIÁ TRỊ CỦA MỘT BÀI THI HẾT HỌC PHẦN MÔN ĐỌC- HIỂU (BÀI THI HẾT HỌC PHẦN MÔN ĐỌC TIẾNG ANH 3B) NĂM HỌC 2013-2014 DÀNH CHO SINH VIÊN NĂM THỨ HAI, HỆ ĐẠI TRÀ, KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI Giáo viên hướng dẫn: TS Dương Thu Mai Sinh viên: Vũ Thị Hương Khóa: QH2010 HÀ NỘI – NĂM 2014 ACCEPTANCE I hereby state that I: Vũ Thị Hương, QH2010.F.1.E1, being a candidate for the degree of Bachelor of Arts (TEFL), accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Hương Vũ Thị Hương May 2014 ACKNOWLEGEMENTS To fulfill this paper I have been fortunate to receive supports and assistance from a variety of people First and foremost, I would like to express my deepest gratitude to Dr Dương Thu Mai, my respectful supervisor, who has given the untiring help to my study I am truly grateful to her for her advice and suggestions right from the beginning when this study was only in its formative stage I wish to take this opportunity to express my big thanks to Ms Trần Thị Lan Anh, my ELT teacher, for her insightful comments and suggestions for this paper I also owe my sincere thanks to the teachers at Division of English skills 2, FELTE, ULIS, VNU who have been the enthusiastic participants in my research Without them, my research could not been completed and successful I would like to send my thanks to my teachers, my friends and my classmates for their sincere comments and criticism as well as encouragement In the end, I would like to show my big gratitude to my family, especially my mother, who have constantly inspired and encouraged me to overcome difficulties to complete this study i ABSTRACT Test evaluation is a complicated phenomenon, which has been paid much attention by number of researchers since the importance of language tests in assessing the achievements of students was raised When evaluating a test, evaluators should focus on criteria of a good test of which validity and reliability are two important factors In this current study, researcher chose the English 3B end-of-term reading test for second year mainstream students at FELTE, ULIS, VNU in the school year 2013 - 2014 to evaluate with an aim at checking the content validity and construct validity as well as estimating the internal reliability of the test From the interpretation of the data got from the test scores, survey questionnaires, and test specifications analysis, the researcher has found out that the English 3B end-of-term reading test is reliable in the aspect of internal reliability The content validity has been checked as well and the test is concluded to demonstrate a relatively high level of content relevance and show some evidence of the representativeness Besides, it is also proved to show structure validity to some extent However, the study remains limitations that lead to the researcher’s directions for future studies ii TABLE OF CONTENTS ACKNOWLEGEMENT i ABSTRACT…………………………………………………………………… ii TABLE OF CONTENTS iii LIST OF FIGURES AND TABLES ……………………… vii LIST OF ABBREVIATIONS … …………………………………………… x PART I: INTRODUCTION…………………………………… 1 Statement of research problem and rationale for the study……………… Goals and objectives of the study………………………………………… Research questions………………………………………………………….4 Significance of the study……………………………………………………4 Scope of the study ……………………………………………………… Methodology of the study………………………………………………… The organization of the study……………………………………………….6 PART II: DEVELOPMENT………………………………………………… CHAPTER 1: LITERATURE REVIEW ………………………………………8 Key concepts ……………………………………………………………….8 1.1 Assessment, measurement, test and evaluation……………………8 1.1.1 Assessment………………………………………………………8 1.1.2 Measurement…………………………………………………….8 1.1.3 Test………………………………………………………………9 1.1.4 Evaluation……………………………………………………… 1.2 Test purposes……………………………………………………….10 1.3 Types of test items………………………………………………….11 1.3.1 Objective test items…………………………………………… 12 1.3.2 Subjective test items…………………………………………….13 1.4 English reading achievement tests……………………………… 14 1.4.1 Definition of reading……………………………………………14 iii 1.4.2 The construct of reading performance in English and reading achievement tests… …………………………………………….15 1.5 The technical quality of reading tests …………………………… 17 1.5.1 Overview of all qualities ……………………………………… 17 1.5.2 Validity………………………………………………………….20 1.5.2.1 Definition of validity……………………………… 20 1.5.2.2 Aspects of validity …………………………………21 1.5.2.3 Factors affecting the validity of reading tests…… 24 1.5.3 Reliability……………………………………………………….25 1.5.3.1 Definition of reliability…………………………… 25 1.5.3.2 Types of reliability………………………………… 26 Review of related studies on validity of reading test…………………… 29 2.1 Studies on the validity of reading tests worldwide……………… 29 2.2 Studies on the validity of reading test in Vietnam…………………30 CHAPTER 2: METHODOLOGY …………………………………………… 32 The reading assessment context for second year mainstream students at FELTE, ULIS, VNU……………………………………………………….32 1.1 Test administration procedure…………………………………… 32 1.2 Test specifications………………………………………………… 32 Research questions…………………………………………………………38 Research Participants and the selection of participants ………………… 39 Data collection method…………………………………………………….39 4.1 Survey………………………………………………………………39 4.2 Document observation…………………………………………… 40 Data collection procedure………………………………………………….40 5.1 Survey questionnaire……………………………………………….40 5.2 Document observation…………………………………………… 41 Data analysis and procedure……………………………………………….42 CHAPTER 3: FINDINGS AND DISCUSSION……………………………… 44 Data analysis and results………………………………………………… 44 1.1 Research question 1: The content validity of the test as perceived by iv teachers ……………………………………………………………….44 1.2 Research question 2: The structure validity of the test……………61 1.3 Research question 3: The internal reliability of the test ………… 64 Findings and discussion…………………………………………………66 2.1 Major findings………………………………………………………66 2.2 Content validity of the test……………………………………….66 2.3 Structure validity of the test…………………………………… 67 2.4 Reliability of the test…………………………………………… 68 PART III: CONCLUSION………………………………………………………69 Conclusion and implications……………………………………………70 Limitations of the study …………………………………………… 71 Suggestions for further research………………………………………… 72 REFERENCES…… ……………………………………………………………73 APPENDICES……………………………………………………………………78 Appendix 1: The 3B end-of-term reading test for second year mainstream students at FELTE,ULIS, VNU in the school year 2013-2014 ………………………… 79 Appendix 2: Survey questionnaire for teachers.………………………………….88 Appendix 3: Internal reliability calculating results……………………………….90 v LIST OF FIGURES AND TABLES FIGURES Figure 1.1: Relation between evaluation, tests and measurements (Bachman 1990) …………………………………………………………………………………… 10 Figure 2.1: Bloom’s Taxonomy (Old version) ……………………………………34 Figure 2.2: Bloom’s Taxonomy (Revised version)……………………………… 34 Figure 2.3: Changes in the old and new version of Bloom’s taxonomy………….35 TABLES Table 1.1: Types of reliability…………………………………………………26 Table 1.2: Range of internal reliability value in Cronbach’s Alpha…………… 28 Table 2.1: Test specifications…………………………………………………… 33 Table 2.2: Revised test specifications…………………………………………… 35 Table 3.1: Teachers’ opinions about the tested skills in questions 71-75……….44 vi Table 3.2: Teachers’ opinions about the tested skills in questions 76-80……… 45 Table 3.3: Teachers’ opinions about the tested skills in question 81…………….46 Table 3.4: Teachers’ opinions about the tested skills in question 82…………….47 Table 3.5: Teachers’ opinions about the tested skills in questions 83-84……… 47 Table 3.6: Teachers’ opinions about the tested skills in questions 85……………48 Table 3.7: Teachers’ opinions about the tested skills in questions 86-89…………49 Table 3.8: Teachers’ opinions about the tested skills in questions 90-93…………49 Table 3.9: Teachers’ opinions about the tested skills in questions 94-99……… 50 Table 3.10: Teachers’ opinions about the tested skills in questions 100-101……51 Table 3.11: Teachers’ opinions about the tested skills in question 102………….51 Table 3.12: Teachers’ opinions about the tested skills in question 103………….52 Table 3.13: Teachers’ opinions about the tested skills in questions 104-105……52 Table 3.14: Teachers’ opinions about the tested skills in question 106………… 53 Table 3.15: Teachers’ opinions about the tested skills in questions 107-110……54 Table 3.16: Teachers’ opinions about the difficulty level of questions 71-75……54 Table 3.17: Teachers’ opinions about the difficulty level of questions 76-80……55 Table 3.18: Teachers’ opinions about the difficulty level of question 81……… 55 Table 3.19: Teachers’ opinions about the difficulty level of question 82……… 56 Table 3.20: Teachers’ opinions about the difficulty level of questions 83-84……56 Table 3.21: Teachers’ opinions about the difficulty level of question 85……… 56 Table 3.22: Teachers’ opinions about the difficulty level of questions 86-89……57 Table 3.23: Teachers’ opinions about the difficulty level of questions 90-93……57 Table 3.24: Teachers’ opinions about the difficulty level of questions 94-99……58 Table 3.25: Teachers’ opinions about the difficulty level of questions 100-101…58 vii 80 The Hindu-Arabic system is not only more sophisticated but is also much simpler to use Questions 81-85: Choose A, B, C or D to answer the questions below 81 What kind of text is it? A article C report B lecture script D journal 82 Who is probably the readership of the reading passage? A Students majoring in anthropology B Students majoring in sociology C Students majoring in natural sciences D All A, B and C 83 What can probably be inferred about the author of the reading passage? A She is a professor from a university B She is an ordinary citizen who is interested in numbers C She is a worker of a firm D She is a manager of an enterprise 84 What can be implied about numeration systems in the reading passage? A They are important to every culture B They were most highly developed in Egypt C They were introduced by ancient Egyptians D They are all decoded in a fast and simple way 85 What is likely to be the author’s opinion in the reading passage? A The value of the numerals is always clear B The symbols that represent numbers are more important than their positional values C Simple grouping is the fastest method of counting D The Hindu-Arabic system can adapt to other bases READING PASSAGE 2: Read the following passage and answer questions 86-99 80 The True Cost of Food A For more than forty years the cost of food has been rising It has now reached a point where a growing number of people believe that it is far too high, and that bringing it down will be one of the great challenges of the twenty first century That cost, however, is not in immediate cash In the West at least, most food is now far cheaper to buy in relative terms than it was in 1960 The cost is in the collateral damage of the very methods of food production that have made the food cheaper: in the pollution of water, the enervation of soil, the destruction of wildlife, the harm to animal welfare and the threat to human health caused by modern industrial agriculture B First mechanization, then mass use of mechanical fertilizers and pesticides, then monocultures, then battery rearing of livestock, and now genetic engineering – the onward march of intensive farming has seemed unstoppable in the last half century, as the yields of produce have soared But the damage it has caused has been colossal In Britain, for example, many of our best-loved farmland birds, such as the skylark, the grey partridge, the lapwing and the corn bunting, have vanished from huge stretches of countryside, as have even more wild flowers and insects This is a direct result of the way we have produced our food in the last four decades Thousands of miles of hedgerows, thousands of ponds, have disappeared from the landscape The faecal filth of salmon farming has driven wild salmon from many of the sea lochs and rivers of Scotland Natural soil fertility is dropping in many areas because of continuous industrial fertilizer and pesticide use, while the growth of algae is increasing in lakes because of the fertilizer run-off C Put it all together and it looks like a battlefield, but consumers rarely make the connection at the dinner table That is mainly because the costs of all this damage are what economists refer to as externalities: they are outside the main transaction, which is for example producing and selling a field of wheat, and are borne directly by neither producers nor consumers To many, the costs may not even appear to be financial at all, but merely aesthetic – a terrible shame, but nothing to with money And anyway they, as consumers of food, certainly aren’t paying for it, are they? D But the costs to society can actually be quantified and, when added up, can amount to staggering sums A remarkable exercise in doing this has been carried out by one of the world’s leading thinkers on the future of agriculture, Professor Jules Pretty, Director of the Center for Environment and Society at the University of Essex Professor Pretty and his colleagues calculated the externalities of British agriculture for one particular year They added up the costs of repairing the damage it caused, and came up with a total figure of 2,343m pounds This is equivalent to 208 pounds for every hectare of arable land and permanent pasture, almost as much again as the total government and EU spend on British farming in that year And according to Professor Pretty, it was a conservative estimate E The costs include: 120m pounds for removal of pesticides, 16m pounds for removal of nitrates; 55m pounds for removal of phosphates and soil; 23m pounds for the removal of the bug cryptosporidium from drinking water by water companies; 125m pounds for damage to wildlife habitats, hedgerows and dry stone walls; 1,113m pounds from emissions of gases likely to contribute to climate change; 106m pounds from soil erosion and organic carbon losses; 169m pounds from food poisoning; and 607m pounds from cattle disease Professor Pretty draws a simple but memorable conclusion from all this; our food bills are actually three fold We are paying for our supposedly cheaper food in three separate ways; once over the counter, secondly through our taxes, which provide the enormous subsidies propping up 81 modern intensive farming, and thirdly to clean up the mess that modern farming leaves behind F So can the true cost of food be brought down? Breaking away from industrial agriculture as the solution to hunger may be very hard for some countries, but in Britain, where the immediate need to supply food is less urgent, and the costs and the damage of intensive farming have been clearly seen, it may be more feasible The governments need to create sustainable, competitive and diverse farming and food sectors, which will contribute to a thriving and sustainable rural economy, and advance environmental, economic, health, and animal welfare goals G But if industrial agriculture is to be replaced, what is a viable alternative? Professor Pretty feels that the organic farming would be too big a jump in thinking and in practices for many farmers Furthermore, the price premium would put the produce out of reach of many poorer consumers He is recommending the immediate introduction of a “Greener Food Standard”, which would push the market towards more sustainable environmental practices than the current norm, while not requiring the full commitment to organic production Such as standard would comprise agreed practices for different kinds of farming, covering agrochemical use, soil health, land management, water and energy use, food safety and animal health It could go a long way, he says, to shifting consumers as well as farmers towards a more sustainable system of agriculture Questions 86–89: The reading passage has paragraphs (A-G) Which paragraph mentions the information below? Write the appropriate letters (A-G) in boxes 86 - 89 on your answer sheet 86 a cost involved in purifying domestic water 87 the stages in the development of the farming industry 88 definition of the term used to describe hidden costs 89 one effect of chemicals on water sources Questions 90–93: Do the following statements agree with the information given in the reading passage? In boxes 90-93 on your answer sheet, write: YES if the statement agrees with the information given in the passage NO if the statement contradicts the information given in the passage NOT GIVEN if there is no information about this 90 The number of several species of wildlife in the British countryside is declining 91 The taste of food has deteriorated in recent years 92 The financial costs of environmental damage are widely recognized 93 One of the costs calculated by Professor Pretty was illness caused by food Questions 94-99: Complete the summary below Choose NO MORE THAN THREE WORDS from the passage for each answer Write your answers in boxes 94-99 on your answer sheet 82 Professor Pretty concludes that our (94) ………………… are higher than most people realize, because we make three different types of payment He feels it is realistic to suggest that Britain should reduce its reliance on (95) ………………… Although most farmers would be unable to adapt to (96) ………………… , Professor Pretty wants the government to initiate change by establishing what he refers to as a (97) ………………… He feels this would help to change the attitudes of both (98) …………………… and (99) …………………… READING PASSAGE 3: Read the following passage and answer questions 100-110 Almost everyone with or without a computer is aware of the latest technological revolution destined to change forever the way in which humans communicate, namely, the Information Superhighway, best exemplified by the ubiquitous Internet Already, millions of people around the world are linked by computer simply by having a modem and an address on the 'Net', in much the same way that owning a telephone links us to almost anyone who pays a phone bill In fact, since the computer connections are made via the phone line, the Internet can be envisaged as a network of visual telephone links It remains to be seen in which direction the Information Superhighway is headed, but many believe it is the educational hope of the future (1)The World Wide Web, an enormous collection of Internet addresses or sites, all of which can be accessed for information, has been mainly responsible for the increase in interest in the Internet in the 1990s (2) Before the World Wide Web, the 'Net' was comparable to an integrated collection of computerized typewriters, but the introduction of the 'Web' in 1990 allowed not only text links to be made but also graphs, images and even video (3) A Web site consists of a 'home page', the first screen of a particular site on the computer to which you are connected, from where access can be had to other subject related 'pages' at the site and to thousands of other computers all over the world This is achieved by a process called 'hypertext' (4) By clicking with a mouse device on various parts of the screen, a person connected to the 'Net' can go travelling, or 'surfing' through a web of pages to locate whatever information is required Anyone can set up a site; promoting your club, your institution, your company's products or simply yourself, is what the Web and the Internet is all about And what is more, information on the Internet is not owned or controlled by any one organization It is, perhaps, true to say that no-one and therefore everyone owns the 'Net' Because of the relative freedom of access to information, the Internet has often been criticized by the media as a potentially hazardous tool in the hands of young computer users This perception has proved to be largely false however, and the vast majority of users both young and old get connected with the Internet for the dual purposes for which it was intended - discovery and delight 83 Questions 100–103: Choose A, B, C or D to answer the questions below 100 Which is the best title for the reading passage? A The World Wide Web C The Internet Revolution B The Educational Hope of the Future D How to Use the Internet 101 What is the main point of the first paragraph? A Almost everyone has heard of the Information Superhighway B The Internet will revolutionize the way people communicate C You need a modem and an address Information Superhighway to use the Internet D No-one knows where the Information Superhighway is headed 102 Which is the topic sentence of the second paragraph? A Sentence number one (1) C The last sentence (4) B Sentence number two (2) D None of the above 103 What would the next paragraph to follow the passage probably be about? A The future of the Internet C Abuse of the Internet by youth B Advertising on the World Wide Web D The cost of using the Internet Questions 104-106: Are the following statements Fact or Opinion? In boxes 104-106 on your answer sheet, write: F if the statement is a fact O if the statement is an opinion 104 Almost everyone with or without a computer is aware of the latest technological revolution destined to change forever the way in which humans communicate, namely, the Information Superhighway, best exemplified by the ubiquitous Internet 105 The World Wide Web, an enormous collection of Internet addresses or sites, all of which can be accessed for information, has been mainly responsible for the increase in interest in the Internet in the 1990s 84 106 By clicking with a mouse device on various parts of the screen, a person connected to the 'Net' can go travelling, or 'surfing' through a web of pages to locate whatever information is required Questions 107-110: What is the relationship between the second and the first sentence in each question? In boxes 107-110 on your answer sheet, write A, B or C: A Explanation B Contrast C Example D Cause and effect 107 (1) The World Wide Web, an enormous collection of Internet addresses or sites, all of which can be accessed for information, has been mainly responsible for the increase in interest in the Internet in the 1990s (2) Before the World Wide Web, the 'Net' was comparable to an integrated collection of computerized typewriters, but the introduction of the 'Web' in 1990 allowed not only text links to be made but also graphs, images and even video 108 (1) Almost everyone with or without a computer is aware of the latest technological revolution destined to change forever the way in which humans communicate, namely, the Information Superhighway, best exemplified by the ubiquitous Internet (2) Already, millions of people around the world are linked by computer simply by having a modem and an address on the 'Net', in much the same way that owning a telephone links us to almost anyone who pays a phone bill 109 (1) It is, perhaps, true to say that no-one and therefore everyone owns the 'Net' (2) Because of the relative freedom of access to information, the Internet has often been criticized by the media as a potentially hazardous tool in the hands of young computer users 110 (1) This is achieved by a process called 'hypertext' (2) By clicking with a mouse device on various parts of the screen, a person connected to the 'Net' can go travelling, or 'surfing' through a web of pages to locate whatever information is required - THE END – 85 APPENDIX QUESTIONNAIRE Dear teachers, My name is Vu Thi Huong from group QH2010.F1.E1 I am conducting this survey questionnaire in order to collect information for my graduation paper “An evaluation of some aspects of the validity of a reading achievement test (3B end-of-term reading test) 86 for second year mainstream students in the school year 2013 – 2014 at FELTE, ULIS, VNU” With the aim at developing further understanding the content validity of the 3B end-of-term reading test for second year mainstream students at FELTE, ULIS, VNU, I hope that you will be cooperative and supportive to help me fulfill my thesis It is not a test so there is no “right” or “wrong” answer When you take part in this study, your confidentiality is assured in any circumstance Thank you very much for your help! ******** Please fill in the columns below (refer to the test sample) Question Tested skills Difficulty level (Bloom’s taxonomy) Question 71 Question 72 Question 73 Question 74 Question 75 Question 76 Question 77 Question 78 Question 79 Question 80 Question 81 Question 82 Question 83 Question 84 Question 85 Question 86 Question 87 Question 88 Question 89 Question 90 Question 91 Question 92 Question 93 Question 94 Question 95 Question 96 Question 97 Question 98 Question 99 Question 100 Question 101 87 Question 102 Question 103 Question 104 Question 105 Question 106 Question 107 Question 108 Question 109 Question 110 -Thank you very much for your cooperation! APPENDIX INTERNAL RELIABILITY CALCULATING RESULTS Reliability Scale: ALL VARIABLES Case Processing Summary N Cases Valid % 100 100.0 0 100 100.0 Excludeda Total a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha Based on Cronbach's Standardized Alpha Items 704 N of Items 550 40 88 Item Statistics Mean Std Deviation N VAR00001 1.9700 1.07736 100 VAR00002 1.1400 82902 100 VAR00003 1.5300 1.39592 100 VAR00004 1.0800 80000 100 VAR00005 1.0800 80000 100 VAR00006 1.3600 48242 100 VAR00007 1.7300 44620 100 VAR00008 1.0400 19695 100 VAR00009 1.0100 10000 100 VAR00010 1.9600 19695 100 VAR00011 2.0600 1.02317 100 VAR00012 3.2300 1.23791 100 VAR00013 1.1800 57525 100 VAR00014 1.9700 1.44568 100 VAR00015 3.0300 1.61092 100 VAR00016 7600 95473 100 VAR00017 3300 97499 100 VAR00018 6100 1.30186 100 VAR00019 8100 93954 100 VAR00020 1.5000 79772 100 VAR00021 2.7600 1.32665 100 VAR00022 2.0100 2.24956 100 VAR00023 1.9300 79462 100 VAR00024 2.0800 2.23688 100 VAR00025 3.2900 2.88603 100 VAR00026 3.1000 3.17980 100 VAR00027 2.8000 2.95420 100 VAR00028 2.1800 2.67189 100 VAR00029 2.1600 2.67695 100 VAR00030 2.7100 1.03763 100 VAR00031 2.0000 82878 100 VAR00032 2.0000 1.49071 100 VAR00033 2.3000 1.35959 100 VAR00034 1.8700 33800 100 89 90 Item-Total Statistics Scale Mean if Item Deleted Scale Variance if Corrected Item- Squared Multiple Cronbach's Alpha Item Deleted Total Correlation Correlation if Item Deleted VAR00001 73.4300 263.541 276 695 VAR00002 74.2600 276.316 -.096 709 VAR00003 73.8700 254.377 405 687 VAR00004 74.3200 272.806 035 705 VAR00005 74.3200 272.806 035 705 VAR00006 74.0400 274.423 -.018 705 VAR00007 73.6700 269.597 312 699 VAR00008 74.3600 275.021 -.107 705 VAR00009 74.3900 274.543 -.057 704 VAR00010 73.4400 276.148 -.279 706 VAR00011 73.3400 275.883 -.076 710 VAR00012 72.1700 268.627 104 703 VAR00013 74.2200 269.345 248 699 VAR00014 73.4300 269.298 063 706 VAR00015 72.3700 263.609 156 701 VAR00016 74.6400 275.303 -.058 709 VAR00017 75.0700 269.096 135 701 VAR00018 74.7900 273.380 -.017 709 VAR00019 74.5900 274.103 -.020 707 VAR00020 73.9000 272.576 044 704 VAR00021 72.6400 276.758 -.094 713 VAR00022 73.3900 272.382 -.041 721 VAR00023 73.4700 271.888 070 704 VAR00024 73.3200 225.735 649 657 VAR00025 72.1100 218.543 557 661 VAR00026 72.3000 230.677 348 688 VAR00027 72.6000 211.071 636 650 VAR00028 73.2200 215.224 663 650 VAR00029 73.2400 215.114 663 649 VAR00030 72.6900 263.933 277 696 VAR00031 73.4000 266.263 274 697 VAR00032 73.4000 262.364 202 698 VAR00033 73.1000 257.828 336 691 91 92 ... (BÀI THI HẾT HỌC PHẦN MÔN ĐỌC TIẾNG ANH 3B) NĂM HỌC 2013- 2014 DÀNH CHO SINH VIÊN NĂM THỨ HAI, HỆ ĐẠI TRÀ, KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI Giáo viên hướng...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP ĐÁNH GIÁ MỘT SỐ KHÍA CẠNH TRONG TÍNH GIÁ TRỊ CỦA MỘT BÀI THI HẾT HỌC PHẦN MÔN ĐỌC- HIỂU (BÀI THI HẾT... when this study was only in its formative stage I wish to take this opportunity to express my big thanks to Ms Trần Thị Lan Anh, my ELT teacher, for her insightful comments and suggestions for this