TABLE OF CONTENTS Pages PART I: INTRODUCTION Rationale for topic choice 2 Aims of study 3 Methodology 4 Scope of the study PART B: SOLVING THE PROBLEM Rationale 1.1 The concept of testing and asessment 1.2 Classification 1.3 Criteria for assessment 1.4 The aim, meaning and role of assessment 1.5 Assessment procedure Reality Solutions for implimentation Demonstration 12 Findings PART C: CONCLUSION AND RECOMMENDATION 15 19 I Conclusion 19 II Recommendation 19 To teachers 19 2.To educational managers 20 PART I: INTRODUCTION 1 Rationale for topic choice Assessment plays an essential role in teaching activities However, the effectiveness of assessment varies significantly with its methods Assessment is a step quantifying the result of any specific activity, including a teaching session, results of a semester, a school year, a education level, a module or students' overall performance Assessment is meaningful for not only learners but also teachers, educators and related parties It enables teachers to recognize the strength and weakness of their teaching.It also help learners to evaluate the knowledge gained through grading, which is a high-stake form of assessment because it may influence their further education, graduation or even life choice.Therefore, assessment is an indispensable part of teaching and improving teaching quality Assessment necessarily and nearly compulsorily involves three criteria: impartiality, objectivity and in order to turn it into an precise and effective evaluation tool for teaching, improving social equality and motivating learners Otherwise, imprecise assessment might create inequality and demotivate learners Moreover, the basis of assessment, despite various available elaboration, ultimately takes root in main aims of learning: learning to know, learning to do, learning to actualize oneself, learning to integrate socially Thus, precise assessment is only feasible to some extent because its target is intangible thoughts and knowledge, which can only be communicated and qualified via verbal or written language Innovation in formal education is the process of innovating aims, contents, methods, facilities, assessment as well as concepts, methodology and management in course design, among which assessment innovation is a significant tool to determine the capability of learners, adjust the process of teaching and learning motivate changes in pedagogy and contribute to progress in human education Assessment in high school education has been underestimated due to many reasons Teachers mainly focus on evaluating within the scope of knowledge and skill attainment, ignoring the requirements to perform tasks similar to real life situation in order to evaluate the level of skills.Educators usually recommend that the importance of education in high school is teaching study skills Thus, the broadening of assessment scope should be considered when content and format of assessment are chosen The principle 'teacher assessment should motivate students' self-assessment and measure the precision, objectivity of learning results and the extent to which teaching aims are achieved' should also be ensured.[ Assessment in high school strongly requires innovative changes in Vietnam education system and Thanh Hoa ethnic boarding high school is not an exception From the objective and subjective reasons mentioned above, the subject of my study is "Measures to innovate assessment of English in grade 10 of Thanh Hoa Ethnic boarding high school" Aims of study The study aims to find a practical, precise and impartial method od assessment which helps improve students' confidence, motivation and creativity; helps teachers adjust pedagogy and education management Methodology 3.1 Theoretical methods Theories about assessment of English language teaching 3.2 Empirical methods Pedagogical practice, comparison methods Scope of the study 4.1 Subject of the study The process of assessing learners in grade 10 D of Thanh Hoa ethnic boarding high school in academic year 2016-2017 4.2 Object of the study Techniques to assess English language teaching for grade 10 PART B SOLVING THE PROBLEM Rationale 1.1 The concept of testing and assessment 1.1.1 Testing According to Vietnamese dictionary by Hoang Phe, , the test term is defined as "Inspection is a review of the actual situation for evaluation and comment"[3] Testing is investigation, consideration and review of a task or reality for commenting, appreciation and review Overall, scientists and educators unanimously agree that testing means collecting data, evidence to investigate reality in order to evaluate and comment In education, there are various types of assessment, namely formative assessment (daily assessment), periodic assessment (at the end of chapters, sections) and summative assessment (end of term assessment) 1.1.2 Assessment Assessment is the process of forming appraisal and judgement of the results of a task based on the analysis of data in comparison with a set of aims and standard in order to make suitable decision in improving reality, advancing quality and effectiveness of that task The concept of assessment used in the field of education is understood in different ways According to C.E Beeby (1997) "Evaluation is the systematic collection and interpretation of evidence that leads to judgment of value from the point of view of action,"[1] which emphasizes value Owen & Rogers (1999)[6] "Evaluating is a systematic gathering of information and making judgments based on information obtained." Thus, the concept of assessment is considered in accordance with the purpose and specific object to be assessed It is understandable that the evaluation is a systematic collection of information about the state of the object being assessed, thereby providing accurate statements based on the information obtained as the basis for the subject matter Introduce measures to improve the quality of education To sum up, assessment is the activity of concluding the judgement and evaluation of students' level It initially involves the examination of students' work, then the measurement to collect necessary data and finally a conclusion Thus, testing and assessment are two closely related processes Testing is to provide information for assessment and assessment is based on the result of testing They can be combined into a unified process called testing-assessment 1.2 Classification of assessment - The concept of testing in part 1.1.1 , author is based on reference [3] - The concept of assessment in part 1.1.2, author is based on reference [1] and [6] Having decided on the test format, teachers can choose suitable exercises to test students' skills and linguistic knowledge The type of exercise used in testing include: 1.2.1 Placement tests This concept does not involve the content or format of the test but only focuses on the aim of testing Therefore, various formats and processes can be chosen depending on the course aims Tests for a linguistic course usually consist of interviews and paper tests A paper tests can combine both multiple choice and essays or separate these two types 1.2.2 Diagnostic tests They are testing at the implementation of a course in order to predictably supplement insufficient or weak knowledge and to determine the real current level of students, aiming to adjust a course design in accordance with the original aims 1.2.3 Progress tests They are testing after the beginning of a course, in other words, periodic tests in the middle of a course or on the request of the managers or students The content of the test is also in the lesson Progess tests are different from achievement tests in the limitation of aims and content This type of testing is usually designed by teachers and can only evaluate the teacher's achievement in teaching and recognize the strength and weakness of learners 1.2.4 Achievement tests This type of testing is usually used at the end of a course, and may be to award a certificate They are relatively similar to progress tests because the only difference is in time The basic aim of this type of testing is to evaluate the results students have achieved after a course or a program 1.2.5 Proficiency tests They measure the level of proficiency independently from learning or teaching program Proficiency tests assess based on specific aims, such as to meet a required language proficiency level to further education 1.3 Criteria for assessment Assessment should ensure comprehensiveness (knowledge, skills, ability, attitudes and behaviors of students), reliability (precision and objectivity), feasibility (content, format and facilities) and classification requirement [2] It involves levels, namely recognition, understanding and application (low and high level) Specifically, the range of classification should be as broad as possible and should be highly - Criteria for assessment in part 1.3, author based on reference [2] effective (it could evaluate all necessary aspects and have positive influence on the teaching process) 1.4 The aim, meaning and role of assessment 1.4.1 The aim of assessment To publicize the evaluation of an individual student and a class's capability and result in order to create opportunities for them to develop self-assessment skill, recognize personal progress and motivate learning To aid teachers in recognizing their own strength and weakness, improving pedagogy, striving for teaching quality and effectiveness advancement 1.4.2 Meaning of assessment Assessment is significantly important to students, teachers and especially educational management - To students: Systematic and continuous assessment provide 'backward information', which enables students to adjust learning activities It shows students the extent to which they have absorbed knowledge and their limitation It also develops cognitive skills through mental activities such as memorizing, recalling, precision, generalizing, systematizing knowledge These activities give students opportunities to develop creativity and flexibility to apply knowledge into real life situations.Besides, they give students a sense of responsibilities and discipline, a will for better achievements and belief in their potential Moreover, assessment partly remedy students' ignorance and arrogance [5] - To teachers: To provide 'outside backward information', which may contribute to pedagogical adjustment - To educational management: To provide information on teaching and learning reality in an educational education so that timely policy can be used to ensure conformity, encourage creative ideas and to guarantee that educational aims are met 1.4.3 The role of assessment in education The content and approach of teaching are equally important in current educational system Innovation in educational method is an urgent need to improve teaching quality Innovation in teaching requires simultaneous changes from teaching, learning materials, teaching methods to assessment Assessment plays noticeable role in advancing educational quality The results of assessment is the basis for adjustment in teaching, learning as well as management In contrast, if assessment is misleading, it will possibly results in inaccurate perception of educational quality and considerable negative impact on human resource use Therefore, innovation in assessment is urgently necessary in education as well as society Reasonable, - The meaning of assessment to students in part 1.4.2, author based on reference [5] impartial and precise assessment will help improve learners' self-confidence, enthusiasm and creativity in study 1.5 Assessment procedure Assessment in education is a complicated and challenging issue because it is holistic and multi-faceted Thus, in order to assess a student, a class, a cohort accurately, the first step is to build a procedure, choose a method and to collect necessary data This procedure may involve stages: measure, quantify, evaluate and decide Measure: Record test result in nummerical marks, which are symbols indirectly reflecting students' level qualitatively though not necessarily quantitatively Quantify: Use data to make quantitative calculation on knowledge and skills of students This is a transitional step between measurement and evaluation Quantification can be based on standards or criteria Evaluate: This step requires teachers to make jugement on the reality of a student's level in the tested topic sp as to come up with measures to remedy weakness or to promote effectiveness Decide: This is the final step in assessment, teachers will inform students of specific measures for students' improvement Reality According to Professor Dr Nguyen Cong Khanh [4], the weakest of the assessment of our secondary eduacation is based on unsuitable purposes, which makes the educational process lacks developments The implementation of current assessment procedure in Vietnam only focus on summative purpose, which concludes on students' capabilities, but neglects formative purpose In other words, it is testoriented (towards high school graduation and university entrance exam) Nearly all activities of teachers and students revolve around improving test results by, for instance, learning sample essays by heart, practice solutions to typical exercises in exams All effort of the school management only serves as a preparation for a summative conclusion and students not receive any support to get better When it is highly unlikely that they are going to make any achievement, some student may choose cheating In addition, assessment is inadequate in methods, which makes education impractical.The popular methods of assessment in current high school education system, especially in senior high school, are only limited to paper tests They consist of two familiar parts: written tasks and multiple choice, both of which are only suitable to prove the attainment of theoretical knowledge - The reality in part 2, author is based on reference [4] Another weak point of assessment is rigid thus does not encourage initiative and creativity of students in learning The current assessment regime does not allow students to have personal choice in proving their potential and it may limit students' initiative and creativity The methods of assessment only emphasizing recollection of academic knowledge not enable students to show the knowledge and capability they have gained outside the classroom Moreover, those knowledge and skills may worsen their performance if they are different from the specified answers in mechanical tests On the other hand, numerical test results will be useless if highscoring students not have opportunities to share the experience and strategies for success with others to learn from As a consequence, students lose their initiative, creativity and problem solving skills In contrast, the innovative assessment methods utilize assessment as opportunities for students and interaction and students' peerinteraction Those problems are faced by teachers and students at Thanh Hoa ethnic boarding high school How to innovate assessment of English there? Here are some solutions to solve these problems Solutions for implementation As teachers are chiefly responsible for student assessment, they should pay attention to the following changes in order to enhance the precision of assessment Solution 1: Innovation in timing for assessment Assessment should not be made by the end of a semester or academic year but during the whole learning process instead Assessment should be carried out immediately after each teaching session and the next assessment should be more demanding but with a different format from the previous one Solution 2: Innovation in using assessment results Most school management only use test results to classify students' academic level and to nominate awards Nonetheless, these results can provide important and precise information about students' learning as well as teachers' teaching progress in English language subject for the school management, and regulatory authorities These information is the basis for timely and effective decision, which may improve the teaching and learning of English language subject Solution 3: Innovation in aims of assessment Teacher heavily rely on the end-of-academic year results, which means that final tests is extremely important to both teachers and students However, while teachers stressed summative aim of 'final exams', its formative purpose of 'encouraging learning' may play second fiddle despite the fact that the second purpose is an essential part of assessment It directly influence and encourage students to improve their knowledge and learning process In addition, although induction tests are always arranged, teachers occasionally pay attention to these tests, which may help teachers classify students to choose suitable teaching methods In conclusion, teachers should focus on formative assessment so as to evaluate students' capabilities holistically Solution 4: Innovation in assessment content Teachers should not emphasize mechanical recollection of theoretical knowledge and should pay more attention to understanding and application into practice instead Tests should cover all learning content, knowledge, skills as well as level, which help classify students Tests should be compatible with standard schedule, knowledge and skill They should also be suitable for students' level Teachers must pay equal attention to all four skills (listening, speaking, reading, writing) for three following reasons: first, to precisely evaluate students (recognize the right level, students think results are fair, evaluate students from low to high level, evaluate impartially, tests are sparsely spaced in order not to discourage weak students but to create learning habit which avoids being arrogant, negligent, prepare lessons before class Teachers must test knowledge and skills in combination such as readingwriting, grammar-vocabulary, listening-speaking in different kind of tests Solution 5: Forms of assessment In addition to using different teaching methods ( teachers pay equal attention to students, design varying types of exercises for students of different levels so that teachers can classify and aid weak students while encourage good students), teachers should use self-assessment method which help students evaluate themselves and further their strengths or improve their weaknesses In English language subject in high school, the forms of assessment consists of oral tests, 15-minute tests and 45minute tests • Oral tests Teachers should omit oral tests at the beginning of a session but testing previous knowledge while teaching new lessons As the results, teachers will have more time to teach new lessons thoroughly and can still test students Moreover, teachers can tests speaking skill of many pairs of students * Tests at the beginning of a session: teachers deliver an exercise, call a student to in on the board and the rest of the class it on their notebooks Then, teachers can collect some students' answer to mark Finally, the whole class can make comments on the exercise written on the board Alternatively, teachers can call students at once to the same exercise Any of them can answer if ready, the others make contribution or answer additional questions Example: Checking vocabulary of Lesson: Reading of Unit 12 Teacher's request: 'Write a word in English that means : “trang nghiêm ” Student 1: write the word, Student 2: determine its part of speech, Student 3: write synonym, Student 4: Write antonym This method may reduce students' reticence to speak in oral tests and have more choices Teachers can also check pronunciation by distributing handouts which contains some words and require students to choose words whose underlined parts are different form those within the same groups Another way, which is commonly used in Language Focus lesson, is to combine checking practice exercise done on the board and homework done on students' notebooks If teachers want to check different structures at the same time for several students, teachers need to limit them to a few groups of grammatical structures and check several structures at once through written answers while teachers requires the specific groups of grammatical structures within a specified time Then teachers collect and correct students' answers * Tests during new lessons: Teachers ask students to written exercises during discussion on a new lesson and cross checking Teachers collect students' answers to mark and evaluate students' learning Alternative, teachers ask deductive question for students to volunteer to answer, through which teachers can give comment and marks For example: In unit 12-writing a profile, teachers may divide students into groups to write the profiles based on the given information Students write and then correct other groups' writing Teachers check both students' writing and comment born on February 28th 1939 / Huế write more than 990 songs: Diêm Xưa, Nối vòng tay lớn died in HCM city / April 1st 2001 born in 1975 in Hanoi graduate from Hanoi Conservatory / 1977 received many prizes: the first prize in Hanoi’s Singing Competition, the Golden Voice of Asian / 1998 famous albums: Made in VietNam, Chat with Mozart 10 * Tests through other activities: Test through homework such as making relia (making mind maps, tables and charts about Conditionals) Or to prepare a revision, an exercise about a specific topic, to take part in an extracurricular activity Take the following test for example: students are required to work in groups to collect materials about HISTORICAL PLACES (English 10- Unit 16- speaking) then discuss with other students and write a report, the report will be presented in groups All groups will discuss an evaluate each presentation in numerical marks or in comments Students work is groups and the product is group work instead of individual work Students are implementors as well as evaluators Or through revision at the end of each lesson: for example: summarize a listening exercise based on the previous tasks ( English 10 – Unit 12 – Listening) Or via role-play during a session For example, in lesson speaking- Unit 12 Teachers ask students to practice in pairs, playing the role of a reporter and a viewer on the topic: the most favourite film of the year 2012 This method of testing will help students understand the lesson thoroughly and enhance students' initiative, enthusiasm and creativity 11 • Innovation in 15-minute testing Teachers deliver 15-minute tests about previous lessons in order to help students review and apply them The format of tests could be completely written or multiple choice or partially written and multiple choice The scope the the test should cover an application ideas (for or points out of 10) to check students' application capabilities because this type of exercise is similar to previous exercise Teachers deliver 15-minute tests on : listening-speaking, reading-writing, grammar-vocabulary skills • Innovation in 45-minute testing In order to encourage students' initiative, assessment should not be limited to recollection of knowledge or repetition of skills but it should encourage intelligence, creativity, flexible application of academic knowledge to solve practical problems Teachers can deliver 45-minute tests after each session on several previous lessons The scope of the test should be based on the contrastive matrix discusses by the English department The questions should be compatible with the requirement: recognize, understand,low-level application, high-level application, Knowledge and skills should be based on standards regulated by the Ministry of Education and be suitable to students The format of this type of tests consists of multiple choice (for broader scope of testing) and written tests (for language use) The following table compares the strength and weakness of both formats Multiple choice Written test The tests contain many questions, which can test knowledge and skills systematically and holistically They cover a broad scope within a short period of time 3.Teachers can correct them quickly, precisely and impartially They enable students to evaluate their study precisely Teachers can classify students based on the broad spectrum of test results Weakness The tests consist of only a few questions, which cover only a part of students’ knowledge and skills It is time-consuming to cover a broad range of subjects It is time-consuming to mark the tests and the tests results are less precise It is difficult for students to assess themselves As the spectrum of results is narrow, it is difficult to classify students Strength Modern technology can be utilized in marking and analyzing results 12 Weakness Strength It is difficult to evaluate students’ language use They not contribute to improving students’ ability to express and structure ideas Limit students thoughts, which may reduce students’ creativity They enable teachers to evaluate students’ language use They contribute to improving students’ ability to express and structure ideas They create opportunities for students’ creativity It is difficult and time-consuming to design them It is not difficult or timeconsuming to design them It is noticeable that the strength of multiple choice tests is the weakness of written tests Therefore, teachers should combines these two formats suitably Besides tests which combines both multiple choice and written tests, assessment should not only focus on numerical marks but also comments Teachers should write comments which point out students' strength and weakness of students and encourage selfassessment, which enable students to adjust study styles themselves Assessment could also be done by individuals, groups, teachers and classmates The information in assessment should be in marking, teacher-student talks, peer talks during not only class but also in competitions, seminars and extracurricular activities Demonstration [7] 4.1 Examples of fifteen minute test Example 1: Listening fifteen minute test: Listen to the passage then decide whether the statements are true (T) or false (F) T F The Beatles were the most famous pop group in the world T F They were four boys from the north of England and all of knew much about music T F They did not have long career T F Their fist hit record was in 1953 Listen again then answer the following statements How did The Beatles change the pop music? _ Who wrote the songs they sang? _ When did they split up? _ What was their first hit record in 1964? _ - Demonstration in part 4, author is based on reference [7] 13 Example 2: Vocabulary and grammar fifteen minute test: I PRONUNCIATION: Circle the word that has the underlined part pronounced different from the other three a famous b flourish c honour d behaviour a citadel b brilliant c architecture d site II VOCABULARY AND EXPRESSION: Choose the word or phrase that best completes the sentence or substitutes for the underlined word Temple of Literature is a the famous historical and cultural in Ha Noi a temple b remain c ground d site All the pillars of the old house were carved with ornamental designs a written b engraved c painted d decorated Van Mieu was a place to the most brilliant scholars of the nation a remember b memorialize c certify d impress' Few businesses are flourishing in the present economic climate a growing well b setting up c closing down d taking off Hue Imperial City was certified as a World Cultural in 1993 a History b Tradition c Heritage d Site III GRAMMAR AND STRUCTURE A Choose the word or phrase - b, c, or d - that best completes sentence 1.John's grades are really bad.' `Yes, but Tim's are a worse b worst c badder d so worse 'How was the exam?' 'Well, it was quite easy we expected a more easy that b more easy than c easier than d easier 'Mark walks so fast." Well I think the faster he walks, ……………… a more tired he gets b the more tired he gets c he gets more tired d he gets tired B Identify the one underlined word or phrase - A, B, C or D - that must be changed for the sentence to be correct The northern part of the United States generally (A) receives much(B) more (C) snow as (D) the southern part 14 You did much(A) more(B) better(C) in the last test than(D) in this one Example 3: Reading and writing fifteen minute test Read the passage, then choose the correct answer Cu Chi is located at the threshold of Sai Gon and adjacent to the revolutionary base Cu Chi played an important role in the two wars of resistance against the old and new colonial powers Cu Chi was an 'underground village' with its tunnels having a combined length of more than 200km The main tunnel is 60 – 70 cm wide and 80 90 cm high Above the tunnel is a layer of earth about 3m - 4m thick, enough to sustain the weight of 50-ton tanks or heavy artillery as well as the destruction of bomb up to 100kg Those who had set foot in that tunnel network should greatly admire the talent, determination and endurance of the communist guerillas The soil in Cu Chi was as hard as stone, but with such rudimentary handtools as hoes and shovels, they had dug and removed tens thousands of tons of earth and stone, and camouflaged the openings so well that nobody could find them Many people have called it a wonder of the 20th century Where is Cu Chi situated? a At the entrance to Sai Gon b In Sai Gon c On the way to a revolutionary base d Near Cu Chi Tunnels Cu Chi tunnel a is very wide and long b is a complicated network of winding passages c has a thin layer of earth above d connects underground networks The word 'them' in line 15 refer to a the guerillas b the tunnels c the openings d earth and stone People who visited Cu Chi Tunnel a set foot in that tunnel network b was impressed by the work of the communist guerillas c admired the complication of the tunnel network d made it a wonder of the 20th century Which of the following sentences is true? a Cu Chi was an important revolutionary base b The area-of Cu Chi is about 200 square kilometers c The soil in Cu Chi is uncultivated 15 d Cu Chi was called a wonder of 20th century Writing: Write a paragraph that describes the facts and figure provided HALONG BAY, A WONDER OF THE WORLD - 170 kilometers east of Hanoi -World Heritage listed by UNESCO ( December 17 th 1994) - One of Vietnam’s most popular tourist destination - Halong Bay’s nice places to visit: Dau Go cave, Sung sot cave, Thien Cung grotto, Titop island, Ga choi Islet 2: Examples of fifty minute test I Speaking: Following are the lines conversation which is mixed up Put them in the correct order (1.5 p) _ a Hello, I have tickets to the Great Concert on Friday night Would you like to come? b That sounds fine See you then c It’s at 8:00 d That’s sound great Let’s meet at the theatre around 7:30 e Thanks I’d love to What time is the show? II Reading Ex Read the passage below then choose the correct answer for each question My first visit to the cinema was a very unhappy one I was taken there by some friends when I was only years old At first there were bright light and music and I feel quite happy When the light went out, I felt afraid Then I saw a train on the screen The train was coming towards me I shouted out in fear and got down under my seat When my friends saw me they started to laugh I felt ashamed and sat back in my seat I was very glad when the film ended Who took the writer to the cinema for the 1st time? a his father b his parents c his parents’ friend d his friends How did he feel at first? a happy b unhappy c sad d quite unhappy 16 He was frightened when…………… a there was music b the cinemas had no light c the train ran d his friends saw him Where did he hire when he saw the train coming toward him? a under the seat b on the screen c on his friends’back d under the train seat How did he feel when the film finished? a very sad b very unhappy c quite happy d quite right III Listening: Listen to a paragraph about Beckham, a famous English footballer and complete the table which follows (1.5p) Year Events (1)…… Born in London 1986 (2)…………………………………………………… (3)…… Signed on as a trainee at Manchester United Football Club (4)…… Played in the World Cup in France 2001 (5)……………………………………………………… III Writing (1.5p): Your school is going to organize an English- Speaking evening in Hoa Binh Ethnic minority boarding high school You are the leader of the club and you want to let the students know about this event Write an announcement about it IV Language focus Ex Choose the word in each group that has the underlined part pronounced differently from the rest.(0.8p) a design b season c newspaper d disagree a knife b deaf c wife d of a champion b school c character d chemist a kick b ticket c know d week Ex Choose correct option for the blank in each sentence.(1.5p) Music in general and pop music in particular makes people … a excite b exciting c excited d excitement I listen to music …………… feel relaxed 17 a so as to b in order to c as so to d so as for “………… are you learning Chinese for?” – “to sing Chinese song” a what b why c how d which The movie on TV last night made me……………… a bore b boring c bored d boredom There is ………… school in our town a a b an d Φ c the The cinema changed completely at………… end of ……… 1920s b the- Φ a an- the c Φ– the d the -the “Van is in hospital” – “yes, I know I ……… her tomorrow” a am going to visit b will visit c go to visit d will be visiting France won Brazil ……3… in the final match of the 1998 World Cup a by- to b to- by c by- by d to- to World cup is considered the most………….sporting event in the world a interest b linking c popular d favorite 10 The 13th World Cup was…………….in Mexico in 1986 a put b placed c held d set Ex Complete the second sentence so that it it has a similar meaning to the first one.(1.2p) He didn't return to his native village until the war ended It was not We couldn't relax until all the guests had gone home It was not Roger wants to buy a book, so he's gone to town Roger has gone Jane wanted to earn some pocket money, so she got a part-time job Jane got The end! 5.Findings 18 Through the innovate the assessment of English for the 10 th graders at Thanh Hoa ethnic high school, I have found out that the majority of students learn actively active than before, limiting the way of learning passively; Develop students' independent thinking (through observing results in all student hours) Especially for weak students, less boldly than while answering questions or performing the learning activities Through the assessment in class 10D of my charge, only about 45%, which compare to the result at the end of the year has increased by about 75% Sometimes I poll opinion of students through questions: Questions Agree It is reasonable to mix the multiple choice questions and written task in an English test English Test matched with the students’s ability The innovation of assessment made students interested in learning and influenced on their method of learning English in the new direction Disagree 93.3% 6.7% 90% 10% 86.7% 13.3% The quality of students in the second semester has improved better than the first, in detail: Total of students 30 Semester Excellent students Good students Average students Below Average students I – 13.3 % 11 - 43.3% 15 - 36.7% - 6.7% II - 13.3 % 16 - 53.3% 10 -33.4% Through the innovation in assessment, I have found out that students are more active in learning and in knowledge achivement activities; Beside taking part in the learnig activites in class, students are more active in finding reference books to self study Many students have good skills in using IT, exploring resources online to gain 19 knowledge ; Step by step, they are self-conscious of evaluating their learning outcomes and assess each other PART C CONCLUSION AND RECOMMENDATION Conclusion Innovation in formal education is the process of innovating aims, contents, methods, facilities, assessment as well as concepts, methodology and management in course design, among which assessment innovation is a significant tool to determine the capability of learners, adjust the process of teaching and learning Motivate changes in pedagogy and contributes to progress in human education Testing and assessment should be taken place throughout the teaching and learning process in a variety of forms such as: games, homework, short essays, essays, etc., to focus on evaluation of ability and skills And teachers need to divirsify the various forms of assessments which allow those to be replaced or added to the currently applied assessment types such as 15 minutes test, oral test, period test And the method, technique, form of evaluation the teacher use, the more interested and confident in learning students become When we understand the philosophy and importance of the educational assessment innovation and we focus on the the assessing learner competencies and the assessing process rather than just checking the results (memorizing, memorizing, following the sample, doing the teacher's way ),, teaching and learning process become much more active And that will aim at further goals such as nourishing school excitement, creating self-discipline in learning And more importantly, what is the power of my students to study in the future, and how important it is to help students in the future Some recommendations Beginning from a theoretical basis, practice, teaching process as well as the successes and constraints to implement the project, to contribute to the quality of learning English, I have some practical recommendations as following 2.1 For teachers: - Teachers must organize, instruct students to self-assess, evaluate each other The main aim of innovation is to make students more active, more productive, and lead transformation in learners 20 - Teachers must develop in students the ability to self-test, self-assessment as well as help students understand their objectives and can organize their own learning activities under guidance - Teachers must choose the technology and teaching methods in class to stimulate students to take control of knowledge To be successful in these objectives, teachers need to constantly study, cultivate, and keep up with the innovation of society and education in the world 2.2 For educational managers - Thematic and training courses for teachers on innovation, evaluation and evaluation must be organized - Focus on refresher training methods, techniques, new evaluation form Step by step change the habits of teachers, instruct them how to make the test, open test - Encourage teachers to apply a variety of forms of assessment, multiple choice tests, self-review tests, product assessments, student profiles, oral presentations, discussions … - Provide the facilities such as radios, cassettes, computers, projectors , internet etc improve the quality of teaching and learning of English XÁC NHẬN CỦA Thanh Hóa, ngày tháng 05 năm 2017 THỦ TRƯỞNG ĐƠN VỊ Tôi xin cam đoan SKKN viết, không chép người khác Người viết SKKN Phạm Thị Giang REFERENCE BOOKS 21 [1] C E Beeby – The Quality of Education in Developing countries Hardcover, June1, 1966 [2] Facilitating Effective Student Learning through Teacher Research and Innovation , edited by Milena Valencic Zulian and Janez Vogrinc [3] Hoang Phê - Vietnamese dictionary, Social Science Publishing House, Hanoi, 1998 [4] Innovative assessment of students at high school in the direction of capacity approach By Professor Dr Nguyen Cong Khanh, Director of the Center for Quality Assurance of Education and Testing, Hanoi University of Education [5] James H Mc Millan 2001, Classroom Assessement, Principles for Effective Instruction A Pearson Education Company, Copyright 2001,1997 by Allyn&Bacon [6] John M Owen, Patricia J Roggers, Program Evaluation: Form and Approaches, SAGE Publications, April, 1999 [7] Teacher’s book, textbooks written by the Ministry of Education 22 ... learners in grade 10 D of Thanh Hoa ethnic boarding high school in academic year 2016-2017 4.2 Object of the study Techniques to assess English language teaching for grade 10 PART B SOLVING THE... mentioned above, the subject of my study is "Measures to innovate assessment of English in grade 10 of Thanh Hoa Ethnic boarding high school" Aims of study The study aims to find a practical, precise... The end! 5.Findings 18 Through the innovate the assessment of English for the 10 th graders at Thanh Hoa ethnic high school, I have found out that the majority of students learn actively