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Assignment on elt practice Project A Study on Test Designing
Contents Acknowledgement Part 1: Introduction 1.1.Reasons for choosing the topic 1.2 Description of teaching and learning English at Trung Vuong Secondary School Part 2: Implementation 2.1. Theoretical background 2.1.1. The relationships between teaching, learning and testing 2.1.2. Qualities of a good test 2.1.2.1. Reliability 2.1.2.2 Validity 2.1.2.3. Practicality 2.1.3. Test types and test items 2.1.3.1. Test types 2.1.3.2. Test items 2.2 Procedures of the project 2.2.1. Purpose of the test 2.2.2. Test items 2.2.3. Test specification Grid 2.2.4. Sample test 2.2.5. Teacher comments 2.2.6. The improved test 2.2.7. Marking instruction and marking scale 2.2.7.1. Marking instruction 2.2.7.2. Marking scale 2.2.8. Test result 2.3. Analysis the test result 2.4. Major Finding and Recommendation References Part 4: Conclusion Part Introduction 1.1 Reasons for choosing the topic Test is really important in teaching and learning English, not only with school children but also with all other types of learners It is no double that test is a useful way for teachers to base on and measure their students’ abilities or what they have gained in a period of learning From the result of the test, the teachers themselves evaluate the effectiveness of their teaching and adjust it, if necessary, to make it more suitable and efficient Moreover, it is also a good way that shows the learners how much they have achieved and motivates them much in the learning process Being an essential method to assess but writing a good test is not easy It is indeed quite a challenge and it requires lots of patience and experience, and it takes a degree of trail and error In order to design a good test, we have to know much about the theory, the rules of it Since being aware of the importance of test and the difficulties in designing a good test, I want to spend time researching this topic so that I can understand more about it, then I can apply it effectively in my teaching career 1.2 Description of teaching, learning and testing English at Trung Vuong Secondary School : The teaching and learning process at Trung Vuong is taken placed in rather well- equipped conditions: The teaching aids, modern equipments are available Moreover, the teachers are willing to assessed the modern technology and teach in the communicative way Each class has about 50 students studying haft a day at school Some classes have chances to learn with foreign teachers, so their learning environment is really good Testing is also seriously administered Each teacher has to design their own test before, and then all the others give comments and finally they choose the best ones to carry out Every test has clear marking instruction and marking scale so teachers can mark the tests quickly and correctly After each test, teachers and students correct it in further practice periods so that the students know where and how they were wrong, and where they need to improve In this project, I will carry out test in classes of grade Students in grade have three periods of English a week, three of which are spent on new lessons, the rest two for further practicing ( the practice may follow a particular topic or they may be the grammar practice periods) Part Implementation 2.1 Theoretical background 2.1.1 The role of testing in language teaching and learning As Brown (1994) points out, tests are a way of life in the educational world In every learning experience there comes a time to pause and take stock, to put our focal process to their best use and to demonstrate-either to self or others- accumulated skills or knowledge Traditionally, there was a tendency to separate testing from teaching However, it has widely been recognized that testing and teaching are so closely interrelated that it is virtually impossible to work in either field without constantly concerned with the other They are so “interwoven and interdependent that it is difficult to tease them apart” (Brown, 1994, p.375) In addition, Hughes (1991) affirms that the relationship between testing and teaching is that of partnership “Testing should be supportive of good teaching, and where necessary, exert a corrective influence on bad teaching” (p 2) Heaton (1989) stresses the necessity of tests in the classroom He insists that it is like doctors having to first diagnose the patient’s illness, it is very important for teachers to diagnose the student’s weaknesses and difficulties Therefore, a good classroom test may help locate the precise area of difficulty encountered by the class or by the individual student Moreover, classroom tests can help teachers increase their own teaching by making judgments in the effectiveness of the syllabus, methods and material they are using For example, the test results may indicate certain areas of the syllabus that have not taken sufficient account of In such cases, teachers have to deal with these areas in more depth and length of time In this way, a good test can be used as a valuable teaching tool, enabling students to learn from their weaknesses and benefit more Furthermore, Madsen (1983) believes that well-made tests of English can help students in at least two ways Firstly, they enable teachers to create a positive classroom experience by giving the class a sense of accomplishment Secondly, English tests can help students master the language To illustrate, when tests are given, learning can be enhanced by students’ growing awareness of the objectives and the areas of emphasis in the course Naturally, when students are aware of the course objectives and their personal language needs, they can adjust their personal goals, thus capable of making their learning more effective 2.1.2 Qualities of a good test In order to design a good test, teachers have to take into account a number of factors, such as the purpose of a test, the content of the teaching programme and the students’ background knowledge In addition to these factors, test characteristics play a very important part in constructing a good test According to a number of scholars in testing like Bachman (1990), Henning (1987), Harrison (1987), Bachman and Palmer (1994), Harris (1969), Bracey (2000), Morrow (1998), and Heaton (1989) all tests possess four main characteristics: validity, reliability, practicality Among these qualities, validity and reliability are essential in the development and use of language tests 2.1.2.1 Validity From Bachman’s point of view (1990), the most important quality to consider in the development, interpretation, and use of language test is validity The American Psychological Association (1985) defines validity as the “appropriateness, meaningfulness, and usefulness of the specific inferences made from test scores” (as cited in Bachman, 1990, p 243) On the other hand, Henning (1987) and Heaton (1989) state that a test is said to be valid to the extent that it measures what it is supposed to measure Likewise, Bracey (2000) asserts that a test has validity if it measures what it says it is measuring Different types of validity are defined by test experts Two of four types of validity suggested by While Heaton (1998) are face validity, content validity Content validity refers to what goes into the test Specifically, the test content must be decided whether it represents an adequate sample of the syllabus and reflects all the areas to be assessed in proper proposition On the other hand, face validity is concerned with what teachers and students think of the test It answers the question if the test appears reasonable or too easy or too difficult In addition, among various types of validity, content and face validity are considered to be most important for teachers to consider when constructing his own tests (Harrison, 1987) 2.1.2.2 Reliability The reliability of a test is its consistency (Harrison, 1987; Heaton, 1989; Bachman & Palmer, 1994; Bracey, 2000, Brindley, 2001) Henning (1987) proposes that reliability is the obtaining of similar results when measurement is repeated on different occasions or with different instruments or by different persons In other words, if a group of people took a test on two different occasions, they should get pretty much the same scores both times (assuming that no memory of the first occasion carries over to the second) If people scored high at time one and low at time two, we can’t say that the test is reliable (Bracey, 2000, p 10) Furthermore, Bachman (1990) states that while validity is the most important of test use, reliability is a necessary condition for validity in the sense that test scores which are not reliable cannot provide a basis for valid interpretation and use (p 289) On the other hand, a test can be reliable without being valid For instance, a multiple choice test of vocabulary could be reliable but it is not valid if used to measure students’ ability to use this vocabulary productively There are four aspects of reliability: Reliability and sire: Reliability is achieved through size: though a large numbers of test items within the test and through piloting the test with large number of candidates Reliability and test item level of difficulty: Reliable test items ensure that between one or two third of the candidates will get it right, that is, individual test items are not too hard or too easy for everyone Tests, which have appropriately one third scoring between 45% - 65% and one third scoring between 65% - 100%, are reliable tests are reliable tests Reliability and marking: A test can be unreliable sometimes because of the way it is marked The maarks may be affected by the markers’ subjective opinions Reliability and syllabus: How much the test is based on passages and questions taken directly from the textbook and how much it is based on the syllabus within the textbook, not the book itself, may have some influences on the reliability of the test as well 2.1.2.3 Practicability The question of practicability is administrative That is, a test ought to be practicalwithin the means of financial limitations, time constraints, ease of administration, scoring and interpretation of scores A test constructor has to take into considerations how long the test will take, what special arrangements have to be made, whether any equipment is needed or how the scoring is carried out Harrison (1987, p 13) states that tests should be as economical as possible in time (preparation, sitting and marking) and in cost (materials and hidden costs of time spent) 2.1.3 Test types and test items: 2.1.3.1 Test types: There are four types of test: Proficiency tests: Proficiency tests give a general picture of a student’s knowledge and ability They are frequently used as stages people have to reach if they want to be admitted to a foreign university, get a job, or obtain some kinds of certificate These tests have a profound backwash effect since, where they are external exams, students obviously once to pass them, and teachers’ reputations sometimes depend upon how many of them succeed Diagnostic tests: Diagnostic tests aim to diagnose a particular aspect of a language It can be used to expose learner difficulties, gaps in their knowledge, and skills deficiencies during a course Thus, when we know what the problems are, we can something about them Placement tests: Placement tests are used to put students into appropriate level of language curriculum The aim of these tests is to see what students are good at and what they need to improve Certain Proficiency tests and diagnostic tests can act in the role of placement tests Achievement tests: Achievement tests relate directly to classroom lessons, unit or total curriculum They are given out at the end of the course to see how successful each individual student has been in taking the course They only work if they contain item types, which the students are familiar with Achievement tests at the end of a term should reflect progress not failure They should reinforce the learning that has taken place, not go out of their way to expose weaknesses They can also help us to decide on changes 2.1.3.2 Test items: All the test items can be classified into Subjective or objective, recognition or reproduction Subjective tests: marked by an English expert The “marking scheme” may be given out but the final decision comes from the marker own head, which makes the marks sometimes unreliable Oral exam and composition type writing exam are put in Subjective type items Objective tests: can be marked by a non-English speaker (a clerk) basing on the provided answer keys That’s why Objective tests can be “clerically” marked Placement tests in Multiple-choice format and all computer-marked tests are objective in this way Recognition type test items: Test-taker only has to “choose” or “recognize” the right answer This kind of test items doesn’t take students much time to and it is easy to mark It can test various language items at the same time However, it is likely to test the memory only; it can help strong students to show their ability in producing the language Moreover, students can easily discuss and copy the answer from others, so it is occasionally unreliable Multiple- choice, True or False, Underline the mistake, Circle the unnecessary word, etc These are all Recognition tests items Reproduction type test items: require the test- takers to ‘produce” the answer for themselves by filling missing words, answers, sentences, dialogues, paragraph or essays and includes both spoken and written text This type of test help rank students as it is where strong students can show their language ability, but it may be difficult for weak students and it makes students write a lot It also takes more time than recognition one to mark and correct 2.2 Procedures of the project: 2.2.1 The purpose of the test: Requests of Hanoi Education and Training Department for tests: Every 45- minute tests have to be applied : • 20% of vocabulary; • 20% - 25% of grammar and structure; • 20% of reading skill; • 20% of writing skill • 15%-20% listening skill Test takers: Students in grade at Trung Vuong secondary school These classes are at level with about 20% strong students, 70% of the students standing in the middle and 10% weaker ones Course book (English 8- Educational Publishing House): It is the third book of four books for the students in every secondary school in Vietnam It was written on Thematic Approach All the themes in the book are developed in spiral principles; therefore students can consolidate and develop their ability in language skills It has a clear syllabus: Unit Topic Competencies/ vocabulary My friends Language focus/ grammar -Introduce/ Describe people -Respond to introductions -Write about oneself & other people - Present simple - (not) adjective + enough + to- infinitive - Talk about intentions - Use the phone to make & confirm arrangements - Take a telephone massage - Future with be going to - Adverbs of place Pa ge 10 Marking arrangements Pa ge 18 At home -Describe places / situations - Ask for and hive reasons - Write a description of a Page 27 room 4- Our past -Talk about past events - Express feeling - Distinguish between facts and opinions - Write a short imaginary Page 38 story Study habit - Give instructions and advice - Express obligation - Write a letter to a friend The young pioneers club My neighborhood Country life and city life A first- aid course - Talk about the future - Ask for favors and offer assistance - Write a letter telling about a future plan - Make comparisons - Ask for information and assistance - Write a community notice - Talk about differences/ future events and changes - Write a letter to a friend - Make and respond to offers, 10 - Reflexive pronouns - Modals: have to, ought to - Why- because - Past simple - Prepositions of time: on, in, at , after, before, between - used to - Adverbs of manner - Modal: should - Commands, requests and advice in reported speech - Present simple with future meaning - Gerunds - Modals: may, can, could - Present perfect with for and since - Comparison with like, (not) as…as, (not) the same as, different from - Present progressive to talk about future - Comparative and superlative adjectives - Future simple A to remember B.remember C remembering remembering Would you mind _ for a few minutes? A to wait B wait C.waiting This is the first time I _ his mother A meet B am meet C met D.to D be waiting D have met II/ Rewrite the following sentences as directed:(1,5 pts) Tam told his mother that he had to leave for school right away (Turn into direct speech) _ He hasn’t been back to his home town for over 20 years now (Rewrite this sentence using SINCE) _ I think they should offer Tom the job (Turn into passive voice) He climbed tree so that he could pick some fruit (Rewrite this sentence using IN ORDER TO) Lan said to me: “Remember to learn by heart all new word” (Turn into inderect speech) _ A bride has been declared unsafe It was built only year ago (Combine these sentences into one using V-ed participle) _ C Writing ( 2pts ) Write sentences based on the given cues: A new library / open / yesterday / the mayer of the city _ He wondered / you like / go camping with him or not _ I not know / what choose / red dress / blue dress _ Little boy / punish / not homework / by parents _ D Reading ( 2pts ) 14 Read this passage and then answer the questions: Firemen have to work fast When the fire bells ring, they have to jump up, get on their truck, and get to the fire as fast as they can Some connect the hoses Other put up the ladders with hoses and axes Each firemen had a job to do, and each job has to be done fast Besides putting out the fire, firemen have to help people who are burned or hurt They must know how to help people who are overcome by smoke They know how to this by giving them help in breathing Fast work by firemen has saved many lives and many thousands of dollars 1.What the firemen have to when the fire bells ring? 2.What they have to besides putting out the fire? 3.What must they have to help the people who are overcome by smoke? 4.How the firemen have to work? E Listening (1,5pts ) Listen and fill in the missing information: Festival: (1) Where it is celebrated: (2) When it is celebrated: 15th day of 8th month of lunar year What children do: (3) What children eat: (4) What people give each other: (5) Meaning of the fistival: _ to show love to children _ (6) Key for the sample test A Vocabulary: ( 2,5 pts ) I/ C B II/ A religious competitions D minimize instructions B Grammar: (2,5 pts ) I/ C A C D II/ Tam said to his mother:”I must leave for school right away” It has been over 20 years since he was back to his home town 3.I think Tom should be offered the job 4.He climbed trees in order to pick some fruit 5.Lan asked me to remember to learn by heart all new words 15 A bridge built only years ago has been declared unsafe C Writing ( 2pts ) A new library was opened yesterday by the mayor of the city He wondered whether you liked going camping with him or not I not know what to choose: the red dress or blue dress 4.The little boy was punished for not doing his homework by his parents D Reading ( pts ) When the bells ring, they have to jump up,get on their truck, and get to their fire as fast as they can They have to help people who are burned or hurt besides putting out the fire For the people who are overcome by smoke,they must give them help in breathing They have to save many lives and many thousands of dollars E Listening ( 1,5 pts ) Mid Autumn / Tet Trung Thu Viet Nam singing, dancing, walking around with lanterns fruits and cakes boxes of moon cakes to have family fun Tape script: The Mid- Autumn Festival, or “ Tet Trung Thu” in Vietnamese, is a wonderful, ancient festival in Viet Nam Celebrated on the 15th day of the 8th month of the lunar year, the festival is especially for children; but adults can also participate in the festivities On the festival day, children join many activities, such as singing, dancing and waking around the neighborhood with lanterns After that, they gather in a common place and enjoy fruits and cakes, which have been arranged for them During the festival season, people tranditionally give each other boxes of moon cakes, which are very rich in taste Mid- Autumn Festival is a great reason for adults to show their love to their children This is a great opportunity for family fun,too 2.2.5 Teacher comments After being designed, the test is given to teachers ( Ms Thuy, Ms Van and Miss Huong ) for comments These are their opinions: Advantages: The test layout is good The language focus in the test is clear and it has been covered quite well The instructions are clear and easy enough for students to understand The test is rather suitable with the students’ level Disadvantages 16 The text has a lot of new words There are no places for students to write their answers in the reading exercise Wh-questions aren’t mentioned in grammar exercisses The listening exercise shouldn’t be at the end of the test because they usually have to the listening first Basing on the comments of the teachers, there should be some small changes in the sample test: • Giving the meaning of some new words • Placing blanks after each questions for students to write their answers • Replacing one sentence in the positive form by question form • Putting the listening exercise on the top of the test 2.2.6 The improve test: Grade The second semester English test Time allowance: 45 minutes A Listening (1,5pts ) Listen and fill in the missing information: Festival: (1) Where it is celebrated: (2) When it is celebrated: 15th day of 8th month of lunar year What children do: (3) What children eat: (4) What people give each other: (5) Meaning of the fistival: _ to show love to children _ (6) B.Vocabulary (2 pts ) I/ Circle the word whose underlined part is pronounced differently from the other words:(1 pt) A manual A jungle A elevate A crush B facsimile B gist B deposit B pulp C glassware C grind C emergency C adjust II) / Fill in the blanks with the correct form of the words : (1 pts) The place is now a ………… center RELIGION 17 D canoe D emigrate D remove D rural There were two ……………… yesterday: fire-making and rice cooking COMPETE Always wear a crash helmet to …………… the danger of head injures MINIMUM The nurse is giving Lan some first-aid ………………… INSTRUST C Grammar ( 2,5 pts ) I/ Multiple choice: (1 pt) He _ in the pub when his wife him A is sitting/sees B sits/sees C was sitting/saw It is difficult _ all the instructions at the same time A to remember B.remember C remembering remembering Would you mind _ for a few minutes? A to wait B wait C.waiting This is the first time I _ his mother A meet B am meet C met D sat/saw D.to D be waiting D have met II/ Rewrite the following sentences as directed:(1,5 pts) Tam told his mother that he had to leave for school right away (Turn into indirect speech) He hasn’t been back to his home town for over 20 years now (Rewrite this sentence using SINCE) I think they should offer Tom the job (Turn into passive voice) 10 He climbed tree so that he could pick some fruit (Rewrite this sentence using IN ORDER TO) _ 11 Lan said to me: “Remember to learn by heart all new word” (Turn into reported speech) 12 A bride has been declared unsafe It was built only year ago (Combine these sentences into one using V-ed participle) _ D Writing ( 2pts ) Write sentences based on the given cues: A new library / open / yesterday / the mayer of the city _ He wondered / you like / go camping with him or not _ 18 I not know / what choose / red dress / blue dress _ Little boy / punish / not homework / by parents ? _ E Reading ( pts ) Read this passage and then answer the questions: Firemen have to work fast When the fire bells ring, they have to jump up, get on their truck, and get to the fire as fast as they can Some connect the hoses (vòi phun nước) Other put up the ladders with hoses and axes ( rìu ) Each firemen had a job to do, and each job has to be done fast Besides putting out the fire, firemen have to help people who are burned or hurt They must know how to help people who are overcome by smoke ( ngất bị khói ) They know how to this by giving them help in breathing Fast work by firemen has saved many lives and many thousands of dollars 1.What the firemen have to when the fire bells ring? _ 2.What they have to besides putting out the fire? _ 3.What must they have to help the people who are overcome by smoke? 4.How the firemen have to work? 2.2.7 Marking instruction and marking scale 2.2.7.1 Marking instruction A Listening: Mid Autumn / Tet Trung Thu Viet Nam singing, dancing, walking around with lanterns fruits and cakes boxes of moon cakes to have family fun Tape script: The Mid- Autumn Festival, or “ Tet Trung Thu” in Vietnamese, is a wonderful, ancient festival in Viet Nam Celebrated on the 15th day of the 8th month of the lunar year, the festival is especially for children; but adults can also participate in the festivities On the festival day, children join many activities, such as singing, dancing and waking around the neighborhood with lanterns After that, they gather in a common place and enjoy fruits and cakes, which have been arranged for them During the festival season, people tranditionally give each other boxes of moon cakes, which are very rich in taste 19 Mid- Autumn Festival is a great reason for adults to show their love to their children This is a great opportunity for family fun,too B Vocabulary: I/ C B A D II/ religious competitions C Grammar: minimize instructions I/ C A C D II/ Tam said to his mother:”I must leave for school right away” It has been over 20 years since he was back to his home town 3.I think Tom should be offered the job 4.He climbed trees in order to pick some fruit 5.Lan asked me to remember to learn by heart all new words A bridge built only years ago has been declared unsafe D Writing : A new library was opened yesterday by the mayor of the city He wondered whether you liked going camping with him or not I not know what to choose: the red dress or blue dress 4.Was the little boy punished for not doing his homework by his parents? E Reading: When the bells ring, they have to jump up,get on their truck, and get to their fire as fast as they can They have to help people who are burned or hurt besides putting out the fire For the people who are overcome by smoke,they must give them help in breathing They have to save many lives and many thousands of dollars 2.2.7.2 Marking scale: Exercise Listening Pronunciation Vocabulary Multiple-choice Sentence transformation Total point 1,5 1 1,5 Point for each answer 0,25 0,25 0,25 0,25 0,25 Writing 0,5 Remark Minus 0,25 points for every spelling mistake Minus 0,25 points for every spelling mistake Reading 0,5 2.2.8 Test results: After giving the test to 20 students in class 8B at Trung Vuong Secondary School and marking them, the results are as follow: Mark 0, 1, 3,4 5,6 7,8 9,10 20 Number of students % 0% 15% 25% 35% 25% 2.3 Analysis the test results: Looking at the mark results of the test, it can be reported that the test is quite appropriate for the students in the two classes The percentage of strong, average and weak students ranking through the test is reliant Only students get bad marks ( below – 15%) and almost get good mark (60% of the students marked from to 10 ) The test result shows that students can get the whole mark at listening, multiple-choice and reading But, many students could not the pronunciation exercise because they said that they didn’t know how to pronounce the words correctly; and there are one sentence that can be done correctly by students who get mark 10 ( It is the question of the writing exercise) From these results, I think I have to replace the question of the writing exercise by the other one easier and the pronunciation practice in class should be noted 21 Final test Grade The second semester English test Time allowance: 45 minutes A Listening (1,5pts ) Listen and fill in the missing information: Festival: (1) Where it is celebrated: (2) When it is celebrated: 15th day of 8th month of lunar year What children do: (3) What children eat: (4) What people give each other: (5) Meaning of the fistival: _ to show love to children _ (6) B.Vocabulary (2 pts ) I/ Circle the word whose underlined part is pronounced differently from the other words:(1 pt) A manual A jungle A elevate A crush B facsimile B gist B deposit B pulp C glassware C grind C emergency C adjust D canoe D emigrate D remove D rural II) / Fill in the blanks with the correct form of the words : (1 pts) The place is now a ………… center RELIGION 13 There were two ……………… yesterday: fire-making and rice cooking COMPETE 14 Always wear a crash helmet to …………… the danger of head injures MINIMUM 15 The nurse is giving Lan some first-aid ………………… INSTRUST D Grammar ( 2,5 pts ) 22 I/ Multiple choice: (1 pt) He _ in the pub when his wife him A is sitting/sees B sits/sees C was sitting/saw It is difficult _ all the instructions at the same time A to remember B.remember C remembering remembering Would you mind _ for a few minutes? A to wait B wait C.waiting This is the first time I _ his mother A meet B am meet C met D sat/saw D.to D be waiting D have met II/ Rewrite the following sentences as directed:(1,5 pts) Tam told his mother that he had to leave for school right away (Turn into indirect speech) He hasn’t been back to his home town for over 20 years now (Rewrite this sentence using SINCE) _ I think they should offer Tom the job (Turn into passive voice) He climbed tree so that he could pick some fruit (Rewrite this sentence using IN ORDER TO) Lan said to me: “Remember to learn by heart all new word” (Turn into reported speech) A bride has been declared unsafe It was built only year ago (Combine these sentences into one using V-ed participle) _ D Writing ( 2pts ) Write sentences based on the given cues: A new library / open / yesterday / the mayer of the city _ Tim / take shower / when the phone / ring _ I not know / what choose / red dress / blue dress _ Little boy / punish / not homework / by parents ? _ 23 E Reading ( pts ) Read this passage and then answer the questions: Firemen have to work fast When the fire bells ring, they have to jump up, get on their truck, and get to the fire as fast as they can Some connect the hoses (vòi phun nước) Other put up the ladders with hoses and axes ( rìu ) Each firemen had a job to do, and each job has to be done fast Besides putting out the fire, firemen have to help people who are burned or hurt They must know how to help people who are overcome by smoke ( ngất bị khói ) They know how to this by giving them help in breathing Fast work by firemen has saved many lives and many thousands of dollars 1.What the firemen have to when the fire bells ring? _ 2.What they have to besides putting out the fire? _ 3.What must they have to help the people who are overcome by smoke? _ 4.How the firemen have to work? Answer key for the final test: A Listening: Mid Autumn / Tet Trung Thu Viet Nam singing, dancing, walking around with lanterns fruits and cakes boxes of moon cakes to have family fun Tape script: The Mid- Autumn Festival, or “ Tet Trung Thu” in Vietnamese, is a wonderful, ancient festival in Viet Nam Celebrated on the 15th day of the 8th month of the lunar year, the festival is especially for children; but adults can also participate in the festivities On the festival day, children join many activities, such as singing, dancing and waking around the neighborhood with lanterns After that, they gather in a common place and enjoy fruits and cakes, which have been arranged for them During the festival season, people tranditionally give each other boxes of moon cakes, which are very rich in taste Mid- Autumn Festival is a great reason for adults to show their love to their children This is a great opportunity for family fun,too B Vocabulary: I/ C B A 24 D II/ religious competitions minimize instructions C Grammar: I/ C A C D II/ Tam said to his mother:”I must leave for school right away” It has been over 20 years since he was back to his home town 3.I think Tom should be offered the job 4.He climbed trees in order to pick some fruit 5.Lan asked me to remember to learn by heart all new words A bridge built only years ago has been declared unsafe D Writing : A new library was opened yesterday by the mayor of the city Tim was taking shower when the phone rang I not know what to choose: the red dress or blue dress 4.Was the little boy punished for not doing his homework by his parents? E Reading: When the bells ring, they have to jump up,get on their truck, and get to their fire as fast as they can They have to help people who are burned or hurt besides putting out the fire For the people who are overcome by smoke,they must give them help in breathing They have to save many lives and many thousands of dollars 2.4 Major findings and recommendation When admistering the test, I find that all the students undertood the enquirement of the test: It means that they understood clearly the instruction in the test Moreover, the test is accurstely based on the syllabus, that’s why I think the test is validity Further more, the test is quite reliable as well because it is suitable with the students’level, marking is definitely fair However, from the test result I see that the pronunciation of the students is not good enough, so the teacher should cosider it and give students more chance to practice pronunciation In order to have a good test, I have to ask for opinions of other teachers as well as improve the test some times That is the reason why I would like to give some suggestions in this project Firstly, there should be a bank resources in every school so that the teacher can choose the best one which is suitable for students in their classes Of course, the tests in this bank resources should be designed by all the teachers in the school and they have already been commented on and improved Secondly, there should be a bank committee in every school as well This committee is responsible for designing the test or comment on other tests to make it better Finnally, the test should be carefully discussed before being administering in order to advoid unexpected mistakes or problems 25 Part Conclusion The projext consists of parts In part I, two items are mentioned: Reasons for choosing the topic and description of teaching and learning English at Trung Vuong Secondary School Part II is implementation, in which the followings are taken into consideration: The theoretical background ( the relationships between teaching, learning and testing, qualities of a good test, test types and test items), the procedure of the project in which the purpose of the test, the test items, the test specification grid are presented as well as the test designed, coments on the test, the test with some improvement, the marking instruction and the marking scale of the test and a report about the test result Some recommendations are also mentioned in this part The last part, part 3, is conclusion This project presents some basic theory about testing and the achievement test designed for students in grade The test was carried out at Trung Vuong Secondary School, which provides the practical figure that help analyze the reliability and validity of it.Basingon this, I have given some suggestions to administer the test effectively On the other hand, because of the some reasons, the test can’t be carried out for the large number of students ( in this project, the test was given for only 20 students to do), that is why the reliability in size may not persuasive enough In short, testing is one of the useful tools for teachers to assess students’abilities as well as the effectiveness of their teaching but it only really is when it is administered seriously Teachers should have the proper awareness about testing to use it effectively 26 References Le Thuy Linh 2007 Classroom management – Lesson planing and classroom assessment Doff, A (1989 ) Teach English – a training couse for teacher ( Trainer’ handbook) Cambridge university Press association with the British coucil Frost, R (2006 ) Testing and Assessment An article on the web of BBC/ Bristish Coucil Alderson, C., Clapham, C & Wall, D (1995) Language Test Construction and Evaluation Great Britain: Cambridge University Press Brown, J D, Hudson, T (1998) “The alternatives in language assessment.” TESOL Quarterly 32/4: 653-675 Freeman, D (2000) “Imported theories/Local understandings: Part 1.” TESOL Matters 10/4: 1, Tieng Anh ( 2004 ) Ministry of Education and Training, Education Publisher The ELTTP Methodology course –Skill and testing ( teacher’s handbook) 27 28 ... practicability is administrative That is, a test ought to be practicalwithin the means of financial limitations, time constraints, ease of administration, scoring and interpretation of scores A test. .. Coucil Alderson, C., Clapham, C & Wall, D (1995) Language Test Construction and Evaluation Great Britain: Cambridge University Press Brown, J D, Hudson, T (1998) “The alternatives in language assessment.”... It answers the question if the test appears reasonable or too easy or too difficult In addition, among various types of validity, content and face validity are considered to be most important