ĐỀ CƯƠNG ÔN TẬP

MÔN: KIỂM TRA, ĐÁNH GIÁ TRONG DẠY HỌC NGOẠI NGỮ
PART 1:
a/ What is assessing? Distinguish it from testing. Give examples (apart from the
textbook) to illustrate your understanding.
 Assessment is appraising or estimating the level or magnitude of some
attribute of a person.
 In educational practice, assessment is an ongoing process that encompasses
a wide range of methodological techniques.
Test Assessment
 A test is a “product” that measures a  Assessment is seen as a procedure
particular behavior or set of objectives. instead of a product.
 Tests are done after the instruction has taken  Assessment is used during and after the
place, it’s a way to complete the instruction instruction has taken place
and get the results.  After you’ve received the results of your
 The results of the tests don’t have to be assessment, you can interpret the results and
interpreted in case needed alter the instruction.
Ex: - International English Language Testing Ex: - Theses, tutorial papers, or substantive
System - IELTS research papers on any topic and using any
 Test of English as a Foreign Language - research methodology
TOEFL  Oral presentation
 Test of English for International  Oral exams
Communication - TOEIC  National standardized exams
 Scholastic Aptitude Test - SAT  Final exams in a course
 Vietnamese Standardised Test of English
Proficiency - VSTEP
b/ What is testing? Distinguish it from assessing. Give examples (apart from the
textbook) to illustrate your understanding.
 Tests are a subset of assessment, a genre of assessment techniques. They are prepared
administrative procedures that occur at identifiable times in a curriculum when learners
muster all their faculties to offer peak performance, knowing that their responses are being
measured and evaluated.
 In scientific terms, a test is a method of measuring a person’s ability, knowledge or
performance in a given domain.
Test Assessment
 A test is a “product” that measures a particular  Assessment is seen as a procedure
behavior or set of objectives. instead of a product.
 Tests are done after the instruction has taken place,  Assessment is used during and after
it’s a way to complete the instruction and get the the instruction has taken place
results.  After you’ve received the results of
 The results of the tests don’t have to be interpreted your assessment, you can interpret the
Ex: - International English Language Testing System - results and in case needed alter the
IELTS instruction.
 Test of English as a Foreign Language - TOEFL Ex: - Theses, tutorial papers, or
 Test of English for International Communication - substantive research papers on any
TOEIC topic and using any research
 Scholastic Aptitude Test - SAT methodology
 Vietnamese Standardised Test of English  Oral presentation
Proficiency - VSTEP  Oral exams
 National standardized exams
 Final exams in a course

c/ A couple potentially confusing terms often appear in discussions of assessment

and testing: measurement and evaluation. Briefly state your understanding about
measurement and evaluation in assessment and testing. Give examples (apart from
the textbook) where possible.
Measurement Evaluation
 Measurement is the process of  Evaluation is involved when the
quantifying the observed performance of results of a test (or other assessment
classroom learners. procedure) are used for decision making.
Evaluation involves the interpretation of
information.
Ex: If a student achieves a score of 9 on the final exam of “Language assessment” course,
9 is the measurement. Evaluation takes place when he/she is told that the score resulted in
a success to pass the course and in an excellent level.
d/ What is an assessment? What is/are the relationship(s) between assessment and
learning? Give examples (apart from the textbook) where possible.
Assessment:
 Assessment is appraising or estimating the level or magnitude of some attribute of a
person.
 In educational practice, assessment is an ongoing process that encompasses a wide range
of methodological techniques.
The relationship(s) between assessment and learning:
 Assessment is a critical aspect of teaching and learning process which aim at collecting,
interpreting and analyzing the regarding students’ performance. The quality of learning is
determined by the quality of assessment practices in the classroom.
e/ State your understanding about assessment in language teaching. Distinguish
informal assessment from formal assessment. Give examples (apart from the
textbook) where possible.
Assessment:
 Assessment is appraising or estimating the level or magnitude of some attribute of a
person.
 In educational practice, assessment is an ongoing process that encompasses a wide range
of methodological techniques.
Informal assessment Formal assessment
 Informal assessment can take a  Formal assessments are exercises or
number of forms: unplanned comments procedures specifically designed to tap
and responses, coaching and other into a storehouse of skills and
impromptu feedback to the student knowledge. They are systematic and
Ex: - Teacher says “Nice job!”, “Good planned
work! or put a smiley face on some Ex: Tests, assess student’s journal,
homework… portfolio...
f/ Briefly provide the definition of assessment in language teaching. What are
formative and summative assessments? Give examples (apart from the textbook)
where possible.
Assessment:
 Assessment is appraising or estimating the level or magnitude of some attribute of a
person.
 In educational practice, assessment is an ongoing process that encompasses a wide
range of methodological techniques.
Formative assessment Summative assessment
 Formative assessment evaluates  Summative aims to measure or
students in the process of “forming” summarize, what a student has grasped
their competencies and skills with the and typically occurs at the end of a
goal of helping them to continue that course or unit of instruction.
growth process. Ex: - Instructor-created exams
Ex: - In-class discussions  Standardized tests
 Clicker questions  Final projects
 Weekly quizzes  Final essays

g/ Briefly state your understanding about testing. Distinguish norm-referenced tests

from criterion-referenced tests. Give examples (apart from the textbook) where
possible.
 Tests are a subset of assessment, a genre of assessment techniques. They
are prepared administrative procedures that occur at identifiable times in a
curriculum when learners muster all their faculties to offer peak
performance, knowing that their responses are being measured and
evaluated.
  In scientific terms, a test is a method of measuring a person’s ability,
knowledge or performance in a given domain.

Norm-Referenced Criterion-Referenced

Norm-Referenced tests measure Criterion-Referenced tests

the performance of one group of measure the performance of test
Definition
test takers against another group takers against the criteria
of test takers. covered in the curriculum.

To measure how much a test To measure how much the test

Purpose taker knows compared to another taker knows before and after the
student. instruction is finished.

Criterion-Referenced tests
Norm-Referenced tests measure
measure the skills the test taker
Content broad skill areas taken from a
has acquired on finishing a
variety of textbooks and syllabi.
curriculum.

Each skill is tested by less than Each skill is tested by at least

Item characteristics four items. The items vary in four items to obtain an adequate
difficulty. sample of the student.

Criterion-Referenced test scores

Norm-Referenced test scores are
Score reporting are reported in categories or
reported in a percentile rank.
percentage.
  Testsinclude the tests that are
 Test of English as a Foreign
given in schools and colleges in
Language - TOEFL
Example classes by a teacher. This helps
 Scholastic Aptitude Test - SAT
the teacher determine if the
 American College Test - ACT
student should pass the class.

h/ What is testing? Distinguish achievement tests from diagnostic tests. Give

examples where possible.
 Tests are a subset of assessment, a genre of assessment techniques. They
are prepared administrative procedures that occur at identifiable times in a
curriculum when learners muster all their faculties to offer peak
performance, knowing that their responses are being measured and
evaluated.
 In scientific terms, a test is a method of measuring a person’s ability,
knowledge or performance in a given domain.
Achievement tests Diagnostic tests
Purpose  To measure learners’ ability within a  To diagnose aspects of a
classroom lesson, unit or even total language that a student needs
curriculum. to develop or that a course
 To determine whether course should include.
objectives have been met and appropriate  Elicit information on what
knowledge and skills acquired by the end students need to work on in
of a given period of instruction. the future; therefore, it will
 Analyze the extent to which students typically offer more detailed,
have acquired language features that subcategorized information
have already been taught on the learner.
Example Spelling tests, timed arithmetic tests, Read-aloud passage, an
map quizzes… elicitation of a free speech
sample
k/ Briefly state your understanding about testing. Distinguish placement tests from
proficiency tests. Give examples (apart from the textbook) where possible.
 Tests are a subset of assessment, a genre of assessment techniques. They
are prepared administrative procedures that occur at identifiable times in a
curriculum when learners muster all their faculties to offer peak
 performance, knowing that their responses are being measured and
evaluated.
 In scientific terms, a test is a method of measuring a person’s ability,
knowledge or performance in a given domain.
Placement tests Proficiency tests
Purpose  To place a student into a particular  To test global competence in
level or section of a language a language, not limited to any
curriculum or school. one course, curriculum or single
skill in the language; it tests
overall ability.
Item types Assessing compression and production, Standardized multiple-choice
responding through written and oral items on grammar, vocabulary,
performance, open-ended and limited reading comprehension and aural
responses, selection and gap-filling comprehension.
formats
Example English placement test for freshmen at International English Language
some Vietnamese universities. This test Testing System - IELTS
assesses their speaking, writing, Test of English as a Foreign
grammar, and listening skills to decide Language - TOEFL
which course level is right for them,
and will best help them achieve the test
result they are aiming for.
l/ State your understanding about testing. Distinguish achievement tests from
proficiency tests. Give examples (apart from the textbook) where possible.
 Tests are a subset of assessment, a genre of assessment techniques. They
are prepared administrative procedures that occur at identifiable times in a
curriculum when learners muster all their faculties to offer peak
performance, knowing that their responses are being measured and
evaluated.
 In scientific terms, a test is a method of measuring a person’s ability,
knowledge or performance in a given domain.
Achievement tests Proficiency tests
Purpose  To measure learners’ ability  To test global competence in
within a classroom lesson, unit or a language, not limited to any
even total curriculum. one course, curriculum or single
 To determine whether course skill in the language; it tests
objectives have been met and overall ability.
appropriate knowledge and skills
 acquired by the end of a given
period of instruction.
 Also serve the diagnostic role of
indicating what a student needs to
continue to work on in the future
Item types Range from 5 or 10-minute quizzes to Standardized multiple-choice
three-hour final examination items on grammar, vocabulary,
reading comprehension and aural
comprehension.
Example Spelling tests, timed arithmetic tests, International English Language
map quizzes… Testing System - IELTS
Test of English as a Foreign
Language - TOEFL
m/ What are Proficiency Tests and Aptitude Tests? Give examples.
Aptitude tests Proficiency tests
Purpose  To measure capacity or general  To test global competence
ability to learn foreign language in a language, not limited to
before taking a course any one course, curriculum or
and ultimate predicted success in single skill in the language; it
that undertaking. tests overall ability.
Item types Number learning, distinguishing speech Standardized multiple-choice
sounds, detecting grammatical items on grammar, vocabulary,
functions, memorizing paired associates. reading comprehension and aural
comprehension.
Example Modern Language Aptitude Test - International English Language
MLAT Testing System - IELTS
Pimsleur Language Aptitude Battery - Test of English as a Foreign
PLAB Language - TOEFL
n/ State your understanding about Behavioral Influences on Language Testing. Give
examples.
Through the middle of the 20th century, language learning and testing were both strongly
influenced by behavioral psychology and structural linguistics. Both of them emphasized
sentence-level grammatical paradigms, definitions of vocabulary items, and translation
from first language to second language and only focused a little on real-world authentic
communication. Essentially, assessments were designed on the assumption that language
can be broken down into its component parts (called discrete-point tests). These
components are the skills of listening, speaking, reading, and writing, and various units of
language (discrete points) of phonology/ graphology, morphology, lexicon, syntax, and
discourse. It was claimed that an overall language proficiency test should sample all four
skills and as many linguistic discrete points as possible.
Example of discrete-point tests:
True/false, spelling… are discrete-point test items because they usually isolate an aspect
of the language from the broader context:
 A simple spelling test is highly focused on the orthographic characteristics of the language.
 True/false can be used to assess knowledge of various grammar rules
Discrete-point testing provided fertile ground for the psychometric-structuralist approach
to language assessment, in which test designers seized the tools of the day to focus on
issues of validity, reliability, and objectivity. As a result, the science of measurement and
the art of teaching appeared to have made a revolutionary alliance.
o/ What are Integrative Approaches in Language Testing? Give examples.
The discrete-point approach presupposed a decontextualization that was proving to be
inauthentic and often confused the test-takers, so as the profession emerged into an era of
emphasizing communication, authenticity, and context, new approaches were sought. As
a result, the integrative testing was created.
Integrative language testing is based on the unitary trait hypothesis, which states that
language is indivisible. This is in complete contrast to discrete-point methods which
support dividing language into specific components.
Example of integrative test:
 Cloze test: supply words that fit into the blanks
 Dictation: write down what is heard
 Oral interview and conversation
p/ What is communicative Language Testing? Give examples.
By the mid-1980s, the language-testing field had begun to focus on designing
communicative language-testing tasks.
Communicative language tests are those which make an effort to test language in a way
that reflects the way that language is used in real communication.
A model of language competence was proposed consisting of organizational and
pragmatic competence, respectively subdivided into grammatical and textual
components, and into illocutionary and sociolinguistic components. The importance of
strategic competence was also emphasized in the process of communication. All
elements of the model, especially pragmatic and strategic abilities, needed to be included
in the constructs of language testing and in the actual performance required of test-takers.
Ex: Speaking/Listening
Information gap. An information gap activity is one in which two or more test-takers
work together. Each test-taker is given certain information but also lacks some necessary
information. The task requires the test-takers to ask for and give information. The task
should provide a context in which it is logical for the test-takers to be sharing
information.
q/ What is Performance-Based Assessment? Give examples.
Instead of just offering paper-and-pencil selective response tests of a plethora of separate
items, performance-based assessment of language typically involves oral production,
written production, open-ended responses, integrated performance (across skill areas),
group performance, and other interactive tasks.
A characteristic of many performance-based language assessments is the presence of
interactive tasks. In such cases, the assessments involve learners in actually performing
the behavior that we want to measure. In interactive tasks, test-takers are measured in the
act of speaking, requesting, responding, or in combining listening and speaking, and in
integrating reading and writing. Paper-and-pencil tests certainly do not elicit such
communicative performance.
Ex:
 Group projects enabling a number of students to work together on a complex problem
that requires planning, research, internal discussion, and group presentation.
 Essays assessing students' understanding of a subject through a written description,
analysis, explanation, or summary.
 Demonstrations giving students opportunities to show their mastery of subject-area
content and procedures.
 Portfolios allowing students to provide a broad portrait of their performance through
files that contain collections of students' work, assembled over time.
PART 2:
1. What is “Practicality” in language assessment? Give examples (apart from the
textbook).
Practicality refers to the logistical, down-to-earth, administrative issues involved in
making, giving, and scoring an assessment instrument. These include "costs, the amount
of time it takes to construct and to administer, ease of scoring, and ease of
interpreting/reporting the results''. A test that fails to meet such criteria is impractical.
A practical test:
 stays within budgetary limits
 can be completed by the test-taker within appropriate time constraints
 has clear directions for administration
 appropriately utilizes available human resources
 does not exceed available material resources
 considers the time and effort involved for both design and scoring
Ex: It is impossible to ask grade 10 students to do a test consisting of 100 multiple choice
questions in a 45-minute period. Instead, the test which consists of about 45-50 is more
suitable.
2. What is “Reliability” in language assessment? Distinguish Student-
related from Rater reliability.
A reliable test is consistent and dependable. If you give the same test to the same student
or matched students on two different occasions, the test should yield similar results.
A reliable test:
 is consistent in its conditions across two or more administrations
 gives clear directions for scoring/evaluation
  has uniform rubrics for scoring/evaluation
 lends itself to consistent application of those rubrics by the scorer
 contains items/tasks that are unambiguous to the test-taker
Ex: In a reading test that consists of 4 tasks: read a passage and do a true/false/not given
task (task 1), read a passage and do a multiple choice task (task 2), read a passage and do
a matching heading task (task 3) and write a summary for the passage in task 3 (task 4), if
the requirement in task 4 is only to write a summary for the passage above, they may
think that they need to choose one of three passage in task 1, 2 and 3 rather than just task
3. The requirement of the task here is ambiguous. Instead, the teacher should write the
requirement like to write a summary for the passage in task 3.
Student-related reliability Rater reliability

which can be caused by fatigue, sickness, which can be caused by subjectivity, bias and
anxiety and other physical or psychological human error
factors.
Ex: Some students are often anxious and Ex: When scoring essay tests, the standards
overly nervous when doing a test. This applied for the first few tests will be different
negatively affects their test result. from those for the last few because the more
tests the teacher scores, the more tired she
gets.
3. What is “Reliability” in language assessment? Distinguish Test administration
reliability from Test reliability.
A reliable test is consistent and dependable. If you give the same test to the same student
or matched students on two different occasions, the test should yield similar results.
A reliable test:
 is consistent in its conditions across two or more administrations
 gives clear directions for scoring/evaluation
 has uniform rubrics for scoring/evaluation
 lends itself to consistent application of those rubrics by the scorer
 contains items/tasks that are unambiguous to the test-taker
Ex: In a reading test that consists of 4 tasks: read a passage and do a true/false/not given
task (task 1), read a passage and do a multiple choice task (task 2), read a passage and do
a matching heading task (task 3) and write a summary for the passage in task 3 (task 4), if
the requirement in task 4 is only to write a summary for the passage above, they may
think that they need to choose one of three passage in task 1, 2 and 3 rather than just task
3. The requirement of the task here is ambiguous. Instead, the teacher should write the
requirement like to write a summary for the passage in task 3.
Test administration reliability Test reliability
which can be caused by the conditions in which which is caused by the nature of a test.
a test is administered
Ex: The noise outside can prevent students from Ex: Long tests can cause fatigue
concentrating on their test.
4. What is “Validity” in language assessment? State your understanding
about Content-Related validity.
Validity is the extent to which inferences made from assessment results are appropriate,
meaningful and useful in terms of the purpose of the assessment.
A valid test:
 measures exactly what it proposes to measure
 does not measure irrelevant or “contaminating” variables
 relies as much as possible on empirical evidence
 involves performance that samples the test’s criterion
 offers useful, meaningful information about a test-taker’s ability
 is supported by a theoretical rationale or argument
Content-related validity assesses whether a test is representative of all aspects of the construct.
To produce valid results, the content of a test, survey or measurement method must cover all
relevant parts of the subject it aims to measure. If some aspects are missing from the
measurement (or if irrelevant aspects are included), the validity is threatened.
Ex: A teacher develops an end-of-semester grammar test for her class. The test should cover
every grammar point that was taught in the class. If some of them are left out, then the results
may not be an accurate indication of students’ understanding of the subject. Similarly, if she
includes questions that are not related to what was taught, the results are no longer a valid
measure of grammar knowledge.
5. What is “Validity” in language assessment? State your understanding about Criterion-
Related validity.
Validity is the extent to which inferences made from assessment results are appropriate,
meaningful and useful in terms of the purpose of the assessment.
A valid test:
 measures exactly what it proposes to measure
 does not measure irrelevant or “contaminating” variables
 relies as much as possible on empirical evidence
 involves performance that samples the test’s criterion
 offers useful, meaningful information about a test-taker’s ability
 is supported by a theoretical rationale or argument
Criterion-related validity evaluates how well a test can predict a concrete outcome, or how well
the results of your test approximate the results of another test.
To evaluate criterion validity, you calculate the correlation between the results of your
measurement and the results of the criterion measurement. If there is a high correlation, this gives
a good indication that your test is measuring what it intends to measure.
Ex: A university professor creates a new test to measure applicants’ English writing ability. To
assess how well the test really does measure students’ writing ability, she finds an existing test
that is considered a valid measurement of English writing ability, and compares the results when
the same group of students take both tests. If the outcomes are very similar, the new test has high
criterion validity.
6. What is “Validity” in language assessment? State your understanding
about Construct validity.
Validity is the extent to which inferences made from assessment results are appropriate,
meaningful and useful in terms of the purpose of the assessment.
A valid test:
 measures exactly what it proposes to measure
 does not measure irrelevant or “contaminating” variables
 relies as much as possible on empirical evidence
 involves performance that samples the test’s criterion
 offers useful, meaningful information about a test-taker’s ability
 is supported by a theoretical rationale or argument
Construct validity evaluates whether a measurement tool really represents the thing we
are interested in measuring. It’s central to establishing the overall validity of a method.
To possess construct validity, your test should account for the various components of
fluency.
Ex: You have created a simple written vocabulary quiz, covering the content of a recent
unit, that asks students to correctly define a set of words. Your chosen items may be a
perfectly adequate sample of what was covered in the unit, but if the lexical objective of
the unit was the communicative use of vocabulary, then the writing of definitions
certainly fails to match a construct of communicative language use.
7. What is “Validity” in language assessment? State your understanding
about Consequential/Impact validity.
Validity is the extent to which inferences made from assessment results are appropriate,
meaningful and useful in terms of the purpose of the assessment.
A valid test:
measures exactly what it proposes to measure
does not measure irrelevant or “contaminating” variables
relies as much as possible on empirical evidence
involves performance that samples the test’s criterion
offers useful, meaningful information about a test-taker’s ability
is supported by a theoretical rationale or argument
Consequential validity refers to the positive or negative social consequences of a
particular test. Consequential validity can help identify tests that are not measuring things
they are supposed to be measuring or that are falsely measuring those actually taking it.
Ex: If a speaking test requires a student to talk about topics that they have no idea about
because they are culture-specific, this may be an issue of bias.
8. What is “Validity” in language assessment? State your understanding
about Face validity.
Validity is the extent to which inferences made from assessment results are appropriate,
meaningful and useful in terms of the purpose of the assessment.
A valid test:
 measures exactly what it proposes to measure
 does not measure irrelevant or “contaminating” variables
 relies as much as possible on empirical evidence
 involves performance that samples the test’s criterion
 offers useful, meaningful information about a test-taker’s ability
 is supported by a theoretical rationale or argument
Face validity considers how suitable the content of a test seems to be on the surface. It’s
similar to content validity, but face validity is a more informal and subjective assessment.
Ex: If a test is prepared to measure whether students can write a letter, and the people to
whom it is shown all agree that it looks like a good test of the ability of writing a letter ,
this demonstrates the face validity of the test.
9. What is “Authenticity” in language assessment? Give examples (apart from the
textbook).
Authenticity is the degree of correspondence of the characteristics of a given language
test task to the features of a target language task.
An authentic test:
 contains language that is as natural as possible
 has items that are contextualized rather than isolated
 includes meaningful, relevant, interesting topics
 provides some thematic organization to items, such as through a story line or
episode
 offers tasks that replicate real-world tasks
Ex: Presentations are the most common method of authentic assessment. Students get to
discuss their work and validate their ideas in the presence of a mixed audience made up
of their classmates, teachers, and external stakeholders like parents and technocrats.
Observation.
Essays.
Interviews.
Performance tasks.
Exhibitions and demonstrations.
Portfolios.
Journals.
Teacher-created tests.
10. What is “Washback” in language assessment? What are the features of a test
that provides beneficial washback?
Washback is the effect that testing has on teaching and learning.
Ex: When returning a written test, if the teacher gives more than a number, grade or
phrases as feedback (e.g. give praise for strengths and constructive criticism of
weakness…), it may help students through a specification of the numerical scores on the
various subsections of the test.
A test that provides beneficial washback:
 positively influences what and how teachers teach
  positively influences what and how learners learn
 offers learners a chance to adequately prepare
 gives learners feedback that enhances their language development
 is more formative in nature than summative
 provides conditions for peak performance by the learner
11. What is “Practicality” in language assessment? Provide relevant practicality
checklist for a standard test.
Practicality refers to the logistical, down-to-earth, administrative issues involved in
making, giving, and scoring an assessment instrument. These include "costs, the amount
of time it takes to construct and to administer, ease of scoring, and ease of
interpreting/reporting the results''. A test that fails to meet such criteria is impractical.
A practical test:
 stays within budgetary limits
 can be completed by the test-taker within appropriate time constraints
 has clear directions for administration
 appropriately utilizes available human resources
 does not exceed available material resources
 considers the time and effort involved for both design and scoring
Ex: It is impossible to ask grade 10 students to do a test consisting of 100 multiple choice
questions in a 45-minute period. Instead, the test which consists of about 45-50 is more
suitable.
Checklist for a standard test:
1. Are administrative details all carefully attended to before the test?
2. Can students complete the test reasonably within the set time frame?
3. Can the test be administered smoothly, without procedural "glitches?
4. Are all printed materials accounted for?
5. Has equipment been pre-tested?
6. Is the cost of the test within budgeted limits?
7. Is the scoring/evaluation system feasible in the teacher's time frame?
8. Are methods for reporting results determined in advance?
12. What is “Reliability” in language assessment? Provide relevant reliability
checklist for a standard test.
A reliable test is consistent and dependable. If you give the same test to the same student
or matched students on two different occasions, the test should yield similar results.
A reliable test:
is consistent in its conditions across two or more administrations
gives clear directions for scoring/evaluation
has uniform rubrics for scoring/evaluation
lends itself to consistent application of those rubrics by the scorer
contains items/tasks that are unambiguous to the test-taker
Ex: In a reading test that consists of 4 tasks: read a passage and do a true/false/not given
task (task 1), read a passage and do a multiple choice task (task 2), read a passage and do
a matching heading task (task 3) and write a summary for the passage in task 3 (task 4), if
 the requirement in task 4 is only to write a summary for the passage above, they may
think that they need to choose one of three passage in task 1, 2 and 3 rather than just task
3. The requirement of the task here is ambiguous. Instead, the teacher should write the
requirement like to write a summary for the passage in task 3.
Checklist for a standard test:
1. Does every student have a cleanly photocopied test sheet?
2. Is sound amplification clearly audible to everyone in the room?
3. Is video input clearly and uniformly visible to all?
4. Are lighting, temperature, extraneous noise, and other classroom conditions equal (and
optimal) for all students?
5. For closed-ended responses, do scoring procedures leave little debate about correctness
of an answer?
13. What is “Content Validity” in language assessment? Provide relevant content validity
checklist for a standard test.
Content-related validity assesses whether a test is representative of all aspects of the construct.
To produce valid results, the content of a test, survey or measurement method must cover all
relevant parts of the subject it aims to measure. If some aspects are missing from the measurement
(or if irrelevant aspects are included), the validity is threatened.
Ex: A teacher develops an end-of-semester grammar test for her class. The test should cover every
grammar point that was taught in the class. If some of them are left out, then the results may not be
an accurate indication of students’ understanding of the subject. Similarly, if she includes questions
that are not related to what was taught, the results are no longer a valid measure of grammar
knowledge.
Checklist for a standard test:
1. Are unit objectives clearly identified?
2. Are unit objectives represented in the form of test specifications?
3. Do the test specifications include tasks that have already been performed as part of the course
procedures?
4. Do the test specifications include tasks that represent all (or most) of the objectives for the unit?
5. Do those tasks involve actual performance of the target task(s)?
14. What is “Consequential Validity” in language assessment? Provide relevant
consequential validity checklist for a standard test.
Consequential validity refers to the positive or negative social consequences of a particular test.
Consequential validity can help identify tests that are not measuring things they are supposed to be
measuring or that are falsely measuring those actually taking it.
Ex: If a speaking test requires a student to talk about topics that they have no idea about because
they are culture-specific, this may be an issue of bias.
Checklist for a standard test:
1. Have you offered students appropriate review and preparation for the test?
2. Have you suggested test-taking strategies that will be beneficial?
3. Is the test structured so that, if possible, the best students will be modestly challenged and the
weaker students will not be overwhelmed?
4. Does the test lend itself to your giving beneficial washback?
5. Are the students encouraged to see the test as a learning experience?
15. What is “Authenticity” in language assessment? Provide relevant authenticity
checklist for a standard test.
Authenticity is the degree of correspondence of the characteristics of a given language
test task to the features of a target language task.
An authentic test:
 contains language that is as natural as possible
 has items that are contextualized rather than isolated
 includes meaningful, relevant, interesting topics
 provides some thematic organization to items, such as through a story line or
episode
 offers tasks that replicate real-world tasks
Checklist for a standard test:
1. Is the language in the test as natural as possible?
2. Are items as contextualized as possible rather than isolated?
3. Are topics and situations interesting, enjoyable, and/or humorous?
4. Is some thematic organization provided, such as through a story line or episode?
5. Do tasks represent, or closely approximate, real-world tasks?
PART 3:
1 What are communicative-stimulus tasks in listening assessment? Given that you have
the following listening script. Design 05 questions that contain communicative-stimulus
tasks.
Communicative-stimulus tasks in listening assessment:
 The test-taker is presented with a stimulus monologue or conversation and
then is asked to respond to a set of comprehension questions.
 The monologues or conversations and the multiple-choice questions don't
mirror communicative, real-life situations.
05 questions that contain communicative-stimulus task:
6 criteria:
1. Purpose: To check the ability to listen to a conversation
2. Objective: To check the ability to listen to key words and main details in a
listening passage (conversation)
3. Test specification:
- Listen twice and 2 minutes to complete the answer sheet
- Grade 10 students and 30 students in a class.
4. Test item types: 5 Multiple choice questions
5. Administering the test: Students haven’t been reminded about the test before, but
have done this type of task many times before.
6. Scoring: 1 sentence/2 points. The tests are handed in and graded by the teacher.
The test:
2 What are communicative-stimulus tasks in listening assessment? Given that you have
the following listening script. Design 05 questions that contain communicative-stimulus
tasks.
Communicative-stimulus tasks in listening assessment:
 The test-taker is presented with a stimulus monologue or conversation and
then is asked to respond to a set of comprehension questions.
 The monologues or conversations and the multiple-choice questions don't
mirror communicative, real-life situations.
05 questions that contain communicative-stimulus tasks.
6 criteria:
1. Purpose: To check the ability to listen to a conversation
2. Objective: To check the ability to listen to key words and main details in a
listening passage (conversation)
3. Test specification:
- Listen twice and 2 minutes to complete the answer sheet
- Grade 10 students and 30 students in a class.
4. Test item types: 4 Multiple choice questions and 1 question requires
written answers
5. Administering the test: Students haven’t been reminded about the test
before, but have done this type of task many times before.
6. Scoring: The tests are handed in and graded by the teacher.
From question 1-4: 1 sentence/1.5 points
Question 5: 1 clue/2 points
3 What are the basic types of speaking skills? Given that you have the following picture.
Design a small test that contains at least 2 types of speaking skills.
Notice: You may design at least 5 questions.
Basic types of speaking skills:
1. Imitative: Imitative tasks focus on the ability of the test-taker to simply imitate (or
parrot) a word, phrase, or sentences. This assessment focuses on the phonetic level of oral
production (i.e. pronunciation) not meaning and requires listening just for the prompt.
2. Intensive: Intensive tasks focus on the production of short stretches of oral language
designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or
phonological relationships (such as prosodic elements-intonation, stress, rhythm,
juncture).
3. Responsive: Responsive assessment tasks include interaction and test comprehension
but at the somewhat limited level of very short conversations, standard greetings and
small talk, simple requests and comments…
4. Interactive: Interactive assessment tasks include interaction and test comprehension
but at a longer and more complex level compared to responsive tasks like multiple
exchanges and/or multiple participants…
5. Extensive: Extensive oral production tasks include speeches, oral presentations, and
storytelling, during which the opportunity for oral interaction from listeners is either
highly limited (perhaps to nonverbal responses) or ruled out altogether.
A small test that contains at least 2 types of speaking skills:
6 criteria:
1. Purpose: To check the speaking skill
2. Objective: To check the ability to use a specific grammar point in
speaking, the ability to answer some short questions and the ability to make
a conversation.
3. Test specification:
- 2 students take the test at the same time.
- Grade 10 students and 30 students in a class.
4. Test item types:
Part 1: Intensive task
Part 2: Responsive task: 6 short questions
Part 3: Interactive task: Role play
5. Administering the test: Students have been reminded about the test before
and have ever done this type of task before.
6. Scoring: After finishing, the teacher will give the feedback immediately.
After all students finish, the teacher will give the score.
Part 1: 2 points
Part 2: 1 question/1 point
Part 3: 2 points
The test:
1. Intensive task: Picture-cued elicitation of comparatives
Direction: Use a comparative form to compare these objects
2. Responsive task: Question eliciting the picture
 How many people are there in the picture?
 Are there any objects you can see in the picture? What are they?
 Between these 2 types of fruit, which one is cheaper? and which one is more expensive?
 Between these 2 types of chairs, which one is bigger? and which one is smaller?
 Between these 2 types of chair, which one do you think will be suitable for a living
room?
 Between these 2 types of chair, which one do you think will be suitable for a classroom?
3. Interactive task: Role play
Direction: Pretend that your friend wants to buy a chair and some fruit, and you will help
your friend to compare which one is better.
4 State the five basic types of speaking skills? Given that you have the following picture.
Design a small test that contains at least 2 types of speaking skills.
Notice: You may design at least 5 questions.
Basic types of speaking skills:
1. Imitative: Imitative tasks focus on the ability of the test-taker to simply imitate (or
parrot) a word, phrase, or sentences. This assessment focuses on the phonetic level of oral
production (i.e. pronunciation) not meaning and requires listening just for the prompt.
2. Intensive: Intensive tasks focus on the production of short stretches of oral language
designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or
phonological relationships (such as prosodic elements-intonation, stress, rhythm,
juncture).
3. Responsive: Responsive assessment tasks include interaction and test comprehension
but at the somewhat limited level of very short conversations, standard greetings and
small talk, simple requests and comments…
4. Interactive: Interactive assessment tasks include interaction and test comprehension
but at a longer and more complex level compared to responsive tasks like multiple
exchanges and/or multiple participants…
5. Extensive: Extensive oral production tasks include speeches, oral presentations, and
storytelling, during which the opportunity for oral interaction from listeners is either
highly limited (perhaps to nonverbal responses) or ruled out altogether.
A small test that contains at least 2 types of speaking skills.
6 criteria:
1. Purpose: To check the speaking skill
2. Objective: To check the ability to answer some short questions and the
ability to make a long speech.
3. Test specification:
- Students in turn take the test with the teacher.
- Grade 10 students and 30 students in a class.
4. Test item types:
Part 1: Responsive task: 8 questions
Part 2: Extensive task: Picture-cued storytelling
5. Administering the test: Students have been reminded about the test before
and have ever done this type of task before.
6. Scoring: After finishing, the teacher will give the feedback immediately.
After all students finish, the teacher will give the score.
Part 1: From question 1-4: 1 question/0.5 point
From question 5-8: 1 question/2 points
Part 2: 4 points
The test:
1. Responsive task: Picture-cued elicitation
 How many people are there in the picture?
 Can you guess where are they now?
 Can you find the place where they will go?
 According to their clothes, can you guess what the weather is like?
 What will the man do in Hawaii?
 What will the woman do in Hawaii?
 What will the girl do in Hawaii?
 What will the boy do in Hawaii?
2. Extensive task: Picture-cued storytelling
Direction: Tell the story that this picture describes.
5 What are the types of reading skills? Given that you have the following reading extract.
Design a small reading test which contains at least 5 questions.
Notice: You should identify what types of reading tasks you have applied.
Types of reading skills:
1. Perceptive: Perceptive reading tasks involve attending to the components of
larger stretches of discourse: letters, words, punctuation, and other
graphemic symbols. Bottom-up processing is implied.
2. Selective: Selective reading involves looking at a reader's ability to
recognize grammar, discourse features, etc. This is done with brief
paragraphs and short reading passages. Assessment involves standard
assessment items such as multiple-choice, short answer, true/false, etc.
3. Interactive: Interactive reading tasks focus on identifying relevant features
(lexical, symbolic, grammatical, and discourse) within texts of moderately
short length with the objective of retaining the information that is
processed.
4. Extensive: Extensive reading applies to texts of more than a page, up to and
including professional articles, essays, technical reports, short stories, and
 books. The purposes usually are to tap into a learner's global understanding
of a text, as opposed to asking test-takers to "zoom in" on small details.
A small reading test which contains at least 5 questions:
6 criteria:
1. Purpose: To check the ability to read a reading passage.
2. Objective: To check the ability to scan for specific information.
3. Test specification:
- 15 minutes test
- Grade 10 students and 30 students in a class.
4. Test item types: 8 True/False/Not given sentences
5. Administering the test: Students have been reminded about the test before
and have ever done this type of task before.
6. Scoring: 1 sentence/1,25 points. The tests are handed in and graded by the
teacher.
The test: Type of reading: Interactive reading task
Direction: Read the article about a man who swam across New Zealand’s Cook Strait and
decide sentences 1-8 true, false or not given.
1. David Johnson has always enjoyed swimming
2. David Johnson had problems during a swimming competition in the USA.
3. After 1983, many people swam between Santa Cruz Island and the
California coast.
4. In January 2004, David was the first person of his age to swim across the
Cook Strait.
5. David practiced for more than a year to swim across the Cook Strait.
6. David was in New Zealand for a long time before he swam across the Cook
Strait.
7. David's wife was in the boat beside him when he swam the Cook Strait.
8. David had to stop for a short time while swimming the Cook Strait.
6 What are the 4 types of reading skills? Given that you have the following reading
extract. Design a small reading test which contains at least 5 questions.
Notice: You should identify what types of reading tasks you have applied.
Types of reading skills:
1. Perceptive: Perceptive reading tasks involve attending to the components of
larger stretches of discourse: letters, words, punctuation, and other
graphemic symbols. Bottom-up processing is implied.
2. Selective: Selective reading involves looking at a reader's ability to
recognize grammar, discourse features, etc. This is done with brief
paragraphs and short reading passages. Assessment involves standard
assessment items such as multiple-choice, short answer, true/false, etc.
3. Interactive: Interactive reading tasks focus on identifying relevant features
(lexical, symbolic, grammatical, and discourse) within texts of moderately
short length with the objective of retaining the information that is
processed.
4. Extensive: Extensive reading applies to texts of more than a page, up to and
including professional articles, essays, technical reports, short stories, and
 books. The purposes usually are to tap into a learner's global understanding
of a text, as opposed to asking test-takers to "zoom in" on small details.
A small reading test which contains at least 5 questions:
6 criteria:
1. Purpose: To check the ability to read a reading passage.
2. Objective: To check the ability to scan for specific information.
3. Test specification:
- 15 minutes test
- Grade 10 students and 30 students in a class.
4. Test item types: 8 True/False/Not given sentences
5. Administering the test: Students have been reminded about the test before
and have ever done this type of task before.
6. Scoring: 1 sentence/1,25 points. The tests are handed in and graded by the
teacher.
The test: type of reading: Interactive reading task:
Direction: Read the article about two strange meetings and decide sentences 1-8 true,
false or not given.
1. Anna was born in a large town.
2. Anna left home and began working in a department store.
3. The young man who spoke to Anna wanted to buy a new jacket.
4. Anna was younger than Michelle.
5. Michelle and the young man were students together.
6. Anna got a job with the same company in San Francisco.
7. Anna was at work when she met the young man for the second time.
8. Anna was angry when the young man spoke to her a second time.
7 What are the 4 types of reading skills? Given that you have the following reading
extract. Design a small reading test which contains at least 5 questions.
Notice: You should identify what types of reading tasks you have applied.
Types of reading skills:
1. Perceptive: Perceptive reading tasks involve attending to the components of larger
stretches of discourse: letters, words, punctuation, and other graphemic symbols.
Bottom-up processing is implied.
2. Selective: Selective reading involves looking at a reader's ability to recognize
grammar, discourse features, etc. This is done with brief paragraphs and short reading
passages. Assessment involves standard assessment items such as multiple-choice,
short answer, true/false, etc.
 3. Interactive: Interactive reading tasks focus on identifying relevant features (lexical,
symbolic, grammatical, and discourse) within texts of moderately short length with the
objective of retaining the information that is processed.
4. Extensive: Extensive reading applies to texts of more than a page, up to and
including professional articles, essays, technical reports, short stories, and books. The
purposes usually are to tap into a learner's global understanding of a text, as opposed to
asking test-takers to "zoom in" on small details.
A small reading test which contains at least 5 questions:
6 criteria:
1. Purpose: To check the ability to read a reading passage.
2. Objective: To check the ability to scan for specific information.
3. Test specification:
- 15 minutes test
- Grade 10 students and 30 students in a class.
4. Test item types: 8 Multiple choice questions
5. Administering the test: Students have been reminded about the test before
and have ever done this type of task before.
6. Scoring: 1 sentence/1,25 points. The tests are handed in and graded by the teacher.
The test: type of reading: Interactive reading task:
Direction: Read the article about Ravi Patra, who works on music programmes on
television, and then answer the questions.
1. Ravi Patra started working with Rock TV in
1. 2003
2. 2006
3. 2008
2. What was the first job Ravi wanted to have when he was younger?
1. footballer
2. pilot
3. singer
3. What did Ravi's boss at Rock TV say about him?
1. Ravi asked for a job at Rock TV more than once.
2. There were other people better than Ravi.
3. Ravi showed him how much he wanted the job.
4. How has Ravi's work changed?
1. He no longer begins very early.
2. He is busier than before.
3. He doesn't stay late at the office.
5. In the mornings, Ravi often
1. works on Rock TV advertisements.
2. meets important people at his office.
3. decides what to say on his programme.
6. What does Ravi think is the most important thing about the show?
1. It has lots of interesting stars.
 2. There is great music.
3. He is popular with the guests.
7. What problem does Ravi sometimes have on the Rock TV show?
1. He forgets people's names.
2. He cannot stop laughing.
3. His questions make people angry.
8. Ravi would like to spend more time
1. in the mountains.
2. with his friends.
3. listening to music.
8 What are the 4 types of writing performance? Given that you have to provide a final
test on writing skills for grade 10 at a High School. Design a small writing test which
contains at least 2 tasks.
1. Imitative: To produce written language, the learner must attain skills in the
fundamental, basic tasks of writing letters, words, punctuation, and very brief sentences.
This category includes the ability to spell correctly and to perceive phoneme-grapheme
correspondences in the English spelling system.
2. Intensive (controlled): Beyond the fundamentals of imitative writing are skills in
producing appropriate vocabulary within a context, collocations and idioms, and correct
grammatical features up to the length of a sentence.
3. Responsive: Responsive assessment tasks require learners to perform at a limited
discourse level, connecting sentences into a paragraph and creating a logically connected
sequence of two or three paragraphs.
4. Extensive: Extensive writing implies successful management of all the emphasis on
context and meaning processes and strategies of writing for all purposes, up to the length
of an essay, a term paper, a major research project report, or even a thesis.
A small writing test which contains at least 2 tasks:
6 criteria:
1. Purpose:
- To check the grammar point about Relative clauses and the ability to write a letter.
2. Objectives
- To check the ability to apply the theory of Relative clause on writing a sentence and the
ability to write a completed letter based on the given information.
3. Test specifications
- 35 minutes and in-class test.
- Grade 10 students and 30 students in a class.
- Condition: After studying the theory of Relative clauses and how to write a letter.
Students do not know the topic of the letter in advance.
4. Test item types
- Part 1: Intensive task: Combine two sentences into one, using Relative Clause.
- Part 2: Responsive task: Based on the topic and information that has been given in part
2, write a letter about 100-150 words to a friend to tell him/her your trip in Scotland.
5. Administering the test
- Before the test period, students have been reminded by the teacher that they need to
review all the theories of the unit.
6. Scoring
- Part 1: 10 sentences/ 6 points, 0.6 point for each sentence
- Part 3: 4 points
+ Content: 1
+ Organization: 1
+ Vocabulary: 0.5
+ Syntax: 0.5
+ Mechanics: 0.5
+ Using linking words: 0.5
The test:
Part 1: Combine two sentences into one, using Relative Clause
1. We spent our holiday in Scotland last year. Scotland is in the north of Great Britain.
2. People live in Scotland. They are called Scots.
3. We first went to Edinburgh. Edinburgh is the capital of Scotland.
4. Arthur Conan Doyle was born in Edinburgh. He wrote the Sherlock Holmes stories.
5. Then we visited a lake. It is in the Highlands.
6. Loch Ness is 37 km long. People know it for its friendly monster.
7. There we met an old man. He told us that he had seen Nessie.
8. We then traveled to a mountain. The mountain is near the town of Fort William.
9. The mountain is the highest mountain in Great Britain. It is called Ben Nevis.
10. I sent you a postcard. It was written on the summit of Ben Nevis.
Part 2: Based on the topic and information that has been given in part 2, write a letter
about 100-150 words to a friend to tell him/her your trip in Scotland.
9 What are the 4 types of writing performance? Given that you have to provide a final
test on writing skills for grade 11 at a High School. Design a small writing test which
contains at least 2 tasks.
1. Imitative: To produce written language, the learner must attain skills in the
fundamental, basic tasks of writing letters, words, punctuation, and very brief sentences.
This category includes the ability to spell correctly and to perceive phoneme-grapheme
correspondences in the English spelling system.
2. Intensive (controlled): Beyond the fundamentals of imitative writing are skills in
producing appropriate vocabulary within a context, collocations and idioms, and correct
grammatical features up to the length of a sentence.
3. Responsive: Responsive assessment tasks require learners to perform at a limited
discourse level, connecting sentences into a paragraph and creating a logically connected
sequence of two or three paragraphs.
4. Extensive: Extensive writing implies successful management of all the emphasis on
context and meaning processes and strategies of writing for all purposes, up to the length
of an essay, a term paper, a major research project report, or even a thesis.
A small writing test which contains at least 2 tasks:
6 criteria:
1. Purpose:
- To check the grammar point about Relative clauses and the ability to write a letter.
2. Objectives
- To check the ability to apply the theory of Relative clause on writing a sentence and the
ability to write a completed letter based on the given information.
3. Test specifications
- 35 minutes and in-class test.
- Grade 11 students and 30 students in a class.
- Condition: After studying the theory of Relative clauses and how to write a letter.
Students do not know the topic of the letter in advance.
4. Test item types
- Part 1: Intensive task: Combine two sentences into one, using Relative Clause.
- Part 2: Responsive task: Based on the topic and information that has been given in part
2, write a letter about 100-150 words to a friend to tell him/her your trip in Scotland.
5. Administering the test
- Before the test period, students have been reminded by the teacher that they need to
review all the theories of the unit.
6. Scoring
- Part 1: 10 sentences/ 6 points, 0.6 point for each sentence
- Part 3: 4 points
+ Content: 1
+ Organization: 1
+ Vocabulary: 0.5
+ Syntax: 0.5
+ Mechanics: 0.5
+ Using linking words: 0.5
The test:
Part 1: Combine two sentences into one, using Relative Clause
1. We spent our holiday in Scotland last year. Scotland is in the north of Great Britain.
2. People live in Scotland. They are called Scots.
3. We first went to Edinburgh. Edinburgh is the capital of Scotland.
4. Arthur Conan Doyle was born in Edinburgh. He wrote the Sherlock Holmes stories.
5. Then we visited a lake. It is in the Highlands.
6. Loch Ness is 37 km long. People know it for its friendly monster.
7. There we met an old man. He told us that he had seen Nessie.
8. We then traveled to a mountain. The mountain is near the town of Fort William.
9. The mountain is the highest mountain in Great Britain. It is called Ben Nevis.
10. I sent you a postcard. It was written on the summit of Ben Nevis.
10 What is grammatical knowledge and lexical knowledge of language learners? Given
that you have to provide a final test on grammar and vocabulary points for grade 11 at a
High School. Design a small grammar test which contains at least 2 tasks.
Grammatical knowledge:
 Grammatical knowledge consists of 3 interconnected elements:
  grammatical forms or the structures of a language
 the grammatical meanings of those forms
 their pragmatic meaning or use in a given context
Lexical knowledge:
 Lexical knowledge consists of 3 components:
 the context of vocabulary use
 vocabulary knowledge and fundamental processes
 metacognitive strategies for vocabulary use
A small grammar test:
6 criteria:
1. Purpose: To check the grammar knowledge
2. Objective: To check the students’ ability to remember some simple
grammatical form and lexical meaning of words.
3. Test specification:
- 15 minutes
- Grade 10 students and 30 students in a class.
4. Test item types:
Task 1: Gap-fill tasks
Task 2: Short-answer tasks
5. Administering the test: Students have been reminded about the test before
and have ever done this type of task before.
6. Scoring: The tests are handed in and scored by the teacher.
Task 1: 1 sentence/ 1,25 points
Task 2: 1 question/ 1.25 points
Task 1: Complete the following passage by filling an appropriate word in the blank
According to the mythology recorded (1)................. Rajatarangini, the history of
Kashmir, (2)................. by Kalhana in the 12th century ((3) …………1148 and 1149), the
Kashmir valley (4)…………... formed when sage Kashaypa drained a lake. It became a
center of Sanskrit scholarship and later (5)............... Buddhist seat of learning.
Rajatarangini consists of 7826 verses, which are divided (6)................8 books called
Tarangas.
Task 2:
11. What is an intensive listening test? Design assessment tasks for this type of listening
test. You might include at least 5 questions in the task.
Intensive: listening for perception of the components (phonemes, words, intonation,
discourse markers, etc.) of a larger stretch of language
A small test:
6 criteria:
1. Purpose: To check the listening skill
2. Objective: To check the ability to distinguish some similar vowels
3. Test specification:
- Listen once
- Grade 10 students and 30 students in a class.
4. Test item types: 10 recognizing vowels questions
5. Administering the test: Students have been reminded about the test before
and have ever done this type of task before.
6. Scoring: The tests are handed in and scored by the teacher. 1 sentence/1
point
The test:
Listen and circle the word you hear.
1. coast/cost
2. boat/boot
3. woke/walk
4. gate/get
5. way/wear
6. first/fast
 7. men/man
8. had/hard
9. pepper/paper
10. cat/cut
12. What is a responsive listening test? Design assessment tasks for this type of listening
test. You might include at least 5 questions in the task.
Responsive: listening to a relatively short stretch of (a greeting, question, command,
comprehension check, etc.) in order to make an equally short response
A small test:
6 criteria:
1. Purpose: To check the listening skill
2. Objective: To check the ability to recognize the wh- question “how much”
in different contexts and its appropriate response.
3. Test specification:
- Listen once
- Grade 10 students and 30 students in a class.
4. Test item types: 5 multiple questions
5. Administering the test: Students have been reminded about the test before
and have ever done this type of task before.
6. Scoring: The tests are handed in and scored by the teacher.
The test:
1. Test-takers hear: How much time do you take to do your homework?
Test-takers read: A. About an hour
B. From 7am to 10am
C. About $10
2. Test-takers hear: How much sugar does Mary want?
Test-takers read: A. Ten thousands Vietnam dong
B. 3 liters
C. One pound
3. Test-takers hear: How much is a tube of toothpaste?
Test-takers read: A. 2 kilos
B. 2 tubes
C. Fifteen thousands Vietnam dong
4. Test-takers hear: How much bread is there?
Test-takers read: A. 2$
B. 2 loaves
C. 2, please
5. Test-takers hear: How much money is in the bag?
Test-takers read: A. It costs 15$
B. A million Vietnam dong
C. There are eleven
13. What is an interactive speaking test? Design assessment tasks for this type of
speaking test. You might include at least 5 questions in the task.
Interactive: Interactive assessment tasks include interaction and test comprehension but
at a longer and more complex level compared to responsive tasks like multiple exchanges
and/or multiple participants…
A small test:
6 criteria:
1. Purpose: To check the speaking skill
2. Objective: To check the ability to answer some short questions and the
ability to make a long speech.
3. Test specification:
- Students in turn take the test with the teacher.
- Grade 10 students and 30 students in a class.
4. Test item types: Interview
Part 1 (Warm-up): Some questions about the test-taker’s personal information. It
will help him/her feel more comfortable with the situation. (Not score)
Part 2 (Level check): 6 questions about the topic Hometown.
Part 3 (Probe): 2 questions that are longer and more complex require the test-taker
to give his/her own opinion.
Part 4 (Wind-down): Some easy questions to let the test-taker relax. (Not score)
5. Administering the test: Students have been reminded about the test before
and have ever done this type of task before.
6. Scoring: After finishing, the teacher will give the feedback immediately.
The score will be given the following day.
Part 1: Not score
Part 2: 1 question/1 point
Part 3: 1 question/2 points
Part 4: Not score
The test:
1. Warm-up:
How are you?
What’s your name?
Where do you live now?
Let me tell you about this interview.
2. Level check:
Where is your hometown?
Describe your hometown to me
What places should foreigners visit in your hometown? Why?
What things do you like about your city?
What things don’t you like about your city?
Have you ever traveled to another city? If yes, tell me about that city.
3. Probe:
If you were the Chairman of the People's Committee of your city, what would you
like to change about your city?
 If you have a chance to live or study in another city, will you agree to leave your
city? If yes, which city will you choose and why? If no, state your reasons.
4. Wind-down:
Did you feel okay about this interview?
What are your plans for the rest of today?
You'll get your results from this interview tomorrow.
Do you have any questions you want to ask me?
It was interesting to talk with you. Best wishes.
14. What is a responsive speaking test? Design assessment tasks for this type of speaking
test. You might include at least 5 questions in the task.
Responsive: Responsive assessment tasks include interaction and test comprehension but
at the somewhat limited level of very short conversations, standard greetings and small
talk, simple requests and comments…
A small test:
6 criteria:
7. Purpose: To check the speaking skill
8. Objective: To check the ability to answer some short questions
9. Test specification:
- Students in turn take the test with the teacher.
- Grade 10 students and 30 students in a class.
10. Test item types: 10 questions eliciting open-ended responses
11. Administering the test: Students have been reminded about the test before
and have ever done this type of task before.
12. Scoring: After finishing, the teacher will give the feedback immediately.
The score will be given the following day. 1 question/1 point
The test:
1. What do you think about the weather today?
2. Where is your hometown?
3. How long have you lived in this city?
4. What places do you like in your city best?
5. What places should foreigners visit in your hometown? Why?
6. What things do you like about your city?
7. What things don’t you like about your city?
8. Have you ever traveled to another city? If yes, tell me about that city.
9. What city would you like to visit next, and why?
10. Would you prefer to live somewhere else? (Why)?
15. What is an intensive speaking test? Design assessment tasks for this type of speaking
test. You might include at least 5 questions in the task.
Intensive: Intensive tasks focus on the production of short stretches of oral language
designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or
phonological relationships (such as prosodic elements-intonation, stress, rhythm,
juncture).
A small test:
6 criteria:
1. Purpose: To check the speaking skill
2. Objective: To check the ability to reply to others’ statements
3. Test specification:
- Students in turn take the test with the teacher.
- Grade 10 students and 30 students in a class.
4. Test item types: Students have to respond to 8 teacher’s statements
meaningfully.
5. Administering the test: Students have been reminded about the test before
and have ever done this type of task before.
6. Scoring: After finishing, the teacher will give the feedback immediately.
The score will be given the following day. 1 question/0.8 point.
The test:
Direction: Imagine you are a customer and I am a salesperson who helps you choose the
clothes, you need to reply to my 8 statements meaningfully.