Handout Classroomtesting 2024

Testing & Assessment in
Language Teaching
2023-24 (K2020)
Lecturer: Vu Thi Lan
INTRODUCTION
Assessment
- Group work & Quizzes (80%) 40%
- Attendance (20%)
- Assignment ( Final exam) 60%
Note:
=> Permission for absence needs to be
obtained BEFORE class attendance check.
=> Lateness (twice) = w/o P (once) => -1
=> P (twice) = w/o P (once) => -1
Cell. 090 848 5662
Important notes:
(a) Group’s work (designing tests)
> sent to [email protected]
(b) One project at the end of the
course (due by week 16)
- Mini-project: Designing two
tests + test evaluation
- Test evaluation based on a real
self-designed test (10 MCQs)
Required coursebooks:
(1) Madsen, H.S. (1983). Techniques in Testing. New
York: Oxford University Press.
(2) Hughes, A. (1990). Testing for Language Teachers.
New York: Cambridge University Press.
Reference book:
(3) Heaton, J.B. (1990). Writing English Language Tests.
New York: Longman
(a) Group’s work
> recommended course books for designing
tests
Book map
(a) Group’s work
> Book map >> reference materials > sources
Chosen
course book
Week/11 unit topics
1 • Introduction to language testing
1 + Quiz 1
2 • Kinds of test and testing
2 + Quiz 2
3 • Stages of test construction
4 3 + Assignment 1
5 • Unit 4: Testing different

6 language areas (vocabulary,
7 4
pronunciation, grammar)
+ Assignment 2
Week/11 unit topics
8 • Testing reading skills
9 5 + Assignment 3
10 • Testing writing skills
6 + Assignment 4
11 • Testing listening skills
7 + Assignment 5
12 • Testing speaking skills
8 + Assignment 6
Week/11 unit topics
13 • Evaluating tests
14 9 + Quiz 3
• Writing Speaking tests

15 • Writing end-of-term test
• Consolidation
Unit 1
Introduction to Language testing
I. The importance of testing
II. Backwash effects
III. Good tests

Reasons for testing
Discussion 1
In what ways are tests beneficial to
students and teachers?
Reasons for testing
Beneficial to students
- A chance to relearn / review the lessons >
mastering the language
-
-
Reasons for testing
Beneficial to teachers
- Insights into their own teaching methods
-
Backwash effects =
washback effects
Discussion 2
How can tests affect teacher’s
teaching and student’s learning?
Backwash effects
TEACHERS / STUDENTS
▪ Gearing their teaching/learning very closely to the
examination
Good tests =>
Bad tests =>
e.g.
Characteristics of good tests
❑ Validity
❑ Reliability
❑ Discrimination
1. A valid test (validity)
◼ actually testing what it intends to test

◼ How to construct valid tests
=> based on course/lesson objectives, topics
covered in class, time spent on the topics
Objectives Teaching Testing

Two main kinds of validity
◼ Face validity > how suitable the content of a test

seems to be on the surface
e.g.1
e.g.2
Two main kinds of validity
◼ Face validity > how suitable the content of a test

seems to be on the surface
e.g.3
◼ Content validity > a representative sample of the
course objectives
2.3. Mục tiêu cấp trung học phổ thông
(Chương trình GDPT môn tiếng Anh cấp THPT, p.7-9, 2018)
Sau khi học xong môn Tiếng Anh cấp trung học phổ thông, học
sinh có thể đạt được trình độ tiếng Anh Bậc 3 của Khung năng
lực ngoại ngữ 6 bậc dùng cho Việt Nam. (p.9)
… HS có thể sử dụng tiếng Anh như một công cụ giao tiếp
thông qua bốn kỹ năng nghe, nói, đọc, viết nhằm đáp ứng các
nhu cầu giao tiếp cơ bản và thiết thực về những chủ đề quen
thuộc liên quan đến nhà trường, hoạt động vui chơi, giải trí,
nghề nghiệp, ... (p.7)
https://hoatieu.vn/download/chuong-trinh-giao-duc-pho-thong-mon-tieng-anh-1399
Task 2. PRE-WRITING TASK
Put the words in the right order to complete the following sentences.
1. next/ be/ The/ the/ would/ more/ in/ century/ even/ changes/ unbelievable.
=> The changes in the next century would be even more unbelievable.
2. work/ office/ go/ Few/ from/ but/ to/ people/ home/ will/ an/ will.
=> Few people will go to an office but will work from home
3. less/ be/ also/ will/ There/ doctor/ the/ to/ visits/ for/ need.
=> There will also be less need for visits to the doctor.
4. study/ would/ English/ still/ need/ to/ People.
=> People would still need to study English.
Task 3. FREE WRITING TASK

Write an essay (150 - 200 words) to predict your future life.
Depending on the previous task, you should write some supporting
sentences following the three main ideas:
Few people will go to an office but will work from home
There will also be less need for visits to the doctor.
People would still need to study English.
by Nguyen Le Tien Kieu (19DH712850)

Discussion 1.1
Graduation test paper (2023)
> Does the test content match with the course
objectives?
- What is mentioned in the course objectives?
- How many skills are tested in the graduation paper?
- Are they actually tested?
- Which aspect(s) and skill(s) take the largest
proportion among 50 questions?
- How many questions are for each skill / language
area?
Examples of poor or
invalid items
#1_Answers can be found somewhere else.
=> no actual focused skills tested
(Grade 6, NT Secondary school)
VI. Reading comprehension (1,5 pt)
…
Read the passage and then write True or False (1,0 pt)
25. Mr. Vuong isn’t a teacher. __False ____
26. His school is far from his house. __True ____
27. He goes to work by bike. __False _____
28. He comes home at half past eleven. __True _____
…
VIII. Writing (2.0 pts)
36. Mr. Nam rides a motorbike to work.
→ Mr. Nam goes __________ (to work by bike).
#2_Answers do not fit into the root.
>> unprofessional, confusing
III. Choose the most appropriate answers to complete the

sentences below.
9. My brother likes watching soccer, ……………… .
A. I do, too B. so do I
C. I am, too D. Both A& B
13. Would you like to join us on a-day trip to the countryside?
A. No, I wouldn’t B. Yes, I’d love to
C. I’m afraid I can’t D. B and C
Grade 7, BTĐ Secondary school

#3_Options > different forms & difficulty level (1)
>> confusing
>> encouraging guessing rather than actual
comprehension / mental judgement
II. Choose the word having different stress pattern

(0.5 pt)
5. A. invite B. together C. vacation D. typical
6. A. computer B. famous C. different D. uniform
Grade 7, AL Secondary school

#4_Answers > can be guessed
>> no actual focused skills tested
Listen and choose the right word.

Thank you (1) _____ (to / from / for / on) your letter. I’m in
the countryside with my friend Thanh. She (2) _____ (leaves
/ lives / be / sees) in a beautiful house. There’s a flower
garden in front of the house. There’s a (3) _____ (table /
trees / vegetable / field) garden behind the house. To the
left of the house, there’s a lake. To the right of the house,
there are (4) _____ (small/ a tall / a small / tall) trees. Here
is a photo.
#5_Answers > come from background knowledge
>> no actual focused skills tested
Task 1 - Read the passage and choose the best answers to the questions.
POLAR BEAR MAKES THE LIST
In spring 2008, the polar bear was placed on the endangered species list.
According to the USA's Endangered Species Act, an endangered species is an
animal, plant or any other kind of wildlife that is likely to face extinction in its
natural habitat.
…
1. The place where a species lives and reproduces is its natural ______.
A. habitat B. wildlife C. extinction
by Nguyen Nam Phuong, 19DH713251

2. A reliable test
(reliability)
◼ produces consistent results (different markers /
different times)
◼ is affected by
→ Objective vs. Subjective tests
→ Test administration
e.g.
→ Test instructions
→ Test questions
→ Timing
→ Personal factors
Give comments on the content & typography
of the test instruction:
(1) The answers >

(2) Texts >
(3) Question range >
#1_NO Test instructions / Rubric
III. Word forms (1.0 pt) (Grade 7/8/9, AL)
…
VIII. Rewriting (2.0 pts) (Grade 6, LTB)
…
VIII. Writing (2.0 pts) (Grade 6, NT)
…
VII. Transformation (2.0 pts) (Grade 8, TT)
#2_Mismatch b/w rubric & test question (1)
III. Choose the word or phrase that best completes
each sentence (2.5 pts)
7. Chi’s house is ______________ a clinic and a bank.
A. between B. opposite
C. in front of D. to the left of
…
15. What does this sign mean?
A. Roundabout
B. No parking
C. No turn right
D. Go straight ahead
#3_More than 1 correct answer (1)
III. Choose the word or phrase (A, B, C, D) that best

fits the blank space in each sentence (2.5 pts)
10. My family has dinner in a ________.
A. hotel B. museum C. restaurant D. park
Grade 6, BTĐA
…
8. My house is _______ the bookstore and the toy store.
A. between B. near C. next to D. with
Grade 6, BT
3. A discriminating test
(discrimination)
◼ can reflect the differences in test takers’
performances
◼ give ss chances to perform their utmost
→
→
Fresh starts?
V. READING
Hi, everyone. I’m Minh and this is the map of my

neighborhood. To the left of the map, first you can
see the restaurant.
…
1. Answer the questions.
a. Where is Minh’s house?
b. What is there in Minh’s neighborhood?
2. Choose true, false.
a…
b…
Fresh starts?
IV. Complete the paragraph with the words in the box. Then answer
the questions.
Today soccer becomes a very (21) ____ sports activity in our
school. The students always play (22) ____ recess or outdoor time.
They need only a (23) ____ to play. They (24) ____ together about
ten or over. The soccer match needs to have two (25) ____. Each
team often has from five to eleven people in a match. Students
enjoy playing soccer at the stadium in their free time. Some of
them become good (26) ____. They play very (27) _____. The
students always talk about matches on TV. To them, soccer is a
king sport, one of the most (28) ____ sports in Vietnam.
Questions:
29. What do students need to play soccer?
30. What do they enjoy in their free time?
31. How do they play?
Test takers’ results
Normal distribution
0 5 10
=> Skewed > No proper discrimination

Discrimination
=> Ss fall into various groups / levels (very good

/ good / average / weak)
=>
DISCUSSION 1.2
Evaluate high school graduation English test (2023)
in terms of validity, reliability and discrimination.
> Validity: (REVIEW) How many test items are there for
language aspects/ for language skills? Do they match the
course objectives? (in Discussion 1.1)
> Reliability: How are students’ papers graded? Are the
instructions good enough?
> Discrimination: Find a graph showing the normal
distribution of test scores and discuss the test
discrimination. Look for these values: Mean, Mode &
Median.
Unit 2
Kinds of tests & testing
I. Classification 1
II. Classification 2
III. Classification 3
IV. Classification 4
V. Discussion
Classification 1 > based on test writer’s purpose
Kinds Purposes
1 Diagnostic test
2 Progress test
3 Achievement test
4 Placement test
a) to group ss of the same levels

b) to assess how much ss get on with the lesson
c) to assess how well ss have learnt everything
d) to identify ss’ learning difficulties
Kinds Purposes
5 Aptitude test
6 Selection test /
Norm-referenced test
7 Proficiency test
Criterion-referenced test
e) to measure a candidate’s current abilities to

do a task
f) to choose certain candidates for a job/course
g) to measure a person’s skill/talent that can be
developed later on
Discussion 2.1 Identify the kinds of tests.
a) end-of-term tests
b) oral quizzes
c) year 10’s entrance tests
d) year 1’s entrance tests
e) high school graduation tests
f) TOEFL / IELTS
g) TOEIC
h) IQ tests
i) driving tests
Classification 2
> based on ways of assessment
❑ Subjective Tests
=> more than one way of expressing the correct
answer
=> Examples:
❑ Objective Tests
=> only one correct answer per test item
=> Examples:
Q. Subjective or Objective test? TA 11NC
Classification 3 > measurement of
performance vs. competence
❑ Direct Test items
=> Ss’ performance (not knowledge) is tested.
=> e.g.
❑ Indirect test items
=> Ss’ language knowledge is tested.
=> e.g.
Q. Direct or Indirect test items?
Competence or Performance is tested?
Classification 4 > how many aspects
are tested
❑ Discrete-point testing
=> Only one language aspect is tested at a time.
=> e.g.
❑ Integrative testing
=> A variety of language areas and skills are
required to complete a task.
=> e.g.
Q. What are the focuses of these test items?
SW 6, p72
Q. What kinds of words are removed?

To do this cloze test, what skills/ language areas
do you need?
1. Suggest some common progress tests used by high
school teachers. How often should teachers set
progress tests? Why?
2. Which tests require a high level of discrimination?
3. What are SAT tests? Are they popular in VN?
4. Is Cloze test a discrete-point or integrative testing
method?
Unit 3
Powerpoint Templates
Page 60
Stages of Test construction
#1. Planning the test
#2. Preparing the test
#3. Trying out the test
#4. Evaluating the test
Practice
Page 61
A. Ask yourself questions >> What to do
Q1. What is to be measured?
=>
Q2. What content areas should be included?

=>
Q3. What types of test items should be used?

=>
B. Preparing test specifications
◼ allowing Ts to construct valid tests
=> focusing on key areas & weights
=> based on course/lesson objectives, topics covered in

class, time spent on the topics
Objectives Teaching Testing

N.B. Benjamin Bloom’s Cognitive Domains & Table of
Specifications
Bloom’s Cognitive Domain
(#1) Table of Specifications (example)
=> 50 items
Objectives Knowledge/ Application Analysis, WEIGHT
Areas Comprehension Synthesis
Listening
Speaking
Reading
Writing
Language
Total 100%
(#2) Table of Specifications (example)
=> 50 items
Areas Comprehension Synthesis
Listening 10 20%
Speaking 5 5 20%
Reading 5 3 2 20%
Writing 5 10%
Language 5 10 30%
Total 20 23 7 100%
(#3)
Objectives

Comprehension Synthesis
T/F MT MC T/F MT MC Q/A TR
Areas
Listening 5 0 5 20%
Speaking 0 5 0 5 0 20%
Reading 5 0 3 0 2 20%
Writing 0 2 3 10%
Language 0 0 5 0 5 5 30%
Total 20 23 7 100%
Cognitive domain > objectives of test
items
1. Pick out the word whose underlined part differs from
the others in pronunciation.
A. head B. bean C. meal D. team
2. Our father suggested _____ to Da Nang for this
summer holiday.
A. to going B. going C. go D. to go
3. Give the correct word form.
The show brought _____ to millions of viewers. (enjoy)
Cognitive domain > objectives of test
items
4. Rearrange the words to form complete sentences.
of the internet / in our life / Nobody / the benefit /
can deny / . /
5. Rewrite the sentence in the reported speech.
“How many languages can you speak?”
→ She asked me …
3.1. Study the English test in the High school
graduation Exam 2023. Formulate the table of
specifications from which it might have been
developed.
> Scoring scheme
> List of test items
> Table of specifications / Matrix
Task 3.1 // HS graduation exam
analysis (example)
Scoring scheme
Qs Tested aspects / areas Score Weight
1,2 Speaking (2 X 0.2) 0.4 4%
3-4 Pronunciation (4 X 0.2) 0.8 8%
Vocabulary Language
Grammar
Reading
Writing
Listening 0 0%
TOTAL 100%
Note: Reading subskills
• Skimming >
• Scanning > Interpreting different text types
(non-text materials, e.g. maps, charts,
images, …)
>
• Word-attack >
• Text-attack >
Q Content Areas Objectives Task
1 D. (agreement) Speaking Application MC
2
3
4
5 D. group (u:) MC
6
7
8
9 A. in a poke MC
(idiom)
10
11 C. as soon as… MC
12 B. for (prep) MC
13
14
15
16
17
18
19
20
21 D. communicate MC
22
23 C. plans MC
24
25
26 B. many (Gr) MC
27 C. available (Voc) MC
28
29
30
31 D. (main idea) R. (skim) MC
32 A. inventing (IT) R. (text attack) MC
33 B. a book R. (scan) MC
34 B. (to write R. (scan) MC
down)
35 B. improve R (text-attack) MC
36
37
38
39
40
41
42
43
44 C. her W (correction) MC
45
46 D. (mustn’t) W MC
(transformation)
47 D. (Reported sp.) W (transform.)
48
49
50 B. Barely… W (combination) MC
Matrix MC = Multiple choice

MC MC MC
Areas
Listening
Speaking
Reading
Writing
Language
Total 100%
Preparation stage
1. Preparing test items >>
=> testing which words? grammar points? subskills?
=> covering all the instructional objectives
=> considering appropriate difficulty level
=> avoiding sensitive issues

Preparation stage
2. Preparing instructions for the test
>>
=> suitable time allowed for answering
>>
=> clear instructions/ directions for each section
>>
=> instruction about scoring answers
>>
Preparation stage
3. Preparing the scoring key
=> answer key
>>
=> marking scheme
>>
NOTES on marking scheme
Two approaches:
1. Analytic grading: points are given for different areas
e.g. Language (1-5 errors) 3pts
(6-8 errors) 1.5pts
(> 10 errors) 0pt
Ideas (task completion) 3pts
(limited convincing ideas) 1.5pts
Organization (good coherence, unity) 3pts
(some minor errors) 2pts
Planning (acceptable format) 1pt
2. Holistic grading (rating method): overall assessment
score is given with detailed descriptions for categories.
▪ The results > global grade (A, B, C, D, E) or overall
points
Demonstrates 10 Strong control of the language; proficiency and variety in
Superiority 9 grammatical usage with few significant errors; broad
command of vocabulary and of idiomatic language.
Demonstrates 8 Good general control of grammatical structures despite
Competence 7 some errors and/or some awkwardness of style. Good use
of idioms and vocabulary. Reads smoothly overall.
Suggests 6 Fair ability to express ideas in target language; correct use
Competence 5 of simple grammatical structures or use of more complex
structures without numerous serious errors. Some apt
vocabulary and idioms. Occasional signs of fluency and
sense of style.
Suggests 4 Weak use of language with little control of grammatical
Incompetence 3 structures. Limited vocabulary. Frequent use of jargons,
which force interpretations on the part of the reader.
Occasional redeeming features.
Demonstrates 2 Clearly unacceptable from most points of view. Almost total
Incompetence 1 lack of vocabulary resources, little or no sense of idiom
and/or style. Essentially translated from English.
Floating point A one‐point bonus should be awarded for a coherent and
well‐organized essay or for a particularly inventive one.
Why test tryout?
❑ to identify ambiguous/ defective items
=> ensuring
❑ to determine the difficulty level
=> ensuring
=> meeting
❑ to evaluate assessment method
=> subjective? objective?
=> ensuring
Why test evaluation?
By analysing test items
❑ evaluating test validity,
❑ evaluating the usability of the test in classroom
situations
=>
=>
❑ reflecting on future teaching methods / remedial
work
Example of an item analysis card
Subject: English Units: 1-3
Class: 10A5
Item No: 12
No of Question options
Discriminat-
Ss
responded
DIifficulty
A B C** D
ing level
No of Ss
Group
level
Upper 16 0 0 16 0 16 66.57 .63
Lower 16 5 4 5 0 14
Comments:
D=
A, B =
Assignment 1
3.2. Choose one section in your chosen course book
and prepare a test plan for 10 question items.
NOTE:
- at least 2 language areas/ skills
(e.g. Pronunciation, Listening)
- at least 2 task types (e.g. T-F, MC)
Example // TEST PLAN
o School:
o Class/ Ss’ level: 11A9
o Course book & unit range: TA11, units 1,2,3
o No of Ss: 45
o Test writers: Vu Lan
1. Test objectives: Progress test
2. Language areas/skills: pronunciation, vocab, grammar
3. Timing: 15 minutes
4. Number of test items: 10
5. Scoring scheme:
6. List of test items:
7. Table of test specifications (matrix):
Book map (TA 11CB)
Grammar (in BM)
Vocab: in Glossary (p190)
Vocab: in Glossary (p190)
5. Scoring scheme

1-3 Pronunciation (1m X 3) 3 pts 30%
4-6 Vocabulary (1m X 3) 3 pts 30%
7-10 Grammar (1m X 4) 4 pts 40%
NOTE:
- at least 2 language areas/ skills
(e.g. Pronunciation, Listening)
- at least 2 task types (e.g. T-F, MC)
1 / -  - / line (u.2) Pron knowledge MC
2 / -  - / sing (u.2) Pron knowledge MC
3 / -  - / calm (u.2) Pron knowledge MC
4 unselfishness (unit 1) Voc application F-I-B
5 affect (unit 2) Voc application F-I-B
6 anniversary (unit 3) Voc application F-I-B
7 (infinitive with to) (u.1) Gr knowledge MC
8 (infinitive without to) (u.1) Gr knowledge MC
9 (gerund) (u.3) Gr application MC
10 (passive gerund) (u.3) Gr application MC
MC = Multiple choice
6. Matrix F-I-B = Fill in the blank

Areas MC F-I-B MC
Pronun. 3 30%
Vocab 3 30%
Grammar 2 2 40%
Total 5 5 0 100%
Assignment 1 (Task 3.2) //
TEST PLAN
o School:
o Class/ Ss’ level:
o Course book & unit range:
o No of Ss:
o Test writers:
1. Test objectives: Progress test
2. Language areas/skills:
3. Timing: 15 minutes
4. Number of test items: 10
5. Scoring scheme:
BOOK MAP
5. Scoring scheme
6. List of test items
1
2
3
4
5
6
7
8
9
10
T/F = True-False; MT = Matching; MC = Multiple choice
7. Matrix Q/A = Question/Answer; TR = Transferring information

Areas
Listening
Speaking
Reading
Writing
Language
Total 100%
Unit 4
Page 107
Evaluating tests
I. Purposes of test evaluation
II. Difficulty level

III. Discrimination level
IV. MC test – distractor evaluation
V. Statistical analysis of test results

Page 108
Language components = Gr., Vocab., Pronun.
1. Language components > usually blended in a

skill
2. Purposes of testing each component
> testing “subskill” of a particular skill
> NOT measuring how Ss use language, but

3. Choosing what to test => based on Ss’ age,
level, kind of subskill that needs more attention
=> How to use articles in“She’s ____ doctor.”
>
>
>
A. Limited response
B. Multiple choice completion
C. Multiple choice paraphrase
D. Simple completion
E. Cloze
A. LIMITED RESPONSE
1. usually for beginners

2. requiring Ss’ physical response or simple verbal
answers
E.g.1
T: Hand me your book.
S:
E.g.2
T: Is this your ruler?
S:
Advantages & Limitations of
Limited response
Advantages Limitations
1. No/less stress 1. Individual testing > time-
2. Scoring: easy, objective consuming
3. Limited skills to be tested
2. Difficult to test abstract
(NO Reading, Writing) > Sswords
with limited reading skills
3. Confusing / ambiguous
can be tested sketches > misunderstanding
4. Easy to prepare 4. Difficult to find suitable
5. Oral repetition & hearing pictures
identification can be tested
5. Limited number of
(pronunciation) grammatical structures to be
tested
Madsen, Techniques in Testing (pp.16,38,63)
B. MULTIPLE CHOICE COMPLETION
FOUR steps:
#1_ Select the points to be tested (e.g. articles /
words about school things / word stress)
#2_ Write the stem / meaningful context
E.g.1 My hometown is located along _____ Amber

River.
E.g.2 S1: I want to draw a flower.

S2: OK. Take my _______.
#3_ Find options
E.g.1 My hometown is located along

_____ Amber River.
A. a B. an C. the D. 
E.g.2 S1: I want to draw a flower.
S2: OK. Take my _______.
A. ruler B. eraser C. book D. pencil
#3_ Find options (including answer and distractors)
NOTES
(a) Options >
> () They needed lots of training to operate such
____ equipment.
A. easy B. sophisticated C. blue D. wise
OR
A. easily B. sophisticated C. blue D. sharpen
(b) NO grammatical cues
> () My new neighbour is an ______.
A. doctor B. teacher C. worker D. engineer
(c) NO more than 1 correct answer
NOTES
(d) Avoid options with different levels of
formality
> () You can get it from the lady ___ he sold it to.
A. which B. who C. whom D. whose
(e) Avoid repeating words in options
> () If I won the lottery, ______.
A. I’d buy a house C. I’ll buy a house
B. I’d have bought a house D. I buy a house
#4_ Write instructions
>
>
>
NOTE:
- For Ss with very little skill in English, the
instruction can be in the Ss’ native language
Advantages & Limitations of MC
Completion
1. By providing natural 1. Writing good contexts =>
contexts, Ss see full difficult
meanings of words 2. Easy cheating
2. Discouraging word list 3. Unable to test Ss’
memorization reproduction of language
3. Scoring: easy, consistent structures
4. Sensitive measure of 4. Negative impact on
achievement > T can spot Ss’ classwork if used exclusively
specific problems
Madsen, Techniques in Testing

(pp.23,43)
C. MULTIPLE CHOICE PARAPHRASE
(for Vocabulary)
FOUR steps:
#1_ Select the points to be tested
#2_ Write the stem / context
#3_ Find options
=> Options can be explanations or paraphrases of the
stem.
> My sister is a pilot. She can _____.
A. help sick people C. make clothes
B. fly an airplane D. teach students at school
NOTES:
(a) Options =>
> () My friend’s remorse was great.
A. sadness B. healthy C. house D. mother
(b) Options =>
> () That boy is a genius. He _____.
A. can see the future B. has inventive ability
C. has creative ability D. has inventive, creative ability
(c) Avoid synonymous options
> () His remorse was great indeed.
A. wealth B. sadness C. strength D. power
NOTES:
(d) Avoid options with opposite meaning to the right one
> () My mother wants to purchase another dress.
A. buy B. sell C. send D. offer
(e) Avoid misspelt words (except when misspelling
affects meaning)
> () They cross the ocean on a liner.
A. vesel B. vessel C. vessell D. vesell
Advantages & Limitations of MC
Paraphrase
1. Preparing context > easy 1. Finding good synonyms >

2. Scoring > easy, consistent difficult
3. Sensitive measure of 2. Easy cheating
achievement

(p.27)
D. SIMPLE COMPLETION
(for all components)
THREE steps:
#1_ List items to be tested.
#2_ Write contexts where these items are used.
E.g.1 (care) Ann is a very ____ driver. She has been
fined for speeding twice this week.
E.g.2 A: _____ are you?
B: I’m a student.
Advantages & Limitations of Simple
completion
1. Fast, easy to prepare 1. Not applicable to many
2. Reflecting teaching kinds of vocabulary items
approaches 2. Difficult to avoid ambiguous
3. Able to measure productive contexts
skills 3. Time consuming for T’s
4. No exposure to incorrect correction and marking
grammatical forms
5. Sensitive measure of
achievement
Madsen, Techniques in Testing (pp.30,47)

E. CLOZE
(not for pronunciation)
THREE steps:
#1_ Select a passage
#2_ Decide which words to remove
=> Leave the first two and the last sentence complete
to provide context.
=> Remove words at regular intervals
> every 5th > difficult (see p.49)
> every 10th > easy =>
1. What is a cloze test?
A cloze test
- includes a text passage with deleted words
- requires Ss to process different language
components simultaneously (e.g. grammar,
coherence, word meaning, …)
=>
2. Purposes & types
Purposes
- test language aspects such as grammar and
vocabulary, but NOT pronunciation
- test language skills
Types
(1) Traditional pattern:
- a text with 5-10 blanks
=> Ss write their own word in each blank.
Types
(a) Traditional pattern (regular deletion of words):
=> Ss write their own word in each blank.
Tam Cam is a very interesting story about two sisters with

very different characters. One is very kind and the other is
very [1] _____. Tam works hard every day. She [2] ____
her family, shares her food and [3] ______ care of a little
fish. Cam [4] _____ the opposite. She never works and [5]
_____ a lot of bad things to [6] _____ . She even eats
Tam’s fish. They [7] _____ a king, but he only likes Tam.
The king and Tam fall in love and get married.
Smart world 6 (p31)
(b) selected-deletion of words
=> removing only content or function words
=>
Tam Cam is a very interesting story about two sisters with

very different characters. One is very kind and [1] ____
other is very mean. Tam works hard every day. She helps
her family, shares her food and takes care of [2] _____
little fish. Cam is [3] _____ opposite. She never works and
does [4] _____ lot of bad things to Tam. She even eats
Tam’s fish. They meet [5] _____ king, but he only likes
Tam. The king and Tam fall in love and get married.
Smart world 6 (p31)
SW 6, p72
Q1. Regular deletion or selected deletion of words?

Q2. What kinds of words are removed?
Q3. Give comments on test writing techniques.
Types
(2) Alternate patterns:
- multiple choice for answers
V. Reading
A. Choose the word or phrase that best fits the blank in the following
passage (1.0 pt)
At school we (21) _______ many things. In Literature, we learn (22) _______ books
and write essays. In history, we study past and present event in Viet Nam and
around the world. In Geography, we study different countries and their people.
In Physics, we learn about (23)_______ things work. In the (24) _______ class, we
study English. We study many other things as well, such as Music, Sports and
Art. We enjoy all of our classes.
HVL_7,
21. A. has B. study C. do D. studies 2019
22. A. with B. at C. about D. to
23. A. when B. what C. how D. which
24. A. Music B. Language C. Math D. activity
Q1. Regular deletion or selected deletion of words?

Q2. What kinds of words are removed?
Q3. Give comments on test writing techniques.
3. Writing your own cloze test
WHY? Testing language items
in sentences vs. in a meaningful paragraph
+ easy to prepare - time-consuming to prepare

- no coherence with + smooth flow of thought
unrelated topics > meaningful context
> jump from topic to > life-like communication
topic +
-
#1_List what to be tested.
Exclamation (WHAT…!)
Comparison (easier) Focus: Language
Future (will + V) (Gr. / Voc)
Prepositions (good at, different from)
Vocabulary (washing machine)
learn English
WHAT an (easier)
experience
good at
speaking E.
Nam
(homestay in US)
do housework
(washing
machine)
will go fishing
tomorrow life in US different
from life in VN
#2_Choose a passage / Write your own passage.
(selected deletion)
Nam is living with an American family in homestay. Everything is
new, and he finds life in America is quite different from life in
Vietnam. Mr and Mrs Wilson are very nice and they help Nam
practise English every day. He’s quite good at speaking and
listening now. Mrs Wilson also teaches Nam how to take care of
himself: he can use a washing machine to wash his dirty clothes
or prepare his own breakfast. Yet Nam thinks learning English is
easier and more interesting than doing housework. Tomorrow Mr
Wilson will take Nam to a lake near his house, and Nam can
learn how to catch fish. What an amazing experience it will be!
Nam is very happy now. (119 words)
#3_Remove words to be tested.
Nam is living with an American family in homestay. Everything is

new, and he finds life in America is quite different [1] ___ life in
Vietnam. Mr and Mrs Wilson are very nice and they help Nam
practise English every day. He’s quite good [2] ____ speaking and
listening now. Mrs Wilson also teaches Nam how to take care of
himself: he can use a [3] ____ to wash his dirty clothes or
prepare his own breakfast. Yet Nam thinks learning English is [4]
____ and more interesting than doing housework. Tomorrow Mr
Wilson [5] ____ take Nam to a lake near his house, and Nam can
learn how to catch fish. [6] _____ an amazing experience it will
be! Nam is very happy now.
#3_Write instructions and provide options for answers
(if necessary).
Instruction
=> For questions 1-6, read the text below and think
of a word that best fits each gap. Use only one word
in each gap.
OR
=> For questions 1-6, read the text below and decide
which answer (A, B, C or D) best fits each gap.
Advantages & Limitations of Cloze
1. Easy to prepare 1. Not applicable to short-
2. Easy to score term gains
3. Good measure of integrative 2. Difficult to find good
English skills distractors
4. Testing Ss’ overall ability in
English
Madsen, Techniques in Testing (p.52)

Practice 1
Write options for the following cloze reading.
For question 1-8, read the text below and decide which
answer (A, B, C or D) best fits each gap.
1 B. preparing
2 D. which
3 B. important
4 A. understanding
5 C. in which
6 B. used
7 B. projectors
8 A. which
From Group 08, Practice 3, K2019

Testing vocabulary
❑ Purpose
=> measuring comprehension in receptive skills
and production of words in productive skills
❑ Test forms
a. limited response
b. MC completion
c. MC paraphrase
d. simple completion
e. cloze
Practice 2
I. Give comments on the following test questions
(MC completion):
1. Do you need some ___ to write on?
A. paper B. pen C. table D. material
2. The mouse ____ quickly away.
A. very B. little C. baby D. ran
3. I think he’ll be here in an ____.
A. hour B. soon C. weekend D. day after
II. Rewrite bad distractors or stems.
Testing grammar
❑ Purpose
=> measuring Ss’ proficiency ranging from simple
word forms to complicated syntax
❑ Test forms
a. limited response
b. MC completion
c. cloze
d. simple completion
NOTE on Simple completion
1.
> Complete the sentences with the past tense of DO or
MAKE.
a. He _____ a fortune last year.
b. You ______ your best in the exam, didn’t you?
2.
> Complete the sentences with the correct form of the
words given.
a. He’s the ____ (tall) person in our class.
3.
> Add a question tag.
a. Janet was intelligent, _____?
Practice 3
I. Give comments on the following cloze test.
I remember one conversation that (1) … my whole
way of thinking (2) … teaching children. It was a (3)
… I attended on the importance (4) … teaching
reading at kindergarten level. (5) … spoke to a
professor afterwards (6) … said he thought it was (7)
… that children were taught to (8) … as early as
possible. Before (9) …, I had thought trying to (10) …
them to read books was futile.
II. Rewrite this cloze test.

Practice 3.2
Edited cloze test
I remember one conversation that changed my whole
way of thinking about teaching children. It was a (1)
… I attended on the importance (2) … teaching
reading at kindergarten level. (3) … spoke to a
professor afterwards (4) … said he thought it was (5)
… that children were taught to (6) … as early as
possible. Before this, I had thought trying to force
them to read books was futile.
KEY: 1-seminar, 2-of, 3-I, 4-who, 5-essential,
6-read
Testing pronunciation
❑ Purpose
=> evaluating Ss’ production and identification of the
sounds, stress patterns and intonation
❑ Usually combined with
❑ Test forms
a. limited response (hearing identification)
> Listen and tick the correct picture.
b. multiple choice identification
> Listen and choose the correct response.
(“I feel sick.”)
A. Did you? B. Do you? C. Will you?
c. simple multiple choice
1. Which word has the underlined part pronounced as
//?
A. table B. catching C. marching
2. Which word has the primary stress on the second
syllable?
A. controller B. totally C. engineer
d. reading aloud
=> testing sounds, stress, intonation, weak forms,
linking, …
=> NOTE:
* evaluate only 1/2 points per sentence
* avoid signaling to ss which point you are testing
* avoid tongue twister (It’s for fun, not for tests!)
* use natural language
E.g. Read aloud these sentences.

1. His wife will drive the van to the market and buy five knives.
2. Please forgive me for forgetting the leftover food.
By Nguyễn Huỳnh Thảo Linh, 20DH712814
reading aloud
1. Easy to prepare 1. Limited to those who can

2. Good control of what to read
test 2. No direct relationship b/w
3. Testing all pronunciation reading aloud & pronunciation
features in normal conversation
Madsen, Techniques in Testing (p.69)

Practice 4
I. Give comments on the following pronunciation test.
> Read aloud these sentences.
1. My bride brought some brandy and bread
for my brother.
2. Will you go away for a week or a year?
II. Discuss:
How is pronunciation tested in graduation
exams in VN?
Practice 5 – Assignment 2
Choose one unit or a section in your chosen course book.
Write:
1. Five/Six grammar items
2. Five/Six vocabulary items
3. Five/Six pronunciation items
Choose different forms for the three test components
above.
E.g. Simple completion (Voc); Cloze (Gr); MC (Pron)
Notes: (a) Provide a book map and complete test plan
for your language test.
(b) Give the original reading (+ source) & edited cloze
(c) Write the complete test with suggested answer key.
Assignment 2// TEST PLAN
o School:
o Coursebook & unit range: TA11, unit 3
o No of Ss:
o Test writers:
1. Test objectives (progress? achievement?...)
2. Language areas/skills: Gram., Vocab, Pronunciation
3. Timing:
4. Number of test items:
5. Scoring scheme:
BOOK MAP
5. Scoring scheme

Question Tested skill Level of Task

comprehension type
1. …
MT = Matching; MC = Multiple choice; Cloze;
7. Matrix SC = Simple completion
Objectives
Objectives Knowledge/ Application Analysis,
Comprehension Synthesis WEIGHT
Areas
Areas
Grammar
Vocabulary
Pronunciation
TOTAL 100%
ORIGINAL READING PASSAGE
…
… words
Source: taken from …

EDITED CLOZE
…
… words
ĐỀ KIỂM TRA MÔN TIẾNG ANH
Trường: ___________________________________ Lớp: __________
Thời gian làm bài: ……… phút
Đáp án
Unit 5
Page 169
Testing reading skills
I. What are reading skills?
II. Levels of comprehension
III. Test forms for reading skills
Page 170
Reading skills
1. Skimming
2. Scanning
3. Interpreting different text types
4. Word-attack
5. Text-attack
Word-attack skills
=> by using morphological knowledge, dictionaries,
or inference from context
e.g. Baby-hunger mothers are overwhelming
maternity hospitals for infertility treatments.
Baby + hunger =>

maternity <
infertility <
Text-attack skills
=> by using all the clues for meaning
e.g. One theory of sleep is called “Repair Theory” –

our sleep helps to fix our body and produce a
growth hormone which has been used up during
the day.
Q1. What is the principle of the “Repair Theory”?
Q2. What happens to our growth hormone?
…
A. Literal comprehension
> finding facts in the text
B. Inference
> reading b/w the lines > finding implied information
C. Evaluation
> making judgements
D. Application / Personal response

> personal response
Related to
Bloom’s cognitive domains?
Page 177
Read this passage.
Cities and towns are made up of buildings that are often closely
packed together. There are few open spaces so when an
earthquake happens, buildings will collapse onto each other. Any
strong vibration through the ground will cause damage. In an
earthquake zone, buildings need to be built so that they can
absorb a shock – so they can shake or move just a little on their
foundations. If this is not the case, then the walls and roofs of
buildings will quickly dislodge, crack and finally break up and
fall. On May 12, 2008, an 8.0 magnitude earthquake hit the
Eastern Sichuan province in China. The closest large city to the
epicenter, 60km away was Dujiangyan. It suffered major damage.
Thousands of its buildings collapsed, including schools and
hospitals. Overall, nearly 70 000 lives were lost. Rescue efforts
were hindered due to landslides caused by blocked roads. More
damage was done by after shocks, which continued for weeks
after the earthquake.
A. What levels of comprehension are
involved in the following questions?
1. How strong was the earthquake in China in 2008?
2. What city was strongly affected?
3. Were the buildings there capable of absorbing a
shock during an earthquake?
4. Find a word in the passage that has the same
meaning as “vibration”.
5. What does “this” refer to?
6. What is the purpose of the text?
A. to persuade B. to entertain C. to inform
7. Talk about a place in the world where earthquakes
usually happen.
8. Imagine that the building you are working in is
shaking. What might you do then?
B. Which reading skills are tested in
those questions?
1. How strong was the earthquake in China in 2008?
2. What city was strongly affected?
3. Were the buildings there capable of absorbing a
shock during an earthquake?
4. Find a word in the passage that has the same
meaning as “vibration”.
5. What does “this” refer to?
6. What is the purpose of the text?
A. persuade B. entertain C. inform
7. Talk about a place in the world where earthquakes
usually happen?
8. Imagine that the building you are working in is
shaking. What might you do then?
Practice 1
Read the passage and make 6 questions
of different kinds:
Literal (2), Inference (2), Evaluation (1),
Application (1)
As for transportation, eco-tourists might prefer a biking or
walking tour to a bus tour which may contribute to air pollution. They
often avoid travelling on a cruise ship, as a cruise ship is a great
source of air and water pollution, with its harmful emissions sent into
the air and passengers’ waste dumped into the sea. A cruise ship
might also cause damage to coral reefs and the ecosystem that it
travels near.
What about accommodations? Eco-tourists choose hotels and
tourism companies that hire mainly local staff, as a way to contribute
to the local economy. They can also directly benefit the local people
by staying in their homes and studying local traditions.
What else makes tourists become eco-tourists? Eco-tourists
take part in activities or projects to protect the local environment,
such as recycling the used products or cleaning up the beach. In a
word, if they make their trip environmentally and socially
responsible, they are eco-tourists.
Questions Suggested answers
Literal
Literal
Inference
Inference
Evaluation
Application
Three main forms
❑ Limited response
❑ Sentence comprehension
❑ Passage comprehension
A. LIMITED RESPONSE
1. usually for beginners

2. testing reading subskills related to vocabulary,
pronunciation, listening
E.g.1 Circle the odd word out.
E.g.2 Listen, read, and circle the answer.

My mother has a ______.
B. Testing sentence comprehension
1. usually for Ss with limited language

2. asking for an appropriate paraphrase
E.g.1 Tick the correct picture.
E.g.2 (MC) Choose the correct answer.
“Please wait to be seated by the hostess.”
A. Sit near the hostess.
B. The hostess will show you where to sit.
C. There are no seats for you at this time.
E.g.3 (T-F) Decide whether the statement is

true or false.
a.
E.g.4 (Matching) Match the warnings/signs with
where you can hear/see them.
1. Fasten seat belts.

2. Beware of the dog.
3. Don’t walk on the grass.
4. Please wait to be
seated by the hostess. a) park
5. No shirts, No shoes, b) airplane
No service. c)
d)
e)
f)
NOTES
AVOID
1. The answer => relying on Ss’ knowledge
> The sun rises in the ______.

A. east B. west C. south D. north
2.
> “No shirt, No shoes, No service.”
A. No articles of wearing apparel are available for
purchase.
B. Unless one is properly dressed, he will be
refused service.
Sentence-comprehension items
1. T-F items on pictures > 1. Finding good pictures >
easy to write time-consuming
2. Good for testing near 2. Not all reading skills are
beginners covered.
3. Testing reading
comprehension > fast

(p. 85)
C. Testing passage comprehension
1. Text selection:
> from books, ads, brochures, magazines, …
> from different genres/ types:
2. Test forms for beginners

(a) T-F
(b) matching
3. Test forms for more advanced Ss
(a) Standard MC
(b) MC cloze
(c) Completion of sentences / of a summary
(d) Q-A
(e)
(f)
(e) Correcting / Editing text
1.  a kind of cloze test in reverse > Inserting words
into the text at random >
2. No more than one word is inserted per clause.

Latest new reports from the north-east provinces state
that at least sixteen people lost their lives in Saturday’s
floods. A further nine people victims, mostly children,
are reported missing or believed dead.
The floods did occurred a few hours after a heavy rain
in the north. Water poured down the steep mountain
sides, causing made a series of landslides.
3. Purpose:
(f) Information transfer
=> Ss transfer the information from a text type
(passage) to another different type (table, graph,…)
The city with the highest temperature yesterday was
Singapore. At noon the temperature there was 330C
and 250C at midnight. Tokyo had the second highest
temperature. It was only 20C lower there than in
Singapore at noon. The temperature in Rome at noon
was 300C, the same as in New York. However, New
York’s temperature at midnight was 230C, one degree
lower Rome’s.
Cities Noon Midnight
=> Complete this table Singapore 330C
with the information in 300C
the passage. 230C
Tokyo
NOTES
When writing questions for reading tests:
1. Prepare about 3-4 questions per 100 words of text.
=> if more than 4 >
2. Ask yourself which subskill / level of comprehension
is involved.
=> test different subskills / levels of comprehension
Passage-comprehension items
1. Integrative type of reading 1. Taking tests

test > time-consuming
2. Scoring > easy & objective 2. Trivial details can be tested
3. Testing Ss’ all levels of > encouraging word-by-word
reading development reading

(p. 97)
Practice 2
Rewrite this passage. Turn it into Editing text.
Mobile technology can help students open the door to new
horizons, making their learning flexible and speedy. It is not
difficult to understand why more and more schools are
encouraging mobile learning in the classroom. Smartphones,
tablet computers, e-readers and laptops, etc. are gradually
becoming great learning tools for students.
Mobile technology is already here. It is up to each school to
choose the time when they allow the use of mobile devices and
the extent to which their “digital natives” can take full advantage
of these devices. Hopefully, they can make the right decision
quickly to help broaden students’ learning opportunities both
inside and outside of class.
(from TA 10, WB 2, unit 8, 2020 project)
Practice 3 – Assignment 3
1. Choose a reading passage:
- related to a topic included in your chosen course book
- length: about 300-400 words (one or two passages, with 200
words per passage)
- difficulty level: same as your ss’ level
2. Provide a book map. Write a test plan and test items:
- having at least 2 different forms (e.g. MC, Editing text)
- considering different skills/levels of comprehension (Bloom’s)
3. Write the complete test, including answer key.
4. Specify the source of the reading text.
Assignment 3// TEST PLAN
o School:
o Coursebook & unit range: TA11, units 1-3
o No of Ss:
o Test writers:
1. Test objectives (progress? achievement?...)
2. Language areas/skills: Reading (skimming, WA)
3. Timing:
4. Number of test items:
5. Scoring scheme:
BOOK MAP
5. Scoring scheme

Question Tested skill Level of Task

comprehension type
1. … scanning literal comp.
T/F = True-False; MT = Matching; MC = Multiple choice
7. Matrix Q/A = Question/Answer; TR = Transferring information
Objectives
Objectives Knowledge/ Application Analysis,
Comprehension Synthesis WEIGHT
Areas
Areas
Reading 1
Reading 2
TOTAL 100%
READING PASSAGE
…
250 words
Source: taken from ….
excerpted from …
modified / adapted from …
ĐỀ KIỂM TRA MÔN TIẾNG ANH
Trường: ___________________________________ Lớp: __________
Thời gian làm bài: ……… phút
Đáp án
Unit 6
Page 208
Testing writing skills
I. Reasons for testing writing

II. Test forms for writing skills
Page 209
Reasons for testing writing
1. Various applications of writing in real life
e.g.
2. Different types of evaluation based on different
stages of instruction in writing
> pre-writing:
> guided writing: mechanics, unity,
> free writing: writing based on content guide

Three main types of evaluation
❑ Evaluating Pre-writing
❑ Evaluating Guided writing
❑ Evaluating Free writing
A. Techniques for evaluating pre-writing
1. Sentence combination: building compound /

complex structures by using coordinators /
subordinators
> Fill in the blanks
E.g. She didn’t feel well today, ____ she
didn’t go to work.
> Combine simple sentences
E.g. She didn’t feel well today. She didn’t go
to work.
2. Sentence expansion: adding modifiers to the original
sentences
> INSTRUCTION: Insert a word, phrase or clause in the
space between brackets.
1. My father is the ( ) man ( ) over there.
=> My father is …
2. ( ), nobody was reported dead ( ).

=>
3. Sentence reduction: reducing a clause to a phrase
> INSTRUCTION: Write simple sentences.
1. He told us about a woman who had a wooden
leg.
=> He told us about…
2. Her mother, who is a smart woman, can
answer all our questions.
=>
B. Techniques for evaluating guided writing
> To check ss’ ability to handle controlled writing tasks

1. Testing specialized skills: mechanics
> Correct unpunctuated sentences

e.g. on december 25 1980 dr adams died in an accident
however his kind heart still lived on for a long
time.
> Locate errors (multiple choice)
e.g. Jack was / very tired / because he had been
A B C
working in the garden for hours/, he went to bed early.
D
2. Testing unity, coherence, organization:
> Remove unrelated sentences/ideas => to test unity
e.g. In the USA, millions of old car tires are thrown
away every year. However, tires can be recycled
to make pipes and floor coverings. Nowadays, many
people wear shoes and sandals made from old car
tires. Many others prefer shoes made of leather.
> Reorder scrambled sentences => to test organization
e.g. There it is broken up, melted and made into new
glassware. In industry, most glass is recycled. The
glass is collected and sent to the factories.
> Insert linking words => to test coherence
e.g. (a) ……, break the glass into small pieces.
(b) ……, wash the pieces thoroughly.
(c) ……, dry them completely.
…
3. Testing guided-composition:
Ss are given some cues or guidelines.
a) Turn a dialogue (= direct speech) into a story (=
indirect speech)
Ann: Did you enjoy your holiday?
Peter: Yeah, a lot. I went to Da Lat with my parents.
We visited fruit farms and ate a lot of fresh fruit.
Ann: I envy you! I just stayed at home and did the
household chores.
=> Ann and Peter talked about their holiday. Peter went
to DL with his parents …
b) Write a paragraph from cues.
a. Electric cars / not use / fossil fuels / as a result /
not emit / CO2
b. Electric cars / quite / quiet / help / lower / noise
pollution
c. …
=> Electric cars do not use fossil fuels; as a result,
they do not emit CO2. What is more, ...
c) Write supporting sentences for a given topic
sentence.
e.g. Jane and Alice, her twin sister, are as
different as chalk and cheese.
=> Jane and Alice, her twin sister, are as different as
chalk and cheese. First, Jane is quite tall with fair
complexion, while Alice is a girl with dark skin and
of medium height. Second, …
d) Write a composition based on a suggested plan.
e.g. Write a letter to ABC College to ask about
an English course. Your letter should include
the following parts:
Sender’s address
Recipient’s address
Date
Greeting
State the reasons for writing the letter
Give your background information
Request advice based on your background information
Request further information
Express hope
Express thanks
Signature
C. Techniques for testing free writing
> for advanced levels
> to ensure fair assessment => guiding the content
(providing charts, diagrams, situations, …)
e.g.1
(from Tieng Anh 12, workbook, Unit 4)

e.g.2
Write an essay, using all the notes and give reasons
for your point of view.
Every country in the world has problems with pollution
and damage to the environment. Do you think these
problems can be solved?
NOTES: Write about:
- transport
-
-
(from sample FCE tests 2015, writing task 1)

NOTES on evaluating ss’ writing
Ss’ writing should be accurately and consistently
assessed. Two approaches:
1. Analytic grading: points are given for different areas
Advantages of Analytic Rubrics
✓ Provide useful feedback on Ss’ areas of strengths and
weaknesses.
✓ Criterion can be weighted
Disadvantages of Analytic Rubrics

✓ Takes more time to create and use than a holistic rubric.
✓ Unless each point for each criterion is well-defined,
Example 1 (Analytic grading)
Points are given for different areas
e.g. Language (1-5 errors) 3pts
(6-8 errors) 1.5pts
(> 10 errors) 0pt
Ideas (task completion) 3pts
(limited convincing ideas) 1.5pts
Organization (good coherence, unity) 3pts
(some minor errors) 2pts
Planning (acceptable format) 1pt
Example 2 (Analytic grading)
1: Little or no 2: Inconsistent 3: Reasonable 4: Consistent Score
control control Control Control
No clear idea. Not focused on One central idea Focuses on
Composing
Little or no one idea. Quite well central idea. 3.0

elaboration. Some elaboration. elaborated. Well elaborated
Often off Many comments Some comments Well organized.
subject. not on the topic. off topic.
Not controlled. Basic vocabulary, Reasonable Well chosen
Sentences too not well chosen. vocabulary. vocabulary. 1.5
short and Flat or Reasonable Good sentence
Style
disconnected. inconsistent information. variety.

Flat tone. tone. Information and
voice suit the
reader.
Word order Words usually in Mostly correct Good word order. 2.0
Sentence formation
often incorrect. correct order. word order. Complete,

Sentence Sentence Some sentence standard
formation formation fragments. sentences.
incorrect. mostly correct. Some running on Effective use of
Many word Some word between connectives (and,
omissions. omissions. sentences. but, first, then,…).
1: Little or no 2: Inconsistent 3: Reasonable 4: Consistent Score
control control Control Control
Often changes Some errors with Good word Standard 2.0

tense. word agreement agreement and inflections
Errors in word (singular, plural) word endings. (plurals, -ed, -ly,
Usage
forms and word Articles mostly etc.).

(them/those, meaning. correct (the, a) Good subject-
good/well, Problems with verb agreement.
double articles (the, a) Correct word
negatives, etc.). meanings.
Misspells even Some errors with Mostly effective Effective use of 1.5
simple words. spelling and use of capitalization,
Mechanics
Little or no punctuation, mechanics. punctuation,

formatting. which make it A few errors, spelling and
difficult to which do not formatting
understand the harm the (paragraphs,
meaning. meaning. etc.).
https://www.academia.edu/36973651/Analytic_Scoring_Rubric_for_Writing
2. Holistic grading: overall assessment score is given
with detailed descriptions for categories.
▪ The results > global grade (A, B, C, D, E) or overall
points
Advantages of Holistic Rubrics
✓ Emphasis on what the learner can demonstrate, NOT what
s/he cannot do, i.e. focusing on communicative act of writing
and overview of Ss’ achievement
✓ Can be marked quickly and consistently
Disadvantages of Holistic Rubrics

✓ Unable to provide a detailed analysis of Ss’ strengths/
weaknesses
✓ Criteria
Band Skill level Description (IELTS)
score Example 1 (Holistic grading)
Band 9 Expert user You have a full operational command of the language. Your
use of English is appropriate, accurate and fluent, and you
show complete understanding.
Band 8 Very good You have a fully operational command of the language with
user only occasional unsystematic inaccuracies and inappropriate
usage. You may misunderstand some things in unfamiliar
situations. You handle complex detailed argumentation well.
Band 7 Good user You have an operational command of the language, though
with occasional inaccuracies, inappropriate usage and
misunderstandings in some situations. Generally you handle
complex language well and understand detailed reasoning.
Band 6 Competent Generally you have an effective command of the language
user despite some inaccuracies, inappropriate usage and
misunderstandings. You can use and understand fairly
complex language, particularly in familiar situations.
Band 5 Modest You have a partial command of the language, and cope with
user overall meaning in most situations, although you are likely to
make many mistakes. You should be able to handle basic
communication in your own field.
Band Skill level Description (IELTS)
score
Band 4 Limited user Your basic competence is limited to familiar situations.
You frequently show problems in understanding and
expression. You are not able to use complex language.
Band 3 Extremely You convey and understand only general meaning in
limited user very familiar situations. There are frequent breakdowns
in communication.
Band 2 Intermittent You have great difficulty understanding spoken and
user written English.
Band 1 Non-user You have no ability to use the language except a few
isolated words.
Band 0 Did not You did not answer the questions.
attempt the
test
https://takeielts.britishcouncil.org/teach-ielts/test-information/ielts-scores-
explained#:~:text=The%20individual%20IELTS%20scores%20for,four%20parts%2
0of%20the%20test.
Example 2 (Holistic grading)
Practice Task 6.1
Assignment 4
Choose one unit (writing section) in your chosen
coursebook.
1. Write a test question for pre-writing.
> Specify your grading approach.
> Provide suggested answer key
2. Write a test question for guided-writing OR free
writing.
> Specify your grading approach.
> Provide suggested answer key
Example 1
TA 11, Unit 2
TA 11, Unit 2 (Personal experiences)
Pre-writing task
Task 1: Write sentences, using the simple past tense to
describe the pictures by answering the following questions.
1. What happened to the boy?
2. Where did that situation happen?
3. Why did that situation happen?
4. How did the boy feel?
5. How did the other students in the class feel?
Guided writing task
Task 2: Write a letter (100-150 words) to your pen friend
telling him/her about your most embarrassing past experience
(use the situation in task 1). Your letter should include the
following main points:
• What happened
• When it happened (yesterday, last year, …)
• Where it happened (home, road, classroom, …)
• Why it happened
• How you felt when it happened
Suggested answer:
Dear Thuy,
I hope this letter finds you well. I wanted to share with you an
embarrassing experience I had recently. It happened yesterday in
my classroom during a math lesson. Our teacher was going over the
homework assignment, and I realized with horror that I hadn't
completed it.
As my teacher asked each student to present their work, my anxiety
grew. When it was my turn, I had no choice but to admit that I hadn't
done the assignment. She raised her voice and scolded me in front of
the entire class.
I felt extremely embarrassed and ashamed at that moment. However,
I took it as a lesson and vowed to be more responsible with my
homework in the future.
I hope you haven't had to experience something similar. Share with
me any embarrassing moments from your past too!
Take care and write back soon.
by Nguyen Thi Huong Giang (19DH713025)

Grading approach
Task 1: Analytic (0.6 pt X 5 = 3.0 pts)

Each sentence:
- spelling (max. 1-2 errors) 0.2 pt
- punctuation marks (no errors) 0.1 pt
- grammar structure (1-2 minor errors) 0.3 pt
Grading approach
Task 2: Analytic (7.0 pts)
Format (1 pt) - containing all parts of a letter

Content (2 pts) - covering all suggested ideas
Coherence (1 pt) - logical order of ideas
- good use of linking words to provide a
smooth and fluent text
Unity (1 pt) - no irrelevant ideas
Language (2 pts) - 1-2 minor errors > acceptable
- good use of the focused grammar (past
tense)
- good use of vocabulary for describing the
experience
Example 2
Friends Global
TA 10, Unit 1
Friends Global, Unit 1 (FEELINGS)
P.19
Pre-writing task
Task 1: Read the situation. Choose the correct adjectives to

describe people’s feelings.
a. Dave put salt on Ann’s ice cream.
=> Dave felt (anxious / amused) while Ann was (guilty / angry).
b. Dave’s father explained to him that it was a cruel prank to
play on Ann.
=> Dave then felt (guilty / pleased) and he apologized to Ann.
Guided-writing task
Task 2: Write complete sentences from cues. Then put them
in the correct order. Follow this plan:
1. a description of the prank
2. reactions of the people involved
3. the consequences
Task 2: 1. a description of the prank
2. reactions of the people involved
3. the consequences
(a) On hearing this, Dave’s father / him / it / cruel prank.

(b) After / shower, Ann / very fresh / happily tasted / ice cream.
(c) When Dave / nine years old, he tended / play pranks / other
people / , which make / quite amused.
(d) While Ann / have / a shower / bathroom, Dave / salt / ice
cream.
(e) One morning, their father / some ice cream / for Dave / Ann.
(f) Finally, Dave / apologize / Ann and promised / not / play
pranks / anyone else again.
(g) However, / salty ice cream / make / shocked / cross.
Task 2: 1. a description of the prank c, e, d, b
2. reactions of the people involved g, a
3. the consequences f
(c) When Dave was nine years old, he tended to play pranks on
other people, which made him quite amused.
(e) One morning, their father bought some ice cream for Dave
and Ann.
(d) While Ann was having a shower in the bathroom, Dave put
salt onto her ice cream.
(b) After the shower, Ann felt very fresh and happily tasted her
ice cream.
(g) However, the salty ice cream made her shocked and cross.
(a) On hearing this, Dave’s father told him it was a cruel prank.
(f) Finally, Dave apologized to Ann and promised not to play
pranks on anyone else again.
Task 1: Analytic (1pt X 3 = 3 pts)
Each correct adjective: 1.0 pt
Task 2: Analytic (7pts)
Coherence (3.5 pts) - logical order of 7 sentences
- each incorrect order: - 0.5 pt

Language (3.5 pts) - each correct sentence: 0.5 pt
- 1-2 minor errors > acceptable
- good use of the focused grammar (verb
tenses: past simple, past continuous) to
describe a past event
- good use of vocabulary (verbs) to
describe activities and feelings
Unit 7
Page 249
Listening as a means…
1. To test language components
> Grammar, Vocabulary, pronunciation
E.g.1- Listen and circle the words you hear.
A. washing B. watching
Script:
2. To test other language skills
> speaking
e.g.
> writing
e.g.
Listening as an end…
=> To test listening skill itself
(a) Focus on meaning rather than language form
E.g.1
Question 1: Rhinos are ________ animals.
A. endanger B. endangered C. danger
Question 2: What does the speaker mean?
A. Rhinos are dangerous animals.
B. Rhinos are likely to become extinct.
C. Humans might be hunted by rhinos.
Script:
Listening as an end…
(b) Provide a context for evaluating ss’ comprehension
e.g.2 - Listen and tick the correct picture.
A B
Script:
NOTE: Listening subskills
1. Listening for gist > for general information
e.g. What is the speaker talking about?
2. Listening for detail > for specific information
e.g. When did the event take place?
3. Inferring > making deductions by going beyond what
is actually stated
e.g.
(script: I cried for joy when I got the term paper.)
4. Note-taking
e.g.
5. Recognizing phonological features of speech
e.g.
Three main forms
❑ Limited response
❑ Multiple choice appropriate
response
❑ Extended communication
A. Limited response
=> Ss give physical response or choose correct answers.
1. True/False
a. Ann felt very unhappy. T F
b. Ann’s exam results were good. T F
Script:
2. Picture cues: Which statement is right about the

picture?
A B
Script: A.
B.
3. Task response: Draw a picture as you hear the
description.
Script: My house is at the foot of a hill. There are a
lot of trees on the hill and around my house. In
front of my house is a pond with some fish
swimming inside. I’ve planted some nice flowers to
the right of the pond. They’re beautiful. I love my
house.
4. Multiple choice: Listen and choose the correct
picture / diagram.
A B C
Script:
B. MC appropriate response
The stems provide meaningful contexts.

>
>
1. Added comment: Choose the appropriate comment.
A. “Why don’t you ask me for help?”
B. “You shouldn’t have worked so hard.”
C. “I’m happy to hear that.”
Script:
2. Paraphrase: Listen and choose the best paraphrase.
A. Bill is heavier.
B. George is heavier.
C. Bill and George have the same weight.
Script:
3. Q-A: Choose the best answer.
Where does the conversation probably take place?
A. In a hospital
B. In a supermarket
C. In a restaurant
Script:
Man: I’m looking for the dressings. Do you know where
they are?
Woman:
C. Extended communication
Listening texts can be

> a short lecture
> a social / business context
E.g.
QUESTION FORMS:
1. T/F
2. Multiple choice
3. Q-A
4. Completion
5. Matching
e.g.1- Completion:
Complete the summary of the talk.
The speaker discusses the two main (1) ______ to
wildlife. The first is the loss of (2) ________, and the
second is hunting and (3) _________. These dangers
are caused by (4) _________ activities, so we need to
take action to protect and conserve wildlife.
Script: Let’s talk about the two main dangers to

wildlife. Loss of habitat is the first one. The higher the
world’s population, the greater the need for food and
housing.To increase crop production, people may use
pesticides and fertilizers. Thus, animals’ living space
becomes smaller and more polluted. The second danger
is hunting and poaching. Animals can be killed not just
for food, but for other purposes …
(from Tieng Anh 12, unit 6 – Endangered species)
e.g.2- Matching: Listen to the interview and match the
career with each interviewee.
1. Tom a) medical researcher
2. Alice b) TV journalist
3. Mark c) flight attendant
Script:
Interviewer: Do you find any difficulties in your job,
Tom?
Tom: Well, being a TV journalist could be difficult at
times. You could have to go into dangerous
situations.
Inter: I agree. How about you, Alice?
Alice: Working as a flight attendant has been my dream
since a child. But after graduating from
highschool, my teachers encouraged me to learn
medicine. Now I love my job because I could save
people’s lives. But …
Practice Task 7.1
Assignment 5
Choose one unit in your chosen course book. Write test
questions of the same topic.
1. Write 3-4 listening test questions for Limited
response.
> Provide an audio script, recording and answer key.
2. Write 3-4 listening test questions for Multiple choice
appropriate response.
> Provide an audio script, recording and answer key.
Note: Book map & References are required.
Examples
TA 10, Unit 5 (Technology and you)
Original Audio script 1
You hear a woman talking about her computer.
I only had ten minutes before I had to go out and I
needed to email Sarah. I was getting nervous and it took
me three goes to log in because I kept hitting the wrong
keys when I saw ‘enter password’, but eventually I was
able to get in and write my message. I click ‘Send’ but
nothing happened. With time running out, I began to
panic, wondering whether my laptop was the latest victim
of that bug which was going round, but then I noticed a
little icon on the screen that meant I wasn’t connected to
the Internet. At that I gave up and rushed out of the
house.
Taken from First trainer (2nd ed), by Peter May, p.208
Task 1. Limited response
You hear a woman talking about her computer. Decide whether
the statement is true (T) or false (F) about her computer.
(1) The woman was worried because her computer T F
broke down.
(2) She was afraid that her computer was infected T F
with viruses.
(3) The real problem was that her computer wasn’t T F
connected to the power source.
Script & Key: (1) I was getting nervous and it took me three goes to log in
because I kept hitting the wrong keys when I saw ‘enter password’.
(2) With time running out, I began to panic, wondering whether my laptop
was the latest victim of that bug which was going round.
(3) I noticed a little icon on the screen that meant I wasn’t connected to the
Internet.
Key:
Original Audio script 2
You hear a woman talking about her tablet computer.
It’s certainly a wonderful device and I wouldn’t be
without it. In fact, it goes everywhere with me so that
it’s always there whenever I need it. I suppose using a
virtual keyboard can sometimes get on my nerves a bit
when I have to write a long email, but there wouldn’t be
any point in upgrading to a more expensive one with
more memory or whatever because I’d still have the
same problem. But apart from that, I’m very happy with
it.
Taken from First trainer (2nd ed), by Peter May, p.202

Task 2. MC appropriate response
You hear a woman talking about her tablet computer.
(1) How often does the woman use her tablet computer?
A. Sometimes.
B. Just occasionally.
C. Always.
Answer key: … it goes everywhere with me so that it’s always there
whenever I need it.
Key:
(2) How does she feel about it?

A. She finds something about it annoying.
B. She thinks it is easy to use.
C. She spends too much time using it.
Answer key: … using a virtual keyboard can sometimes get on my nerves a
bit …
Key:
(3) Does she want a new one? Why/Why not?
A. Yes, because its memory is limited.
B. No, because a new one is too expensive.
C. No, because the problem can’t be solved.
Answer key: There wouldn’t be any point in upgrading to a more expensive

one … because I’d still have the same problem.
Key:
Practice
Use the given audio script to design
- a Limited response test (2-3 items)
- an MC appropriate response test (2-3 items)
NOTE:
(a) For limited response test, you are required to select
specific sentences from the original script and modify these
sentences to make them meaningful, if necessary.
(b) Prepare two recordings, using a TTS software (e.g.
Balabolka)
https://www.cross-plus-a.com/balabolka.htm
Audio script 3
You’ll hear a teenager talking about his hobby.
For years, my older sister and I have been interested in collecting
bits of jewellery. For me, it started when she used to take me into
second-hand shops, and we’d find rings and bracelets that were
beautiful – and really cheap. Now it seems lots of those pieces are
vintage, so they’ve become fashionable again – and they’re
actually worth quite a bit now too, which is amazing. But we’d
never sell them, and we’ll keep on adding to them while we can
still afford it.
Taken from First for schools (2nd ed), by Elliot, Tiliouine

& O’Dell, p. 183
Task 1. Limited response
You’ll hear a teenager talking about his hobby.
Script:
(1)
(2)
Key:
Audio script 4
You overhear a salesman talking about his job.
I’ve always been quite good at my job. Never one of the stars,
but certainly someone who meets their sales targets every
month, so it came as something of a shock when I heard a
rumour about a younger representative possibly taking my place
in the sales team. I know other employers would be keen to
have me, but I’ve no desire to make a move. Actually, it’s not so
long ago that people were talking about me as the next sales
manager, and I was already imagining how I’d spend the higher
salary that went with it. How times change.
Taken from First trainer (2nd ed), by Peter May, p. 214

Task 2. MC appropriate response
You overhear a salesman talking about his job.
Answer key:
Key:
Answer key:
Key:
Unit 8
Page 279
Testing speaking skills
I. Testing microskills vs macro skills
II. Test forms for speaking skills
III. Scoring / Grading
Page 280
Testing speaking microskills
1. To test ss’ production in natural speech
> sounds, stress, intonation
> pauses, connected speech
2. To test ss’ use of

> fillers or discourse markers
e.g.
> cohesive devices
e.g.
> grammatical and lexical components
e.g.
Testing speaking macroskills
1. To measure how well ss can accomplish
communicative functions / strategies
> Starting / ending
> Interrupting
> Apologising
> Paraphrasing
> Asking for clarification
> Agreeing / Disagreeing
…
2. To test ss’ use of proper styles (formal / informal)
e.g. in a coffee shop
in a job interview
Three main forms
❑ Pronunciation
❑ Guided techniques
❑ Oral interviews
A. Pronunciation
1. Pronounce words in isolation > Tests on minimal
pairs
E.g.1 Say aloud these pairs:
E.g.2 Say aloud the names of these things:
2. Pronounce words in sentences

E.g. a) Do you like this sport / spot?
b) I need a car and a driver.
c) Are you from Vietnam?
3. Directed response > similar to imitation
E.g. “Tell me whether you like to play soccer.”
“Ask your friend what time it is.”
4. Reading aloud > to test pronunciation, fluency,
connected speech, …
=> Choose authentic materials (e.g. letters, instructions,
brochures,…) > a purpose for reading aloud
E.g. To cook the rice, first you should wash it
at least twice. Then put it into the cooker and
add some water. After that, just press the
start button. The cooked rice will be ready
after 15 minutes.
=> Give ss a few minutes to look at the text first.
5. Retelling stories > more advanced ss
=> Give the student a story to read silently first.
=> Ask the student to focus on a particular pronunciation
aspect determined by the examiner.
=> The student retell the story without looking at the
text.
=> The score should be about pronunciation only
E.g. Mary looked up and saw several clouds floating by

like huge ships sailing on a deep blue sea. Some of
the birds were standing on the cliffs above her. In
front of Mary was a stream which flowed quietly
under a small bridge.
B. Guided techniques
1. Pictures for description

2. Pictures for comparison
E.g.
> Describe what you can see in each picture.

> Describe your feelings when seeing these
pictures. Which one do you prefer? Why?
3. Sequences of pictures > Tell a story.
4. Give directions using a map.
You are
here.
Give directions
to get to Plaza
Mayor.
5. Role play:
>
Student A
You are a store-keeper.
Greet the customers and Student B
serve them. You sell:
You are a customer. You
- Oranges 3 USD / kilo want to buy 3 kinds of
- Apples 4 USD / kilo fruit among these:
- Bananas 2 USD / kilo - Apples - Plums
- Peaches 3 USD / kilo - Mangoes - Grapes
- Grapes 5 USD / kilo - Peaches - Papayas
- Bananas - Tangerines
6. Topic cards:
> Prepare topic cards for the individual students.
E.g.
Describe someone in your family who you really admire.

You should say:
what relation this person is to you
what are your first memories of this person
how often you see this person
and explain why you really admire this person.
[You will have to talk about the topic for one to two minutes. You
have one minute to think about what you're going to say. You can
make some notes to help you if you wish.]
C. Oral interview
Asking questions
> avoid an interrogation
E.g. What’s your name?
> SHOULD
=> start with Qs for warming up
“How did you come here this morning, Alex?”
=> ask simple questions first to reduce tension
=> Qs should be related and logically developed

1. Holistic approach
Four criteria for assessment:
1. Fluency and coherence / Communication
2. Vocabulary
3. Grammar
4. Pronunciation
E.g. IELTS Speaking band descriptors

2. Combined Analytic-
Holistic approach
Suggested by the American FSI
> six-point scale

> Five criteria:
Accent
Grammar
Vocabulary
Fluency
Comprehension
ACCENT
1. pronunciation: unintelligible
2. frequent important errors; heavy accent making understanding difficult
3. “Foreign accent” or mispronunciation leading to misunderstanding
4. “Foreign accent” or mispronunciation, but not hindering understanding
5. no conspicuous mispronunciations, but not native speaker’s accent
6. Native speaker’s pronunciation
GRAMMAR
1. entirely inaccurate
2. constant errors preventing communication
3. frequent errors causing irritation and misunderstanding
4. occasional errors, but no weakness causing misunderstanding
5. few errors, with no patterns of failure
6. no more than two errors
VOCABULARY
1. inadequate vocabulary for even the simplest conversation
2. limited vocabulary for survival areas (time, food, family,…)
3. sometimes inaccurate choice of words
4. adequate vocabulary to discuss general topics
5. broad and precise vocabulary to cope with complex practical problems
6. accurate and extensive vocabulary of an educated native speaker
FLUENCY
1. halting, fragmentary speech
2. slow, uneven speech
3. frequently hesitant and jerky speech
4. occasionally hesitant speech
5. smooth, effortless speech, but non-native in speed and evenness
6. effortless and smooth speech as of a native speaker
COMPREHENSION
1. little understanding for simple conversations
2. understanding only slow, simple speech on common topics
3. understanding careful speech, but may require repetition and rephrasing
4. understanding well normal educated speech, but requires occasional
repetition or rephrasing
5. understanding everything in normal educated conversation; sometimes
very colloquial / low-frequency items
6. understanding everything in both formal and colloquial speech of an
educated native speaker
WEIGHTING TABLE
1 2 3 4 5 6 =
ACCENT 0 1 2 2 3 4 2
GRAMMAR 6 12 18 24 30 36 30
VOCABULARY 4 8 12 16 20 24 16
FLUENCY 2 4 6 8 10 12 8
COMPREHEN. 4 8 12 15 19 23 15
Total 71
CONVERTING SCALE (modified to match Vietnam’s
grading scale)
RAW SCORE CONVERTED CONVERTED
SCORE (Europe) SCORE (VN)
16 – 25 0+ 2
26 – 32 1 3
33 – 42 1+ 4
43 – 52 2 5
53 – 62 2+ 6
63 – 72 3 7
73 – 82 3+ 8
83 – 92 4 9
93 – 99 4+ 10
Practice - Task 8.1
Assignment 6
Choose one or several units in your chosen coursebook to write
FOUR sets for a speaking test.
1. Write an overall test plan (including book map(s), scoring
scheme, Bloom’s cognitive domain, matrix, purposes and
detailed grading scales) and actual tests for Ss.
2. In each set, there should be
> two sentences for microskills / pronunciation.
+ answer key
> a task for guided techniques.
+ answer key
TA 10
Microskill (pronunciation)
Read aloud these sentences.
1. Fill the bottle with clean water.
2. May I have two sheets of paper, please.

SET 1
Part 1 ⎼ Read aloud these sentences.
1. Peter usually reads a story before dinner.
2. Jim works in the field every morning.
Part 2 ⎼ Talk about Quan’s activities, using the pictures
below.
SET 1
Answer key
Part 1 ⎼ Read aloud these sentences.
1. Peter usually reads a story before dinner.
: : ɪ
2. Jim works in the field every morning.
ɪ :
Part 2 ⎼ Talk about Quan’s activities.
Every day, Quan gets up after a short nap at 2 p.m. At
about 2.15, he learns his lessons until 4.30. Then he
watches TV for half an hour before leaving home and
riding to the stadium. There, he plays soccer with his
friends from 5.15 until 6.30 p.m. when he rides back
home.
Note: Each student has to do 2 kinds of
tasks for speaking.
>>> Prepare 4 sets of Questions for
your class:
- 4 sets of sentences for pronunciation
- 4 sets of pictures (or 4 topic cards)
Example
Unit 9
Page 319
Evaluating tests
I. Purposes of test evaluation
II. Difficulty level
III. Discrimination level

IV. MC test – distractor evaluation
Page 320
Purposes
1. To be concerned about the quality of tests
=>
=>
2. To actually test ss’ capability
=> ss’ incorrect answers <
=> not valid /

3. To improve ss’ motivation and performance
=> fair assessment >
Item difficulty index
(p-value)
❑ Small groups
❑ Large classes
A. Small groups
STEPS:
1. Mark all papers
2. Arrange the papers in order (highest to lowest)
3. Record the information in a table (Table 1)
4. Determine the p-value:
Formula:
A. Small groups TABLE 1
Names Total Questions
score (%) 1 2 3
Hoa 90 ✓ 0 ✓
Van 90 ✓ 0 ✓
Hung 80 0 0 ✓
Yen 80 ✓ 0 ✓
Chau 70 ✓ 0 ✓
Khuong 60 ✓ 0 0
Lien 60 ✓ 0 ✓
An 50 ✓ ✓ 0
Khanh 50 ✓ ✓ 0
Quang 40 0 ✓ 0
Overall test result analysis (1)
Item High Low P-value D value NOTE
correct correct
1 4 4
2 0 3
3 5 1
4 … … … …
Difficulty index (p-value)
Item 1
P-value = 8 : 10 = 0.8 = 80%
Item 2
P-value =
Note:  High ss got right answers!
Item 3
P-value =
B. Large classes
STEPS:
1. Mark all papers
2. Arrange the papers in order (highest to lowest)
3. Arrange ss in 3 groups:
4. Record the information in a table (Table 3)
5. Determine the p-value:
Formula:
TABLE 2
Names score Names score Names score
1 Bao 10 11 Vy 7 21 Oanh 5
2 Hang 10 12 Binh 6 22 Thoa 5
3 Hoa 9 13 Chi 6 23 Van 5
4 Thu 9 14 Lam 6 24 Tho 4
5 Van 8 15 Mai 6 25 Tuyen 4
6 Thanh 8 16 Nam 6 26 Nhan 4
7 Yen 8 17 Quoc 6 27 Su 4
8 Loan 7 18 Ly 5 28 Tri 3
9 Ha 7 19 My 5 29 Phuong 3
10 Quang 7 20 Nga 5 30 Huy 3
TABLE 3a – HIGH
Names score Q1 Q2 Q3 Q4 Q5 …
1 Bao 10 ✓ ✓ ✓ ✓ ✓
2 Hang 10 ✓ ✓ ✓ ✓ ✓
3 Hoa 9 ✓ ✓ 0 ✓ ✓
4 Thu 9 ✓ ✓ 0 ✓ ✓
5 Van 8 ✓ 0 0 0 ✓
6 Thanh 8 ✓ ✓ ✓ 0 ✓
7 Yen 8 ✓ ✓ 0 ✓ ✓
8 Loan 7 ✓ ✓ 0 0 0
9 Ha 7 ✓ ✓ 0 0 0
10 Quang 7 ✓ 0 0 0 0
TABLE 3b – LOW
Names score Q1 Q2 Q3 Q4 Q5 …
21 Oanh 5 ✓ ✓ 0 0 0
22 Thoa 5 ✓ ✓ 0 ✓ 0
23 Van 5 ✓ 0 0 ✓ 0
24 Tho 4 ✓ 0 0 ✓ 0
25 Tuyen 4 ✓ ✓ 0 ✓ 0
26 Nhan 4 ✓ 0 0 0 0
27 Su 4 ✓ 0 0 0 0
28 Tri 3 ✓ 0 0 ✓ 0
29 Phuong 3 ✓ 0 0 0 0
30 Huy 3 ✓ 0 0 0 0
Overall test result analysis
correct correct
1
2
3
4 … … … …
Difficulty index (p-value)
Item 1
P-value = (10+10) : 20 = 1 = 100%
Item 2
P-value =
Item 3
P-value =
…
NOTE Range (p) Interpretation
< 30%
30% – 50%
51% - 70%
71% - 90%
> 90%
=> The higher the p-value,

Item discrimination index
(D)
❑ Small groups > High and Low
❑ Large classes >
Overall test result analysis (2)
correct correct
1 4 4 80% ?
2 0 3 30% ?
3 5 1 60% ?
4 … … … …
Determine the D value:
Formula:
Item 1
D = (4 – 4) : 5 = 0
Item 2
D =
Item 3
D =
NOTE Range (D) Interpretation
> 0.4
0.3 - 0.39
0.2 – 0.29
0.1 – 0.19
< 0.1
=> The higher the D-value,

Overall test result analysis
NOTES
1. Negative D-value > find the cause
2. Achievement test > lower D, higher p-value

Selection test >
3. The test should begin with items having high p-
value (= easy items) to motivate ss.
4. In a homogeneous group,
STEPS
1. Mark ss’ papers.
2. Put ss into High / Low groups.
3. Prepare item analysis cards (1 card per
item)
4.
5.
Example of an item analysis card
Subject: English Units: 1-3
Class: 10A5
Item No: 12
Discriminat-
Ss
responded
A B C** D
Difficulty
ing level
No of Ss
Group
level
High 10 0 0 10 0 10 65% .70
Low 10 4 3 3 0 10
Comments:
Distractor evaluation
WHY?
1. The quality of distractors affects ss’ performance.
=> good distractors reflect ss’ capability
=> bad distractors / ineffective distractors >
2. If many items are left blank near the end

=> Ss do not have enough time.
=>
Practice 1
- Work out p-value and D value for the following MC
test item.
- Give comments on
a) difficulty level
b) discrimination level
c) distractors
Item analysis card 1
Discriminat-
Ss
responded
A B** C D
Difficulty
ing level
No of Ss
Group
level
High 20 0 15 5 0 20
Low 20 0 5 10 5 20
COMMENTS:
Practice 2
- Work out p-value and D value for each of the four
MC test items. Then answer the questions.
1. Which item is too easy or difficult? Submit your
calculations to explain your answer.
2. Which item has the poorest discrimination?
Which have satisfactory discrimination? Submit
calculations for explanation.
3. In which item are the distractors the most
effective / the least effective?
4. Are there any cases with negative discrimination?
Item Ss No Question options p D
of Ss
A B C D
1 High 9 2 1 0 6**
Low 9 2 3 0 4**
2 High 9 2** 0 5 2
Low 9 5** 1 2 1
3 High 9 0 5** 1 3
Low 9 2 2** 2 3
4 High 9 0 0 9** 0
Low 9 0 2 7** 0
NOTE: Correct answers are marked with **.

A. Purposes
1. To summarize data (i.e. test scores)
2.
Example
B. Significant values
• Central tendency
1. Mean
2. Median
3. Mode
• Range
1. MEAN
= AVERAGE value
=> the sum of all values divided by the total number of
items in the set
e.g.1 {1, 3, 6, 4, 8}
=> =
e.g.2 Average score of 10 students:
{ 20 – 35 – 21 – 43 – 32 – 20 – 75 – 37 – 20 – 70 }
=> =
2. MODE
= the most frequently occurring value in the set
e.g.1 {1, 2, 3, 4, 4, 5} =>
{1, 1, 2, 3, 4, 4} =>
{1, 2, 3, 4, 5, 6} =>
e.g.2 The mode of students’ scores?
{ 20 – 35 – 21 – 43 – 32 – 20 – 65 – 37 – 20 – 70 }
=>
3. MEDIAN
= Middle value of the sequence (from lowest to highest)

=> There is an equal number of points above and below
the Median
=> ODD number => Median = middle point
e.g. {2, 3, 4, 5, 6} =>
=> EVEN number => Median = mean of 2 middle points
e.g. {1, 2, 3, 4, 5, 6} =>
Median score of 10 students?
at random In order
1 20
2 35
3 21
4 43
5 32
6 20
7 75
8 37
9 20
10 70
Median score of 10 students?
at In
random order b/w N/2 and N/2 + 1
1 20 20
 b/w N0 5 and 6
2 35 20
3 21 20
4 43 21
5 32 32
6 20 35
7 75 37
8 37 43
9 20 70
10 70 75
MEDIAN (cont)
=> When there is an outlier (= extreme value), the
Median is usually the most reliable (as the median
is not influenced by the outlier).
e.g. Student’s performance represented by test scores
=> Mean =
=> Mode =
=> Median =
=> The mean (37.3) is influenced by the outlier (70,
75), so it is not reliable.
Practice 3
Computing Mean, Mode and Median values of these
students’ scores. Table 1
STT Names scores STT Names scores
1. Vaân 10 11. Oanh 6

2. Quang 9 12. Cao 6
3. Mai 9 13. Thanh 6
4. Ly 9 14. Loan 6
5. Huøng 9 15. Thaûo 5
6. Yeán 8 16. Duõng 5
7. Chi 8 17. Lieân 5
8. Nam 7 18. Traâm 4
9. Hoa 7 19. Baûo 3
10. Nga 7 20. Anh 3
Table 2
Scores (x) Frequency (f) Total
3 2
4 1
5 3
6 4
7 3
8 2
9 4
10 1
= : 20
N = 20 MEAN =
Distribution of Students’ Test Results
5
4
number of ss
2 Frequency
0
3 4 5 6 7 8 9 10
test scores
MODE ?
STT NAMES SCORES
1 Vaân 10
2 Quang 9
3 Mai 9
4 … 9
5 9
Median: b/w Students

6 8
7 8
8 7 10 & 11
9 7 =>
10 7
11 6
12 6
13 6
14 6
15 5
16 5
17 5
18 4
19 3
20 3
4. Range
=> the difference b/w the biggest and the smallest
value in the set
=> expressing how spread out the data is
i.e. the larger the range, the bigger the difference
e.g. {3, 3, 4, 5, 6, 6, 6}
=> range = 6 – 3 =
{3, 3, 4, 5, 6, 8, 9, 9, 10}
=> range = 10 – 3 =
Final comment
Students’ performance represented by the test scores:
 Mean =
 Mode =
 Median =
 Range =
Discuss:
- 3 Ms + range > Which value (MMM) is the most
reliable? How does it, together with the range,
reveal the ss’ levels?
- Summary of D-values and P-values > Is the test
easy or difficult? How about the level of
discrimination of the whole test?
- Any changes should be made? (e.g. difficulty
level of test items, order of Qs, remedial work)
Sample test comments
(Truong My Anh, SA.1501
Students’ performance represented by the test

scores:
 Mean = 125 : 20 = 6.25
 Mode = 5 (7 cases)
 Median = (7 + 6 ) : 2 = 6.5
 Range = 9 - 4 = 5
Sample test comment 1
* Three values – mean (6.25), mode (5), and median (6.5) -
have a remarkable difference, so the test is not very reliable.
* The test has 3 extremely easy test items; students do not
have to think a lot to get the right answer. Additionally, some
items are too hard for students to do, even the high group
students cannot give correct answers.
* The range of this class is 5, so there is not too much
difference in students’ ability – a homogenous group.
=> Therefore, teachers should consider redesigning the test
at a more suitable difficulty level for students. In the test,
there should be only one easy item, and the difficult level of
the test items in general should not be too high.
Sample test comment 1
* Three values – mean (6.25), mode (5), and median (6.5) -
have a remarkable difference, so the test is not very
reliable.
* The test has 3 extremely easy test items; students do not
have to think a lot to get the right answer. Additionally, some
items are too hard for students to do, even the high group
students cannot give correct answers.
The Mean value is lower than the Median value.

> WHY?
=>
=>
Sample test comments 2
(1) PN Nhat Quynh
(2) NL Minh Nhat
(3) HQ Xuan Quynh

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Testing & Assessment in

5 • Unit 4: Testing different

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#3. Trying out the test

#4. Evaluating the test

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Objectives Knowledge/ Application Analysis, WEIGHT

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