Topic 3 mid term assignment testing and assessment in english language teaching

TOPIC 3Question 1: In the appendix, you may find a description of the Preliminary English Test PET - Level B1 for Speaking skills, the test procedures and guidelines, the sample speaking

HANOI PEDAGOGICAL UNIVERSITY 2

FACULTY OF ENGLISH

TOPIC 3 MID-TERM ASSIGNMENT TESTING AND ASSESSMENT IN ENGLISH LANGUAGE TEACHING

Group 3

Class: ELT 305.46spa.3_LT

Hanoi, 2023

Nguyễn Ngọc Khánh Linh 207140231116

TOPIC 3 2

Question 1 2

a Validity 2

b Reliability 2

c Practicality 3

d Authenticity 3

e Fairness 4

Question 2: 5

1 Design a matrix for a progress achievement test for Units 10-12 5

2 Explain the steps you have followed in designing the test matrix 10

3 Explain the weighing of your design 11

APPENDIX 12

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TOPIC 3

Question 1: In the appendix, you may find a description of the Preliminary English Test

(PET - Level B1) for Speaking skills, the test procedures and guidelines, the sample speaking test, and the speaking assessment scale The test is intended to be used as the final speaking test for Grade 12 students whose expected level of proficiency is B1.th There are 240 grade 12 students in school A who will take this speaking test Six Englishth teachers are invited to be examiners and they are given a one-day training course on the assessment scale

Read the description in the appendix, evaluate and provide an analysis of the following principles:

a Validity

b Reliability

c Practicality

d Authenticity

e Fairness

a Validity

Validity indicates whether the test is meaningful, reasonable, and useful Validity gives meaning to test scores; it shows the relationship between test performance and job performance It can help teachers make fairly accurate judgments about students based on their scores on tests

In the appendix, of the Preliminary English Test (PET - Level B1) for Speaking skills, the validity is shown for each part of the test, the sections of the test are useful and the situations related to students' lives, not only skills such as grammar (present, past, future tenses), and vocabulary, debate, discussion, description, and self-expression Expressing your opinion on an issue also shows the validity of this test

b Reliability

Test reliability refers to how consistent and stable the test is in measuring what it is intended to measure A reliable test is one that is consistent, uniform (in terms of structure, extent), and time There are four types of reliability The first is student-related reliability: Often external issues such as illness, bad mood, and physical and psychological factors are common reliability issues involving students This explains why students who are highly rated in the learning process achieve undesirable results on the test The second is the evaluator's reliability: Human factors, subjectivity and prejudice also affect the grading process Evaluator reliability occurs when many people participate

in the grading process but the test questions do not agree on the scale Either they lack attention to grading criteria or are subjective assessments of good and bad students Next

is reliability in test management The reliability of the test is also related to external factors such as street noise, temperature, equipment in the exam room, etc Finally, the reliability test: The items in the test are not reliable when they are too long, or the items are vague and do not measure what the test maker wants In the appendix of the Preliminary English Test (PET – Level B1) for speaking skills, the reliability of the assessor is affected when there is a large number of students (240 students in grade 12) in

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the classroom When there are only six teachers in charge of the examination; this will somewhat affect the results of the test (students taking the final exam will be tired, students taking the first exam will be psychologically disturbed; teachers after taking the test for a long time will be upset) There are many people involved in the assessment process, so the results will not be 100% accurate, although there is a grading scale, it is still partly based on the feelings of the individual who scored the test However, the items

on the test are clear, each section is timed, and it is possible to identify skills clearly and test all of the student's speaking skills

c Practicality

The third principle that is used for describing the appendix is the principle of practicality The practicality of the test is effective when it makes the test easy to administer, mark, design, and result Consequently, it needs to be reasonable in price that is related to the economic aspect Indeed, the test is practical, when it is not prohibitively expensive to assume examination Secondly, the larger issue with practicality is that it is difficult for all pupils to accomplish a task like this in a proper length of time in a large class It would

be easy if you only needed one student to complete a task like shopping in a foreign language; however, imagine having a class of ten students You would need to transport ten students to a location where the assessment could be administered, deliver the assessment, and grade the assessment You'd also have to do it all with the time and resources that your school gives Therefore, the second aspect is time constraints that need to be controlled and particular limits Thirdly, it is a practical test when it is easy to administer and easy for examiners to carry out the test Finally, the practical tests use a precise and time-effective scoring/evaluation process After analyzing those aspects and features of the practicality of the test, then come to the example of PET level B1 - the proficiency test for Speaking skills

The description of that test showed three aspects out of four that were limited time constraints, easy administration, and a specific evaluation process The first is time constraints, it is easy to find the model of time constraints on the internet because it is a proficiency test of Cambridge - PET for speaking skills Next, it provided the test procedures and guidelines, the sample speaking test, and the speaking assessment scale Therefore, they were easy to administer Additionally, there is a one-day training course

on the assessment scale that helps tests are straightforward to evaluate and are specific evaluation procedures

d Authenticity

The major principle of language testing is Authenticity According to Bachman, there are other approaches to defining test authenticity They are the real-life (RL) approach (its main concerns are: (1) the look or perception of the test and how this may affect test performance and (2) the accuracy with which test performance predicts future non-test performance This project aims to create tests that reflect the "reality" of non-test language use.) and the ‘interactional/ability’ (IA) approach The styles and assignments are designed to mimic the types of circumstances that students are likely to experience in real life, and they require students to communicate genuinely in the target language First and foremost, authenticity was defined by Bachman and Palmer (1996, p 23) as the degree of correspondence between the properties of a specific language test task and the qualities of a target language task Moreover, that kind of principle might be satisfied in some aspects, and ways The first presentation is natural language, the test's language is

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as natural-sounding as it can be the next is instead of being separated, these items are contextualized The learner can relate to and find interest in the topics, and these items are organized thematically in some way, and the assignments closely resemble or mirror real-world tasks This proficiency test is for speaking It is quite ambiguous because there

is no sample or real test However, the speaking test or the proficiency test usually has high authenticity

e Fairness

Fairness principle is defined as the consideration of learner’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them It is essential to ensure that the learner is informed about, understands, and is able to participate in the assessment process, and agrees that the process is appropriate It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary

We analyze the description of the final speaking test for Grade 12th, which uses the Preliminary English Test (PET - Level B1) for Speaking skills to assess students' speaking skills First of all, the fairness of the assessment test is reflected in the organization and the rules of the exam which include examiners, examinees, marking, and assessment scale All 6 invited examiners are trained in the assessment scale of the speaking test B1 in terms of scoring criteria (4 criteria: Pronunciation, grammar and vocabulary, discourse management, and interactive communication) and exam rules, this ensures that all candidates are assessed under the same standard without distinction In the given appendix of the speaking test B1, there are detailed instructions on how to organize the test, and the parts of the test (Candidates are examined in pairs by two examiners One of the examiners acts as an interlocutor and the other as an assessor The interlocutor directs the test, while the assessor takes no part in the interaction Examiners change roles during an examining session, but not during the examination of one pair There are a number of different ‘packs’ of material that examiners can use They speak 4 parts in 10-12 minutes) The candidates are clearly explained about the place, time of the exam, and how to take the test at the beginning of the assessment process Thus, it can guarantee that all participants are able to comprehend how to perform it and apply it correctly

In addition, the fairness principle also requires that the candidates' needs and characteristics are considered These may typically be a candidate's language or literacy needs, or perhaps particular physical needs if the candidate has a disability In the description, it is stated that the test is intended to be used as the final speaking test for Grade 12 students whose expected level of proficiency is B1 so we can be certain thatth the examination meets the student's language and literacy needs

Besides, the description does not explicitly mention whether students have the opportunity to be assessed to challenge the result of the assessment and to be reassessed

if necessary However, in reality, the end-of-term exams are conducted based on the examination regulations of the Ministry of Education and Training, so it allows students

to retake the exam if necessary

Thus, the final exam of the 12th grade, the speaking part, is assessed by the speaking test B1 to ensure the fairness of the exam

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Based on the above analysis, we can conclude that the exam guarantees all 5 principles of the assessment test: validity, reliability, practicality, authenticity, and fairness Therefore, the Preliminary English Test (PET - Level B1) for Speaking skills can be used for the final speaking test for Grade 12th students

Question 2: Refer to the bookmap/syllabus of the grade 10th English textbook Look at

the outcomes of Units 10-12 and:

1 Design a matrix for a progress achievement test for Units 10-12

2 Explain the steps you have followed in designing the test matrix

3 Explain the weighing of your design.

Note: In your submission, please include an extract of the book map/syllabus you have used to design the test matrix.

1 Design a matrix for a progress achievement test for Units 10-12.

OBJECTIVES:

- Test students ' skills including listening, reading, writing, and language which relate

to units 8,9,10

+ Test students’ capability to identify words’ stress and diphthongs, consonants + Test students’ ability to distinguish word forms, and identify grammar structures (Relative clauses, conditional sentence type 1 and 2, reported speech, cause and effect clauses, spoken language in daily communication situations…)

+ Examine students on how to identify grammar structures (Relative clauses, conditional sentence type 1 and 2, reported speech) to find the mistakes and rewrite sentences + Examine students how to use creatively their own lexical resource about one of the learned topics (unit 8- unit10), and apply flexibly simple sentences, complex sentences (Relative clauses, conditional sentence type 1, cause and effect clauses…), conjunctions

to write a paragraph (60-80 words)

+ Examine students about their reading comprehension denoting the learned topics “The ways to learn” and “Ecotourism”

+ Examine students’ listening comprehension (Identify general and specific information)

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THE PROGRESS ACHIEVEMENT TEST FOR UNITS 8-10 SUBJECT: ENGLISH 10 – TEST TIME: 60 MINUTES

which need to check, evaluate Number of questions by the level of awareness

Total Questions

Recognition Comprehension Low application High application

OQ SQ OQ SQ OQ SQ OQ SQ OQ SQ

I

LISTENING 1 Listen to a

ologue twice

for 1.5

minutes

(about 80-100

words) to

answer

questions

related to the

in Unit 8-10

(MCQs)

Recognition:

- Listen to get

detailed information

about one of the

topics studied –

Name, age,

occupation.

Comprehension:

- Understand the

main content of the

monologue/dialogue

to find the right

answer.

Low application

- Understand the

recording to give

information from

exclude false details

answer.

2 Listen to a

dialogue/mon

ologue twice

minutes

(about 80-100

answer

questions

related to the

in Units 8-10

(MCQs)

Recognition:

- Listen to get

detailed information

about one of the

topics studied –

Name, position

Comprehension:

- Understand the

main content of the

monologue/dialogue

to find the right

answer.

Low application:

- Understand the

recording to give

many details and

to find the right

answer.

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II n

Ending sound

diphthongs,

Identify sounds and

stress through

vocabulary by topic

learned.

Comprehension:

- Identify sounds in

the listening part.

Low application:

- Understand and

apply to the

listening part.

Vocabulary

Vocabulary

learned by

units 8-10.

Recognition:

-Recognize, recall,

by topic learned.

Comprehension:

- Understand and

distinguish

vocabulary relating

- Understand word

associations and

combinations in

their respective

contexts and

contexts.

Low application:

- Understand and

apply learned

vocabulary in

context (noun, verb,

adjective an,d

adverb )

Grammar

Grammar

topics

learned

(Word forms,

relative

clauses,

conditional

sentence

types 1 and 2,

reported

speech, cause

and effect

clauses,

spoken

language in

daily

communicati

on

situations,).

Recognition:

- Recognize learned

grammar

Comprehension:

Understanding and

distinguishing

learned grammar

topics.

Low application:

- Understand and

apply the grammar

in listening, reading,

and writing parts.

III

1 Cloze test

Understand

reading

passages of

learned topics

(Unit 8-10)

Recognition:

linguistic elements

associations.

Comprehension:

Distinguishing

features,

characteristics of

7

Low application:

skills in new

situations.

2 Reading

comprehensi

on

Understand

content and

detailed

content of the

about

100-revolving

around the

topics

covered in

unit 8-10

(Title,

reference

word,

synonym, 1

detailed

information,

in the article)

Recognition:

Comprehension:

- Understand the

passage.

Low application:

- Guess the meaning

of the word in the

context.

synthesize the main

choose the right

answer.

IV

WRITING Error

identificatio

n

mistakes

Recognition:

- Identify errors in

grammar and word

types in sentences.

Sentence

transformati

on

Rewrite the

sentences

suggested or

given words

Comprehension:

- Use the given

them into complete

sentences.

Low application:

- Understand the

suggested words to

so that the meaning

does not change.

Write a

paragraph:

paragraph

(60-80

words) about

one of the

(Units 8-10)

High application

use creatively their

and apply flexible

to write a paragraph

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 Note:

+OQ: Objective question

+SQ: Subjective question

THE MATRIX OF THE PROGRESS ACHIEVEMENT TEST FOR UNITS 8-10 SUBJECT: ENGLISH GRADE 10 – TEST TIME: 60 MINUTES

Skill

Identification Comprehension Low application High application

(%) T

(%) (minutes) T

(%) T

(%) T

SCORING GUIDES

1 Listening: 2,5 points (0,25 points/ correct answer)

2 Language: 2,5 points (0,25 points/ correct answer)

3 Reading: 2,5 points (0,25 points/ correct answer)

4 Writing: 2,5 points

4.1 Find the mistake: 0,5 points (0,25 points/ correct answer)

4.2 Rewrite sentence: 1 point (0,25 points/ correct answer)

4.3 Write a paragraph: 1 point

- All content elements covered appropriately and related to the topic.

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