Luận văn using tests as a summative assessment method in the light of communicative language teaching at kien quoc secondary school

In the attempt to find out the challenges to the problem, the author accidentally has found that the tests administered to students in the academic year 2013 2014 do not reflect student

VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

PHAM THU HIEN

USING TESTS AS A SUMMATIVE ASSESSMENT METHOD IN THE LIGHT OF COMMUNICATIVE LANGUAGE TEACIIING

AT KIEN QUOC SECONDARY SCHOOL

(Vẫn dé sit dung các bài kiểm tra dánh giá caỗi kì dối với bọc sinh

ti Trường Trung học cơ sở Kiến Quốc theo định hướng giảng day

tiéng Anh giao tiép)

MLA MINOR PROGRAM TIIESIS

FLELD: ENGLISH TEACHING METHODOLOGY CODE: 60.14.01.11

TIA NOI - 2014

Vì M NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

PHAM THU HIEN

USING TESTS AS A SUMMATIVE ASSESSMENT METHOD IN THE LIGHT OF COMMUNICATIVE LANGUAGE TEACHING

AT KIEN QUOC SECONDARY SCIIOOL

(Vấn đề sử dụng các bài kiểm tra đánh giá cuối kà đối với bọc sinh

tai Trường Trưng học cơ xử Kiến Quốc theo dịnh hướng giảng day

tiéng Anh giao tiép)

M.A MINOR PROGRAM THESIS

FIELD: ENGLISH TEACHING METHODOLOGY

CODE: 60.14.01.11

SUPERVISOR: TRAN THETHU IWLEN, PhD

HA NOI - 2014

CANDIDATE’S DECLARATION

T declare that T imdepondently compiled this minor thesis entitled “Using tesls as a summative assessment methos at Kien Quoc Secondary School in the light of CLI” which is submitted in partial fulfillment of the requirements for the degree of Master of

Artin TESOL, using only resources listed im references The thesis or any part of the

same has not been submitted for higher education degree to any other university or

institution

Hanoi, 2014

Pham Thu [én

PART A: INTRODUCTION

8 Rationale

Since the economic reform widely known a3 “Renovation” opened door to the whole world, Hnglish in Vietnam has become of great importance as a means of global communication and a bridge to mankind’s knowledge Consequently, the Dnglish

teaching and Jeaming have been quickly pushed up with the adoption of CLT approach

which, as noted by Richards and Rodgers (2001), is “the acquisition of communicative competence via student engagement in meaningful use of language at discourse level”

Tn other words, communicative competence is the main goal of English teaching and lcaming which was sct forth by the Vietnamese MOET in 2006 This realistic goal

certainly provides both intrinsic and extrinsic motivation to English teaching and

learning and, at he same Lime, it helps make decision about classroom aclivilies which

are then normally realized in testing

However, contrary to that aim the author has realized that almost students in

general and students al KQSS iu particular could hardly achieve that communicative competence, that is, they could not be able to communicate in English although they could get very good test results In the attempt to find out the challenges to the

problem, the author accidentally has found that the tests administered to students in the

academic year 2013 2014 do not reflect students’ communicative competence, that

is, students’ communicative competence is not measured Evidently, there is a mismatch between testing and the course objectives to get the communicative goal in

the light of CLT The author, then, would like to take a close lock at testing

Therefore, in the minor thesis the author has a desire to investigate what the

lesis used al KQSS im the academic year 2013 — 2014 arc, what aspects of

communicative competence the tests measure and whether they encourage the

application of communicalive language leaching into pom achvilies at KQSS

9 Aims of the study

‘The major aim of the study is to investigate whether the end-of-semester achievement lesls used al KOSS m the acadenmc ycar 2013 — 2014 have promoted the

ABSTRACT

This minor thesis aims at finding out whether the English achievement tests used at Kien Quoe Secondary School, Haiphong are consistcut wilh English language leaching and leaming in the light of CLT to achieve the objective of the course The study is hoped

to provide a specific lonk at bow the Lesls are used as a summative assessment method at

KQSS in the light of CLT In order to achieve this aim, the main method employed in the study is to analyze tests All the end-of-semester tests administered to students in the academic year 2013 - 2014 Irom grade 6 to 9 were collected and analyzed with (he hope

to give conceptions about the tests ‘Ihe findings show that the tests lack of speaking skill and are helpful to measure grammar aspect while three other dimensions of

communicative competence were not measured effectively These tests are claimed not to

encourage the adoption of CLT at KQSS Therefore, recommendations for better changes

in lesting are given Lo make tests (i well with the communicative objective of the

language curticulum for secondary school.

ACKNOWLEDGEMENTS

To fulfill the thesis T have owed the great debts of gralefulness to many people

First of all, I would like to express my deepest gratitude to my supervisor, Dr Tran Thị Thu Hiển, University of Languages and International Studies — Vietnam National

University, Hanoi for her invaluable guidance, advice and effort when revising the manuscript with endless patience and insightful suggestions

I would like to take this opportunity to extend my sincere thanks to Dr Lé Van Canh for his useful lectures on Methodology which inspired me in choosing the subject matter of my study

Besides that, I thank all other lecturers and Faculty of Post-Graduate Studies for their tolerant teaching and support during the past twe years I could finally graduate and get my Master degree

My sincere thanks are also giver lo may colleagues who have been encouraging and supporting me up to now so that | could finish my couse

T wish to show my gratitude to all teachers at Kien Quoc Secondary School where

the data of the study bas been collected Their help in collecting tests and giving additional information with enthusiasm is always highly appreciated

Last but not least, special thanks belong to my family, especially my husband and three children who are always of my source of power in my life

Thank you all

ACKNOWLEDGEMENTS

To fulfill the thesis T have owed the great debts of gralefulness to many people

First of all, I would like to express my deepest gratitude to my supervisor, Dr Tran Thị Thu Hiển, University of Languages and International Studies — Vietnam National

University, Hanoi for her invaluable guidance, advice and effort when revising the manuscript with endless patience and insightful suggestions

I would like to take this opportunity to extend my sincere thanks to Dr Lé Van Canh for his useful lectures on Methodology which inspired me in choosing the subject matter of my study

Besides that, I thank all other lecturers and Faculty of Post-Graduate Studies for their tolerant teaching and support during the past twe years I could finally graduate and get my Master degree

My sincere thanks are also giver lo may colleagues who have been encouraging and supporting me up to now so that | could finish my couse

T wish to show my gratitude to all teachers at Kien Quoc Secondary School where

the data of the study bas been collected Their help in collecting tests and giving additional information with enthusiasm is always highly appreciated

Last but not least, special thanks belong to my family, especially my husband and three children who are always of my source of power in my life

Thank you all

ABSTRACT

This minor thesis aims at finding out whether the English achievement tests used at Kien Quoe Secondary School, Haiphong are consistcut wilh English language leaching and leaming in the light of CLT to achieve the objective of the course The study is hoped

to provide a specific lonk at bow the Lesls are used as a summative assessment method at

KQSS in the light of CLT In order to achieve this aim, the main method employed in the study is to analyze tests All the end-of-semester tests administered to students in the academic year 2013 - 2014 Irom grade 6 to 9 were collected and analyzed with (he hope

to give conceptions about the tests ‘Ihe findings show that the tests lack of speaking skill and are helpful to measure grammar aspect while three other dimensions of

communicative competence were not measured effectively These tests are claimed not to

encourage the adoption of CLT at KQSS Therefore, recommendations for better changes

in lesting are given Lo make tests (i well with the communicative objective of the

language curticulum for secondary school.

LIST OF ABBREVIATIONS

1 MOBT: Ministry of Education and Training

2 KQSS: Kicn Quoc Secondary School

3 CLT: Communicative language teaching

4 MCQ: Multi-choice question

5 L2: Second language

6 Test 6.1: The end-of-I* semester test for grade 6

7 Test 6.2: The end-of-2" semester lest for grade 6

8 Test 7.1: The end-of-1" scmester test for grade 7

9 Test 7.2: The end-of-2™ semester test for grade 7

10 Test 8.1: The end-ol

“t scmester test for grade &

11 Test 8.2: ‘The end-of-2™ semester test for grade 8

12 Test 9.1: The end-of-1* semester test for grade 9

13 Test 9.2; The end-of-2" semester test for grade 9

LIST OF TABLES

Table 1: The recommended test specification

Table 2: Tests’ content and format

‘Table 3: Construct validity of test items

Table 4: Aspects of communicative competence to be measured by the tests

vii

33

36 38

12.2 Therole of language assessment

1.2.3 Types of language assessment

142 Communicative competence and CLT "

CHAPTER 2 RESEARCH METHODOLOGY

2.1 Context of the study

2.1.1 The English syllabus

2.1.2 The common Unglish course objectives of of secondary school

2.1.3 Kien Quoc Secondary Schoo!

2.1.4 English language learning assessment

2.2 The tests TH HH HH ng ước 2H thiên "—

2.4 Recommended test specifications of the end-of-semester tests

2.5 Procedures of data analysis

CHAPTER 3 RESULT AND DISCUSSION

3.5 Discussion nn

4.1 Raising awareness about communicative competence - goal of

language teaching and learning

4.2 Improving tests content and techniques

43 Making language skills and language knowledge equal

4.4 Providing clear and sufficient information about the course before the beginning of semesters

ABSTRACT

This minor thesis aims at finding out whether the English achievement tests used at Kien Quoe Secondary School, Haiphong are consistcut wilh English language leaching and leaming in the light of CLT to achieve the objective of the course The study is hoped

to provide a specific lonk at bow the Lesls are used as a summative assessment method at

KQSS in the light of CLT In order to achieve this aim, the main method employed in the study is to analyze tests All the end-of-semester tests administered to students in the academic year 2013 - 2014 Irom grade 6 to 9 were collected and analyzed with (he hope

to give conceptions about the tests ‘Ihe findings show that the tests lack of speaking skill and are helpful to measure grammar aspect while three other dimensions of

communicative competence were not measured effectively These tests are claimed not to

encourage the adoption of CLT at KQSS Therefore, recommendations for better changes

in lesting are given Lo make tests (i well with the communicative objective of the

language curticulum for secondary school.

3.5 Discussion nn

4.1 Raising awareness about communicative competence - goal of

language teaching and learning

4.2 Improving tests content and techniques

43 Making language skills and language knowledge equal

4.4 Providing clear and sufficient information about the course before the beginning of semesters

3.5 Discussion nn

4.1 Raising awareness about communicative competence - goal of

language teaching and learning

4.2 Improving tests content and techniques

43 Making language skills and language knowledge equal

4.4 Providing clear and sufficient information about the course before the beginning of semesters

LIST OF ABBREVIATIONS

1 MOBT: Ministry of Education and Training

2 KQSS: Kicn Quoc Secondary School

3 CLT: Communicative language teaching

4 MCQ: Multi-choice question

5 L2: Second language

6 Test 6.1: The end-of-I* semester test for grade 6

7 Test 6.2: The end-of-2" semester lest for grade 6

8 Test 7.1: The end-of-1" scmester test for grade 7

9 Test 7.2: The end-of-2™ semester test for grade 7

10 Test 8.1: The end-ol

“t scmester test for grade &

11 Test 8.2: ‘The end-of-2™ semester test for grade 8

12 Test 9.1: The end-of-1* semester test for grade 9

13 Test 9.2; The end-of-2" semester test for grade 9

LIST OF TABLES

Table 1: The recommended test specification

Table 2: Tests’ content and format

‘Table 3: Construct validity of test items

Table 4: Aspects of communicative competence to be measured by the tests

vii

33

36 38

Aims of the stucly

Scope of the study

Resvarch questions

Methods

Significance of the study

Design of the study

1.1.2 ‘The importance of testing in teaching and learning

1.1.3 Approaches to language testing

ACKNOWLEDGEMENTS

To fulfill the thesis T have owed the great debts of gralefulness to many people

First of all, I would like to express my deepest gratitude to my supervisor, Dr Tran Thị Thu Hiển, University of Languages and International Studies — Vietnam National

University, Hanoi for her invaluable guidance, advice and effort when revising the manuscript with endless patience and insightful suggestions

I would like to take this opportunity to extend my sincere thanks to Dr Lé Van Canh for his useful lectures on Methodology which inspired me in choosing the subject matter of my study

Besides that, I thank all other lecturers and Faculty of Post-Graduate Studies for their tolerant teaching and support during the past twe years I could finally graduate and get my Master degree

My sincere thanks are also giver lo may colleagues who have been encouraging and supporting me up to now so that | could finish my couse

T wish to show my gratitude to all teachers at Kien Quoc Secondary School where

the data of the study bas been collected Their help in collecting tests and giving additional information with enthusiasm is always highly appreciated

Last but not least, special thanks belong to my family, especially my husband and three children who are always of my source of power in my life

Thank you all

12.2 Therole of language assessment

1.2.3 Types of language assessment

142 Communicative competence and CLT "

CHAPTER 2 RESEARCH METHODOLOGY

2.1 Context of the study

2.1.1 The English syllabus

2.1.2 The common Unglish course objectives of of secondary school

2.1.3 Kien Quoc Secondary Schoo!

2.1.4 English language learning assessment

2.2 The tests TH HH HH ng ước 2H thiên "—

2.4 Recommended test specifications of the end-of-semester tests

2.5 Procedures of data analysis

CHAPTER 3 RESULT AND DISCUSSION

12.2 Therole of language assessment

1.2.3 Types of language assessment

142 Communicative competence and CLT "

CHAPTER 2 RESEARCH METHODOLOGY

2.1 Context of the study

2.1.1 The English syllabus

2.1.2 The common Unglish course objectives of of secondary school

2.1.3 Kien Quoc Secondary Schoo!

2.1.4 English language learning assessment

2.2 The tests TH HH HH ng ước 2H thiên "—

2.4 Recommended test specifications of the end-of-semester tests

2.5 Procedures of data analysis

CHAPTER 3 RESULT AND DISCUSSION

12.2 Therole of language assessment

1.2.3 Types of language assessment

142 Communicative competence and CLT "

CHAPTER 2 RESEARCH METHODOLOGY

2.1 Context of the study

2.1.1 The English syllabus

2.1.2 The common Unglish course objectives of of secondary school

2.1.3 Kien Quoc Secondary Schoo!

2.1.4 English language learning assessment

2.2 The tests TH HH HH ng ước 2H thiên "—

2.4 Recommended test specifications of the end-of-semester tests

2.5 Procedures of data analysis

CHAPTER 3 RESULT AND DISCUSSION

3.5 Discussion nn

4.1 Raising awareness about communicative competence - goal of

language teaching and learning

4.2 Improving tests content and techniques

43 Making language skills and language knowledge equal

4.4 Providing clear and sufficient information about the course before the beginning of semesters

12.2 Therole of language assessment

1.2.3 Types of language assessment

142 Communicative competence and CLT "

CHAPTER 2 RESEARCH METHODOLOGY

2.1 Context of the study

2.1.1 The English syllabus

2.1.2 The common Unglish course objectives of of secondary school

2.1.3 Kien Quoc Secondary Schoo!

2.1.4 English language learning assessment

2.2 The tests TH HH HH ng ước 2H thiên "—

2.4 Recommended test specifications of the end-of-semester tests

2.5 Procedures of data analysis

CHAPTER 3 RESULT AND DISCUSSION

3.5 Discussion nn

4.1 Raising awareness about communicative competence - goal of

language teaching and learning

4.2 Improving tests content and techniques

43 Making language skills and language knowledge equal

4.4 Providing clear and sufficient information about the course before the beginning of semesters

ACKNOWLEDGEMENTS

To fulfill the thesis T have owed the great debts of gralefulness to many people

First of all, I would like to express my deepest gratitude to my supervisor, Dr Tran Thị Thu Hiển, University of Languages and International Studies — Vietnam National

University, Hanoi for her invaluable guidance, advice and effort when revising the manuscript with endless patience and insightful suggestions

I would like to take this opportunity to extend my sincere thanks to Dr Lé Van Canh for his useful lectures on Methodology which inspired me in choosing the subject matter of my study

Besides that, I thank all other lecturers and Faculty of Post-Graduate Studies for their tolerant teaching and support during the past twe years I could finally graduate and get my Master degree

My sincere thanks are also giver lo may colleagues who have been encouraging and supporting me up to now so that | could finish my couse

T wish to show my gratitude to all teachers at Kien Quoc Secondary School where

the data of the study bas been collected Their help in collecting tests and giving additional information with enthusiasm is always highly appreciated

Last but not least, special thanks belong to my family, especially my husband and three children who are always of my source of power in my life

Thank you all

Aims of the stucly

Scope of the study

Resvarch questions

Methods

Significance of the study

Design of the study

1.1.2 ‘The importance of testing in teaching and learning

1.1.3 Approaches to language testing

ACKNOWLEDGEMENTS

To fulfill the thesis T have owed the great debts of gralefulness to many people

First of all, I would like to express my deepest gratitude to my supervisor, Dr Tran Thị Thu Hiển, University of Languages and International Studies — Vietnam National

University, Hanoi for her invaluable guidance, advice and effort when revising the manuscript with endless patience and insightful suggestions

I would like to take this opportunity to extend my sincere thanks to Dr Lé Van Canh for his useful lectures on Methodology which inspired me in choosing the subject matter of my study

Besides that, I thank all other lecturers and Faculty of Post-Graduate Studies for their tolerant teaching and support during the past twe years I could finally graduate and get my Master degree

My sincere thanks are also giver lo may colleagues who have been encouraging and supporting me up to now so that | could finish my couse

T wish to show my gratitude to all teachers at Kien Quoc Secondary School where

the data of the study bas been collected Their help in collecting tests and giving additional information with enthusiasm is always highly appreciated

Last but not least, special thanks belong to my family, especially my husband and three children who are always of my source of power in my life

Thank you all

Aims of the stucly

Scope of the study

Resvarch questions

Methods

Significance of the study

Design of the study

1.1.2 ‘The importance of testing in teaching and learning

1.1.3 Approaches to language testing

PART A: INTRODUCTION

8 Rationale

Since the economic reform widely known a3 “Renovation” opened door to the whole world, Hnglish in Vietnam has become of great importance as a means of global communication and a bridge to mankind’s knowledge Consequently, the Dnglish

teaching and Jeaming have been quickly pushed up with the adoption of CLT approach

which, as noted by Richards and Rodgers (2001), is “the acquisition of communicative competence via student engagement in meaningful use of language at discourse level”

Tn other words, communicative competence is the main goal of English teaching and lcaming which was sct forth by the Vietnamese MOET in 2006 This realistic goal

certainly provides both intrinsic and extrinsic motivation to English teaching and

learning and, at he same Lime, it helps make decision about classroom aclivilies which

are then normally realized in testing

However, contrary to that aim the author has realized that almost students in

general and students al KQSS iu particular could hardly achieve that communicative competence, that is, they could not be able to communicate in English although they could get very good test results In the attempt to find out the challenges to the

problem, the author accidentally has found that the tests administered to students in the

academic year 2013 2014 do not reflect students’ communicative competence, that

is, students’ communicative competence is not measured Evidently, there is a mismatch between testing and the course objectives to get the communicative goal in

the light of CLT The author, then, would like to take a close lock at testing

Therefore, in the minor thesis the author has a desire to investigate what the

lesis used al KQSS im the academic year 2013 — 2014 arc, what aspects of

communicative competence the tests measure and whether they encourage the

application of communicalive language leaching into pom achvilies at KQSS

9 Aims of the study

‘The major aim of the study is to investigate whether the end-of-semester achievement lesls used al KOSS m the acadenmc ycar 2013 — 2014 have promoted the

3.5 Discussion nn

4.1 Raising awareness about communicative competence - goal of

language teaching and learning

4.2 Improving tests content and techniques

43 Making language skills and language knowledge equal

4.4 Providing clear and sufficient information about the course before the beginning of semesters

12.2 Therole of language assessment

1.2.3 Types of language assessment

142 Communicative competence and CLT "

CHAPTER 2 RESEARCH METHODOLOGY

2.1 Context of the study

2.1.1 The English syllabus

2.1.2 The common Unglish course objectives of of secondary school

2.1.3 Kien Quoc Secondary Schoo!

2.1.4 English language learning assessment

2.2 The tests TH HH HH ng ước 2H thiên "—

2.4 Recommended test specifications of the end-of-semester tests

2.5 Procedures of data analysis

CHAPTER 3 RESULT AND DISCUSSION

LIST OF ABBREVIATIONS

1 MOBT: Ministry of Education and Training

2 KQSS: Kicn Quoc Secondary School

3 CLT: Communicative language teaching

4 MCQ: Multi-choice question

5 L2: Second language

6 Test 6.1: The end-of-I* semester test for grade 6

7 Test 6.2: The end-of-2" semester lest for grade 6

8 Test 7.1: The end-of-1" scmester test for grade 7

9 Test 7.2: The end-of-2™ semester test for grade 7

10 Test 8.1: The end-ol

“t scmester test for grade &

11 Test 8.2: ‘The end-of-2™ semester test for grade 8

12 Test 9.1: The end-of-1* semester test for grade 9

13 Test 9.2; The end-of-2" semester test for grade 9

LIST OF TABLES

Table 1: The recommended test specification

Table 2: Tests’ content and format

‘Table 3: Construct validity of test items

Table 4: Aspects of communicative competence to be measured by the tests

vii

33

36 38

ABSTRACT

This minor thesis aims at finding out whether the English achievement tests used at Kien Quoe Secondary School, Haiphong are consistcut wilh English language leaching and leaming in the light of CLT to achieve the objective of the course The study is hoped

to provide a specific lonk at bow the Lesls are used as a summative assessment method at

KQSS in the light of CLT In order to achieve this aim, the main method employed in the study is to analyze tests All the end-of-semester tests administered to students in the academic year 2013 - 2014 Irom grade 6 to 9 were collected and analyzed with (he hope

to give conceptions about the tests ‘Ihe findings show that the tests lack of speaking skill and are helpful to measure grammar aspect while three other dimensions of

communicative competence were not measured effectively These tests are claimed not to

encourage the adoption of CLT at KQSS Therefore, recommendations for better changes

in lesting are given Lo make tests (i well with the communicative objective of the

language curticulum for secondary school.

12.2 Therole of language assessment

1.2.3 Types of language assessment

142 Communicative competence and CLT "

CHAPTER 2 RESEARCH METHODOLOGY

2.1 Context of the study

2.1.1 The English syllabus

2.1.2 The common Unglish course objectives of of secondary school

2.1.3 Kien Quoc Secondary Schoo!

2.1.4 English language learning assessment

2.2 The tests TH HH HH ng ước 2H thiên "—

2.4 Recommended test specifications of the end-of-semester tests

2.5 Procedures of data analysis

CHAPTER 3 RESULT AND DISCUSSION

ACKNOWLEDGEMENTS

To fulfill the thesis T have owed the great debts of gralefulness to many people

First of all, I would like to express my deepest gratitude to my supervisor, Dr Tran Thị Thu Hiển, University of Languages and International Studies — Vietnam National

University, Hanoi for her invaluable guidance, advice and effort when revising the manuscript with endless patience and insightful suggestions

I would like to take this opportunity to extend my sincere thanks to Dr Lé Van Canh for his useful lectures on Methodology which inspired me in choosing the subject matter of my study

Besides that, I thank all other lecturers and Faculty of Post-Graduate Studies for their tolerant teaching and support during the past twe years I could finally graduate and get my Master degree

My sincere thanks are also giver lo may colleagues who have been encouraging and supporting me up to now so that | could finish my couse

T wish to show my gratitude to all teachers at Kien Quoc Secondary School where

the data of the study bas been collected Their help in collecting tests and giving additional information with enthusiasm is always highly appreciated

Last but not least, special thanks belong to my family, especially my husband and three children who are always of my source of power in my life

Thank you all

Aims of the stucly

Scope of the study

Resvarch questions

Methods

Significance of the study

Design of the study

1.1.2 ‘The importance of testing in teaching and learning

1.1.3 Approaches to language testing

PART A: INTRODUCTION

8 Rationale

Since the economic reform widely known a3 “Renovation” opened door to the whole world, Hnglish in Vietnam has become of great importance as a means of global communication and a bridge to mankind’s knowledge Consequently, the Dnglish

teaching and Jeaming have been quickly pushed up with the adoption of CLT approach

which, as noted by Richards and Rodgers (2001), is “the acquisition of communicative competence via student engagement in meaningful use of language at discourse level”

Tn other words, communicative competence is the main goal of English teaching and lcaming which was sct forth by the Vietnamese MOET in 2006 This realistic goal

certainly provides both intrinsic and extrinsic motivation to English teaching and

learning and, at he same Lime, it helps make decision about classroom aclivilies which

are then normally realized in testing

However, contrary to that aim the author has realized that almost students in

general and students al KQSS iu particular could hardly achieve that communicative competence, that is, they could not be able to communicate in English although they could get very good test results In the attempt to find out the challenges to the

problem, the author accidentally has found that the tests administered to students in the

academic year 2013 2014 do not reflect students’ communicative competence, that

is, students’ communicative competence is not measured Evidently, there is a mismatch between testing and the course objectives to get the communicative goal in

the light of CLT The author, then, would like to take a close lock at testing

Therefore, in the minor thesis the author has a desire to investigate what the

lesis used al KQSS im the academic year 2013 — 2014 arc, what aspects of

communicative competence the tests measure and whether they encourage the

application of communicalive language leaching into pom achvilies at KQSS

9 Aims of the study

‘The major aim of the study is to investigate whether the end-of-semester achievement lesls used al KOSS m the acadenmc ycar 2013 — 2014 have promoted the

LIST OF ABBREVIATIONS

1 MOBT: Ministry of Education and Training

2 KQSS: Kicn Quoc Secondary School

3 CLT: Communicative language teaching

4 MCQ: Multi-choice question

5 L2: Second language

6 Test 6.1: The end-of-I* semester test for grade 6

7 Test 6.2: The end-of-2" semester lest for grade 6

8 Test 7.1: The end-of-1" scmester test for grade 7

9 Test 7.2: The end-of-2™ semester test for grade 7

10 Test 8.1: The end-ol

“t scmester test for grade &

11 Test 8.2: ‘The end-of-2™ semester test for grade 8

12 Test 9.1: The end-of-1* semester test for grade 9

13 Test 9.2; The end-of-2" semester test for grade 9

LIST OF TABLES

Table 1: The recommended test specification

Table 2: Tests’ content and format

‘Table 3: Construct validity of test items

Table 4: Aspects of communicative competence to be measured by the tests

vii

33

36 38