Luận văn the content validity of the current english achievement test for second year non major students at phuong dong university

In addition, qualitative methodologies involving data collected through survey questionmaires were employed, Two seis of questionmaires were adminisiered lo both English teachers and stu

TRAN THUY QUYNH

THE CONTENT VALIDITY OF THE CURRENT ENGLISH ACHIEVEMENT TEST FOR SECOND YEAR

NON MAJOR STUDENTS AT PHUONG DONG

UNIVERSITY

(Đánh giá sự phù hợp về nội dung của bài kiểm tra tiếng Anh

cuối kỳ dành cho sinh viên không chuyên năm thứ hai

"Trường Đại học dân lập Phương Đông)

M.A MINOR THESIS

Field: ENGLISH TEACHING METHODOLOGY

Code: 60-14-10

Course: 18 (2009-2011)

Supervisor: M.A Kim Van Tat

HA NOI- SEPTEMBER 2011

List of tables and figures

The table of contents

2.1.2 The roles of language testing

2.1.3, Relationship between testing and leaching- learning

2.2 Major Characteristics of a good test

2.2.1 Test validity

2.2.1.1 Whal is tes! validity?

2.2.1.2 Types of test validity

2.2.3, Relationship between ratiability and validity 16

Chapter 3: The study

3.1 English learning, teaching and testing at Phuong Dong University

BLL The students 000i eeee ersten cteeererrc tered

Appendix 1: The content of the course book 1

Appendix 2: Survey questionnaires for students Ww Appendix 3: Survey questionnaires for teachers V7 Appendix 4: Answer key for reading task VI

Appendix 5; Answer key for the new final achicvement test VIZ

in terms of its content validity Basing on what students had leamt in heir ñrst semester and the contcnts of this test, the writer would cxaminc its content validity

In addition, qualitative methodologies involving data collected through survey questionmaires were employed, Two seis of questionmaires were adminisiered lo both English teachers and students at Phuong Dong University to investigate their evaluative

comments on the content validity of the final achievement test and some suggestions for its improvements

1.5, Research questions

In this study, the writer tries to answer the two following questions:

Question 1: What are the strengths and weaknesses of the final achievement test with reference to the content validity for sccond year non major students at Phuong Dong

University?

Question 2: What are some suggested solutions for the improvements of the test?

1.6, Design of study

‘The thesis is organized into five major chapters:

1 Chapter 1 INTRODUCTION presents such basic information as: the rationale, the aims, the methods, the research questions and the design of the study

2 Chapter 2 LITERATURE REVIEW presents a review of related literature that provides the thoorstical basis for cvaluating and buildin a good language test This review includes background on language testing, criteria of good tests and theoretical

issues on test content validity

3 Chapter 3 TIIE STUDY mentions the methods used in the research and which shows its detailed results of the surveys including the questionnaires and the analysis of the final achievement test in order to find out its problems with reference to the content validity

4 Chapter 4 RECOMMENDATIONS AND CONCLUSIONS Recommendations provide some suggestions for the improvements of the final achievement test basing ơn the mentioned theoretical and practical study Conclusions summarize the matters of research, its findings a5 well as its limitations

*mow how much knowledge they have One important thing is that he points out the relationship between testing and tcaching

+ ‘To assess a learner’s proficiency in language in relation to future language use; for example, to find oul if'a porson’s language 1s good cnough for him lo become a tourist guide, This is the future use of the language regardless of what language programs or

materials the testee went through

| To diagnose a learner's strengths and weaknesses in a language and (o atlernpt Ja

explain why the certain problems occur and what treatments could be used to tackle thase

problems

+To classify or place the testous in the appropriate language

+To measure the testee’s aptitude for learning a language

| To evaluate the effectiveness of a language program ‘This is often done by using experimental and control classes with the same educational objectives but using different methods and materials to achieve these objectives, Brown (2000:5)

In another way, Bebecca.M Valette (1977:3) comments that classroom tests play

three important rolss im sccond language teaching program They arc defining course objectives, stimulating student progress and evaluating, class achievement

Iirstly, classroom tests help us to define the course objectives Students are quick to

observe types of tests given and to study accordingly Thus, much as the teacher may emphasize oral fluency in the classroom, if any tests are written tests the students will soon concenlrale on perfecting the skills of reading and writing

Secondly, tests help stimulating student progress, As much as possible, the time given over to classroom testing should provide a rewarding experience The test should fwnish an opportunity for the students to show how well they can handle the specific

elements of the target language, gone arc the days when the teacher designed a tes! to point

performance of English, teachers are supposed to have good knowledge of test writing

techniques and testing theorics

Because of all above-mentioned reasons, the writer is encouraged to undertake this

sludy entitled: “Content validily of the curtenl English achievernent tesl for second-year-

non-major students of English at Phuong Dong University” with aims at finding out the strengths and weaknesses of this test in terms of the content validity and some, if any,

suggested solutions for the improvement of it

1.2 Scope of study

The scope of this thesis is limited to a research on evaluating the final achievement

test in terms of its content validity by comparing the objectives, the syllabus and the

textbook allocation with the test contents The study provides investigated and analyzed

data of the curently used test and proposes practical suggestions on the improvements of

this test

Due to the limitations of time, ability and conditions, it is impossible for the writer

to cover all the tests Only some suggestions for the improvements of the test are presented

1.3 Aims of study

The study aims at checking the content validity of the final achievement test for second-year-non-major students at Phuong Dong University {t places high emphasis on

analyzing the contents of the final achicveiment test

‘The specific aims of this research are:

- ‘To find out the strengths and weaknesses of the currently used test with reference to

the content validity

- To suggest some improvements for the test

1.4 Methods of study

In order to achieve the above-mentioned aims, a combination of many

methodologies was utilized

Firstly, the writer based herself both on the theories and principles of language

testing and major characteristics of a good test with a special focus on test content validity

From her own reading, many reference materials have been gathered and analyzed to draw

oul a thearelical basis lo evaluate the achievernent test being used for second year students

*mow how much knowledge they have One important thing is that he points out the relationship between testing and tcaching

+ ‘To assess a learner’s proficiency in language in relation to future language use; for example, to find oul if'a porson’s language 1s good cnough for him lo become a tourist guide, This is the future use of the language regardless of what language programs or

materials the testee went through

| To diagnose a learner's strengths and weaknesses in a language and (o atlernpt Ja

explain why the certain problems occur and what treatments could be used to tackle thase

problems

+To classify or place the testous in the appropriate language

+To measure the testee’s aptitude for learning a language

| To evaluate the effectiveness of a language program ‘This is often done by using experimental and control classes with the same educational objectives but using different methods and materials to achieve these objectives, Brown (2000:5)

In another way, Bebecca.M Valette (1977:3) comments that classroom tests play

three important rolss im sccond language teaching program They arc defining course objectives, stimulating student progress and evaluating, class achievement

Iirstly, classroom tests help us to define the course objectives Students are quick to

observe types of tests given and to study accordingly Thus, much as the teacher may emphasize oral fluency in the classroom, if any tests are written tests the students will soon concenlrale on perfecting the skills of reading and writing

Secondly, tests help stimulating student progress, As much as possible, the time given over to classroom testing should provide a rewarding experience The test should fwnish an opportunity for the students to show how well they can handle the specific

elements of the target language, gone arc the days when the teacher designed a tes! to point

*mow how much knowledge they have One important thing is that he points out the relationship between testing and tcaching

+ ‘To assess a learner’s proficiency in language in relation to future language use; for example, to find oul if'a porson’s language 1s good cnough for him lo become a tourist guide, This is the future use of the language regardless of what language programs or

materials the testee went through

| To diagnose a learner's strengths and weaknesses in a language and (o atlernpt Ja

explain why the certain problems occur and what treatments could be used to tackle thase

problems

+To classify or place the testous in the appropriate language

+To measure the testee’s aptitude for learning a language

| To evaluate the effectiveness of a language program ‘This is often done by using experimental and control classes with the same educational objectives but using different methods and materials to achieve these objectives, Brown (2000:5)

In another way, Bebecca.M Valette (1977:3) comments that classroom tests play

three important rolss im sccond language teaching program They arc defining course objectives, stimulating student progress and evaluating, class achievement

Iirstly, classroom tests help us to define the course objectives Students are quick to

observe types of tests given and to study accordingly Thus, much as the teacher may emphasize oral fluency in the classroom, if any tests are written tests the students will soon concenlrale on perfecting the skills of reading and writing

Secondly, tests help stimulating student progress, As much as possible, the time given over to classroom testing should provide a rewarding experience The test should fwnish an opportunity for the students to show how well they can handle the specific

elements of the target language, gone arc the days when the teacher designed a tes! to point

up the students” ignorance or lack of application Tests should be distinctly announced in advance to permit the students to prepare adequately If the students themselves are expected to demonstrate their abilities, it is only proper that they should learn as soon as

Telalion Lo Ihe rest of the class

2.1.3 Relationship between Lesting and teaching- learning

In the past, teaching and testing uscd to separate both theoretically and practically,

According to Williams (1983), a test is necessary imposition but ontside the classroom, 1t is

unpleasant one because of two main reasons ‘The first one is that testing is concerned with competition rather [han coupsration Thus, while claasroor activities may involve pair works and group works, such cooperation during a test is coudemned as copying, and the individual is expected to work alone If these are perfectly possible, the results of a group test may toll us very little about cach individual in that group In the same way, testing docs not admit cooperation between teachers and learners, The teacher who helps and

encourages the tearners with their Lasks and responds to their difficullies, in a Lest siluation, withdraws cooperation The other reason followed fiom the first is that there should be a winner and Joser in the test To be sure, those who close to win themselves do not feel too

upset, but those who gain little from experience, may feel conscious

Chapter 1: Introduction

1 1 Rationale

‘These days, the need of learning English has become greater and greater In our comiry Viel Nam, having recognized the impotlanec of il, the Ministry of Fducalion and

Training (MOET) has recently decided that English is a compulsory subject in most high

schools and universities This decision requires both teachers and students to alter their

ways of leaching and lcarning I addilion, tesling is onc effective way lo cvaluatc icaching

and learmng They are so closely related Testing validates the teaching-learning process while teaching and teaming provides a greal source of language materials Tor testing to

exploit, And testing is a concerned matter to all teachers

During the teaching time at Phuong Dong University, the writer heard both teachers

and students here complaining that the Linglish test did not offen faithfully reflect the

teaching and learning process or in other words, the test did nol reflect what lhe students

learnt and what the teachers taught What was tested was not really taught and the test

measures neither the achievernent of the course objectives nor the expected skills and

knowledge of students It is shared by some test researchers as Brown (1994: 373) and Hughes (1989:1) on recent language testing’

“4 great deal of language testing is of very poor quality Too often language

testing has a harmful effect on teaching und learning and too after: they fail to

measure accurately whatever it is they are intended to measure.”

Another reason lor Ihe selection of this research lopic lays in the facl that language

testing at Phuong Dong University has not been paid enough attention to Classroom

language tests were often written in a hurry because the teachers here could not find time to

think carefully and plan the last Sometimes, they did not have a elzar idsa of what they

proper attention fiom teachers and students in order for a positive backwash on the

teachers’ teaching, students’ satisfaction and encouragement in their study In order to

design a good test lo have exacl, fair and effective evaluation of studsnls? knowledge and

up the students” ignorance or lack of application Tests should be distinctly announced in advance to permit the students to prepare adequately If the students themselves are expected to demonstrate their abilities, it is only proper that they should learn as soon as

Telalion Lo Ihe rest of the class

2.1.3 Relationship between Lesting and teaching- learning

In the past, teaching and testing uscd to separate both theoretically and practically,

According to Williams (1983), a test is necessary imposition but ontside the classroom, 1t is

unpleasant one because of two main reasons ‘The first one is that testing is concerned with competition rather [han coupsration Thus, while claasroor activities may involve pair works and group works, such cooperation during a test is coudemned as copying, and the individual is expected to work alone If these are perfectly possible, the results of a group test may toll us very little about cach individual in that group In the same way, testing docs not admit cooperation between teachers and learners, The teacher who helps and

encourages the tearners with their Lasks and responds to their difficullies, in a Lest siluation, withdraws cooperation The other reason followed fiom the first is that there should be a winner and Joser in the test To be sure, those who close to win themselves do not feel too

upset, but those who gain little from experience, may feel conscious

Chapter 1: Introduction

1 1 Rationale

‘These days, the need of learning English has become greater and greater In our comiry Viel Nam, having recognized the impotlanec of il, the Ministry of Fducalion and

Training (MOET) has recently decided that English is a compulsory subject in most high

schools and universities This decision requires both teachers and students to alter their

ways of leaching and lcarning I addilion, tesling is onc effective way lo cvaluatc icaching

and learmng They are so closely related Testing validates the teaching-learning process while teaching and teaming provides a greal source of language materials Tor testing to

exploit, And testing is a concerned matter to all teachers

During the teaching time at Phuong Dong University, the writer heard both teachers

and students here complaining that the Linglish test did not offen faithfully reflect the

teaching and learning process or in other words, the test did nol reflect what lhe students

learnt and what the teachers taught What was tested was not really taught and the test

measures neither the achievernent of the course objectives nor the expected skills and

knowledge of students It is shared by some test researchers as Brown (1994: 373) and Hughes (1989:1) on recent language testing’

“4 great deal of language testing is of very poor quality Too often language

testing has a harmful effect on teaching und learning and too after: they fail to

measure accurately whatever it is they are intended to measure.”

Another reason lor Ihe selection of this research lopic lays in the facl that language

testing at Phuong Dong University has not been paid enough attention to Classroom

language tests were often written in a hurry because the teachers here could not find time to

think carefully and plan the last Sometimes, they did not have a elzar idsa of what they

proper attention fiom teachers and students in order for a positive backwash on the

teachers’ teaching, students’ satisfaction and encouragement in their study In order to

design a good test lo have exacl, fair and effective evaluation of studsnls? knowledge and

Chapter 2: Literature review This chapter provides an overview of the theoretical background of the study It includes three main sections

2.1, Language testing

2.1.1 Definition of language testing

Testing is an imporlant part of every leaching and learning experisnice and becomes

one of the main aspeols of methodology The issuz of language lesting and its signi ficanl role has been discussed a great deal by many professionals and research worldwide, Different definitions of language testing are given out with various points of view

According to Allen (1974:313), testing as an instrument to ensure that students have

a sense of competition rather than to know how good their performance is and in which condition a last can Lake place Tz says: “Test is a measuring device which we use when we want fo compare un individual with oiher individuals who belongs ta the same group.”

Carroll (1986:46) stresses a psychological or educational test is a procedure

designed to elicit certain behavior from which one can make inferences about certain characteristics of an individual In other words, a test is a measerement instrument designed

to elicit a particular behavior of each individual

According to Bachman (1990:20), what distinguishes ø test (rom other types of measurement is that it is designed to obtain specific sample of behavior This distinction is believed to be of great importance as if reflects the primary justification for the use of Tanguage and bas implications for how we design, develop, and use thew to their bes! usc Thus, language tests can provide the means for more focus on the specific assure of

interest

Tn the poinl of view of the (1981:1), “a sample of behavior under the contral of specified condilions aims toward providing a basis for performing judgment.” The tem a sample of behavior used here is quite board and it means something else rather than the traditional lypes of paper and pencils,

Yet, Heaton (1988:5) has different opinion In his ideal, tests are considered as a mean of assessing the students” performance and to motivate the students, He looks at tests

with positive cycs as many students are cager to take tests at the end of the scmester to

in terms of its content validity Basing on what students had leamt in heir ñrst semester and the contcnts of this test, the writer would cxaminc its content validity

In addition, qualitative methodologies involving data collected through survey questionmaires were employed, Two seis of questionmaires were adminisiered lo both English teachers and students at Phuong Dong University to investigate their evaluative

comments on the content validity of the final achievement test and some suggestions for its improvements

1.5, Research questions

In this study, the writer tries to answer the two following questions:

Question 1: What are the strengths and weaknesses of the final achievement test with reference to the content validity for sccond year non major students at Phuong Dong

University?

Question 2: What are some suggested solutions for the improvements of the test?

1.6, Design of study

‘The thesis is organized into five major chapters:

1 Chapter 1 INTRODUCTION presents such basic information as: the rationale, the aims, the methods, the research questions and the design of the study

2 Chapter 2 LITERATURE REVIEW presents a review of related literature that provides the thoorstical basis for cvaluating and buildin a good language test This review includes background on language testing, criteria of good tests and theoretical

issues on test content validity

3 Chapter 3 TIIE STUDY mentions the methods used in the research and which shows its detailed results of the surveys including the questionnaires and the analysis of the final achievement test in order to find out its problems with reference to the content validity

4 Chapter 4 RECOMMENDATIONS AND CONCLUSIONS Recommendations provide some suggestions for the improvements of the final achievement test basing ơn the mentioned theoretical and practical study Conclusions summarize the matters of research, its findings a5 well as its limitations

up the students” ignorance or lack of application Tests should be distinctly announced in advance to permit the students to prepare adequately If the students themselves are expected to demonstrate their abilities, it is only proper that they should learn as soon as

Telalion Lo Ihe rest of the class

2.1.3 Relationship between Lesting and teaching- learning

In the past, teaching and testing uscd to separate both theoretically and practically,

According to Williams (1983), a test is necessary imposition but ontside the classroom, 1t is

unpleasant one because of two main reasons ‘The first one is that testing is concerned with competition rather [han coupsration Thus, while claasroor activities may involve pair works and group works, such cooperation during a test is coudemned as copying, and the individual is expected to work alone If these are perfectly possible, the results of a group test may toll us very little about cach individual in that group In the same way, testing docs not admit cooperation between teachers and learners, The teacher who helps and

encourages the tearners with their Lasks and responds to their difficullies, in a Lest siluation, withdraws cooperation The other reason followed fiom the first is that there should be a winner and Joser in the test To be sure, those who close to win themselves do not feel too

upset, but those who gain little from experience, may feel conscious

aw

§

3

ii

LIST OF TABLES AND CHARTS

Table 1: Scores on test A (invented data) by Arthur Hughes

Table 1: Scores on test B (invented data) by Arthur Hugles

Table 3: The components of the final achievement test

Table 4: Whal students had been laugh! and what they had been checked in part [,

I, I of the test ‘Table 5: What students had been taught and checked in the writing part

Table 6: Paper specification grids for the Gnat achievement! test

Chart 1: Students’ comment on validity of the test

Chart 2: Students' comment on time allowance of the test

Chart 3: Studcnts' comment on difficult level of the test

10 Chart 4: The result of the test

LL Chart 5: The purpose of the fast

aw

§

3

ii

LIST OF TABLES AND CHARTS

Table 1: Scores on test A (invented data) by Arthur Hughes

Table 1: Scores on test B (invented data) by Arthur Hugles

Table 3: The components of the final achievement test

Table 4: Whal students had been laugh! and what they had been checked in part [,

I, I of the test ‘Table 5: What students had been taught and checked in the writing part

Table 6: Paper specification grids for the Gnat achievement! test

Chart 1: Students’ comment on validity of the test

Chart 2: Students' comment on time allowance of the test

Chart 3: Studcnts' comment on difficult level of the test

10 Chart 4: The result of the test

LL Chart 5: The purpose of the fast

Chapter 2: Literature review This chapter provides an overview of the theoretical background of the study It includes three main sections

2.1, Language testing

2.1.1 Definition of language testing

Testing is an imporlant part of every leaching and learning experisnice and becomes

one of the main aspeols of methodology The issuz of language lesting and its signi ficanl role has been discussed a great deal by many professionals and research worldwide, Different definitions of language testing are given out with various points of view

According to Allen (1974:313), testing as an instrument to ensure that students have

a sense of competition rather than to know how good their performance is and in which condition a last can Lake place Tz says: “Test is a measuring device which we use when we want fo compare un individual with oiher individuals who belongs ta the same group.”

Carroll (1986:46) stresses a psychological or educational test is a procedure

designed to elicit certain behavior from which one can make inferences about certain characteristics of an individual In other words, a test is a measerement instrument designed

to elicit a particular behavior of each individual

According to Bachman (1990:20), what distinguishes ø test (rom other types of measurement is that it is designed to obtain specific sample of behavior This distinction is believed to be of great importance as if reflects the primary justification for the use of Tanguage and bas implications for how we design, develop, and use thew to their bes! usc Thus, language tests can provide the means for more focus on the specific assure of

interest

Tn the poinl of view of the (1981:1), “a sample of behavior under the contral of specified condilions aims toward providing a basis for performing judgment.” The tem a sample of behavior used here is quite board and it means something else rather than the traditional lypes of paper and pencils,

Yet, Heaton (1988:5) has different opinion In his ideal, tests are considered as a mean of assessing the students” performance and to motivate the students, He looks at tests

with positive cycs as many students are cager to take tests at the end of the scmester to

*mow how much knowledge they have One important thing is that he points out the relationship between testing and tcaching

+ ‘To assess a learner’s proficiency in language in relation to future language use; for example, to find oul if'a porson’s language 1s good cnough for him lo become a tourist guide, This is the future use of the language regardless of what language programs or

materials the testee went through

| To diagnose a learner's strengths and weaknesses in a language and (o atlernpt Ja

explain why the certain problems occur and what treatments could be used to tackle thase

problems

+To classify or place the testous in the appropriate language

+To measure the testee’s aptitude for learning a language

| To evaluate the effectiveness of a language program ‘This is often done by using experimental and control classes with the same educational objectives but using different methods and materials to achieve these objectives, Brown (2000:5)

In another way, Bebecca.M Valette (1977:3) comments that classroom tests play

three important rolss im sccond language teaching program They arc defining course objectives, stimulating student progress and evaluating, class achievement

Iirstly, classroom tests help us to define the course objectives Students are quick to

observe types of tests given and to study accordingly Thus, much as the teacher may emphasize oral fluency in the classroom, if any tests are written tests the students will soon concenlrale on perfecting the skills of reading and writing

Secondly, tests help stimulating student progress, As much as possible, the time given over to classroom testing should provide a rewarding experience The test should fwnish an opportunity for the students to show how well they can handle the specific

elements of the target language, gone arc the days when the teacher designed a tes! to point

performance of English, teachers are supposed to have good knowledge of test writing

techniques and testing theorics

Because of all above-mentioned reasons, the writer is encouraged to undertake this

sludy entitled: “Content validily of the curtenl English achievernent tesl for second-year-

non-major students of English at Phuong Dong University” with aims at finding out the strengths and weaknesses of this test in terms of the content validity and some, if any,

suggested solutions for the improvement of it

1.2 Scope of study

The scope of this thesis is limited to a research on evaluating the final achievement

test in terms of its content validity by comparing the objectives, the syllabus and the

textbook allocation with the test contents The study provides investigated and analyzed

data of the curently used test and proposes practical suggestions on the improvements of

this test

Due to the limitations of time, ability and conditions, it is impossible for the writer

to cover all the tests Only some suggestions for the improvements of the test are presented

1.3 Aims of study

The study aims at checking the content validity of the final achievement test for second-year-non-major students at Phuong Dong University {t places high emphasis on

analyzing the contents of the final achicveiment test

‘The specific aims of this research are:

- ‘To find out the strengths and weaknesses of the currently used test with reference to

the content validity

- To suggest some improvements for the test

1.4 Methods of study

In order to achieve the above-mentioned aims, a combination of many

methodologies was utilized

Firstly, the writer based herself both on the theories and principles of language

testing and major characteristics of a good test with a special focus on test content validity

From her own reading, many reference materials have been gathered and analyzed to draw

oul a thearelical basis lo evaluate the achievernent test being used for second year students

aw

§

3

ii

LIST OF TABLES AND CHARTS

Table 1: Scores on test A (invented data) by Arthur Hughes

Table 1: Scores on test B (invented data) by Arthur Hugles

Table 3: The components of the final achievement test

Table 4: Whal students had been laugh! and what they had been checked in part [,

I, I of the test ‘Table 5: What students had been taught and checked in the writing part

Table 6: Paper specification grids for the Gnat achievement! test

Chart 1: Students’ comment on validity of the test

Chart 2: Students' comment on time allowance of the test

Chart 3: Studcnts' comment on difficult level of the test

10 Chart 4: The result of the test

LL Chart 5: The purpose of the fast

performance of English, teachers are supposed to have good knowledge of test writing

techniques and testing theorics

Because of all above-mentioned reasons, the writer is encouraged to undertake this

sludy entitled: “Content validily of the curtenl English achievernent tesl for second-year-

non-major students of English at Phuong Dong University” with aims at finding out the strengths and weaknesses of this test in terms of the content validity and some, if any,

suggested solutions for the improvement of it

1.2 Scope of study

The scope of this thesis is limited to a research on evaluating the final achievement

test in terms of its content validity by comparing the objectives, the syllabus and the

textbook allocation with the test contents The study provides investigated and analyzed

data of the curently used test and proposes practical suggestions on the improvements of

this test

Due to the limitations of time, ability and conditions, it is impossible for the writer

to cover all the tests Only some suggestions for the improvements of the test are presented

1.3 Aims of study

The study aims at checking the content validity of the final achievement test for second-year-non-major students at Phuong Dong University {t places high emphasis on

analyzing the contents of the final achicveiment test

‘The specific aims of this research are:

- ‘To find out the strengths and weaknesses of the currently used test with reference to

the content validity

- To suggest some improvements for the test

1.4 Methods of study

In order to achieve the above-mentioned aims, a combination of many

methodologies was utilized

Firstly, the writer based herself both on the theories and principles of language

testing and major characteristics of a good test with a special focus on test content validity

From her own reading, many reference materials have been gathered and analyzed to draw

oul a thearelical basis lo evaluate the achievernent test being used for second year students

aw

§

3

ii

LIST OF TABLES AND CHARTS

Table 1: Scores on test A (invented data) by Arthur Hughes

Table 1: Scores on test B (invented data) by Arthur Hugles

Table 3: The components of the final achievement test

Table 4: Whal students had been laugh! and what they had been checked in part [,

I, I of the test ‘Table 5: What students had been taught and checked in the writing part

Table 6: Paper specification grids for the Gnat achievement! test

Chart 1: Students’ comment on validity of the test

Chart 2: Students' comment on time allowance of the test

Chart 3: Studcnts' comment on difficult level of the test

10 Chart 4: The result of the test

LL Chart 5: The purpose of the fast

aw

§

3

ii

LIST OF TABLES AND CHARTS

Table 1: Scores on test A (invented data) by Arthur Hughes

Table 1: Scores on test B (invented data) by Arthur Hugles

Table 3: The components of the final achievement test

Table 4: Whal students had been laugh! and what they had been checked in part [,

I, I of the test ‘Table 5: What students had been taught and checked in the writing part

Table 6: Paper specification grids for the Gnat achievement! test

Chart 1: Students’ comment on validity of the test

Chart 2: Students' comment on time allowance of the test

Chart 3: Studcnts' comment on difficult level of the test

10 Chart 4: The result of the test

LL Chart 5: The purpose of the fast

up the students” ignorance or lack of application Tests should be distinctly announced in advance to permit the students to prepare adequately If the students themselves are expected to demonstrate their abilities, it is only proper that they should learn as soon as

Telalion Lo Ihe rest of the class

2.1.3 Relationship between Lesting and teaching- learning

In the past, teaching and testing uscd to separate both theoretically and practically,

According to Williams (1983), a test is necessary imposition but ontside the classroom, 1t is

unpleasant one because of two main reasons ‘The first one is that testing is concerned with competition rather [han coupsration Thus, while claasroor activities may involve pair works and group works, such cooperation during a test is coudemned as copying, and the individual is expected to work alone If these are perfectly possible, the results of a group test may toll us very little about cach individual in that group In the same way, testing docs not admit cooperation between teachers and learners, The teacher who helps and

encourages the tearners with their Lasks and responds to their difficullies, in a Lest siluation, withdraws cooperation The other reason followed fiom the first is that there should be a winner and Joser in the test To be sure, those who close to win themselves do not feel too

upset, but those who gain little from experience, may feel conscious

aw

§

3

ii

LIST OF TABLES AND CHARTS

Table 1: Scores on test A (invented data) by Arthur Hughes

Table 1: Scores on test B (invented data) by Arthur Hugles

Table 3: The components of the final achievement test

Table 4: Whal students had been laugh! and what they had been checked in part [,

I, I of the test ‘Table 5: What students had been taught and checked in the writing part

Table 6: Paper specification grids for the Gnat achievement! test

Chart 1: Students’ comment on validity of the test

Chart 2: Students' comment on time allowance of the test

Chart 3: Studcnts' comment on difficult level of the test

10 Chart 4: The result of the test

LL Chart 5: The purpose of the fast

Chapter 2: Literature review This chapter provides an overview of the theoretical background of the study It includes three main sections

2.1, Language testing

2.1.1 Definition of language testing

Testing is an imporlant part of every leaching and learning experisnice and becomes

one of the main aspeols of methodology The issuz of language lesting and its signi ficanl role has been discussed a great deal by many professionals and research worldwide, Different definitions of language testing are given out with various points of view

According to Allen (1974:313), testing as an instrument to ensure that students have

a sense of competition rather than to know how good their performance is and in which condition a last can Lake place Tz says: “Test is a measuring device which we use when we want fo compare un individual with oiher individuals who belongs ta the same group.”

Carroll (1986:46) stresses a psychological or educational test is a procedure

designed to elicit certain behavior from which one can make inferences about certain characteristics of an individual In other words, a test is a measerement instrument designed

to elicit a particular behavior of each individual

According to Bachman (1990:20), what distinguishes ø test (rom other types of measurement is that it is designed to obtain specific sample of behavior This distinction is believed to be of great importance as if reflects the primary justification for the use of Tanguage and bas implications for how we design, develop, and use thew to their bes! usc Thus, language tests can provide the means for more focus on the specific assure of

interest

Tn the poinl of view of the (1981:1), “a sample of behavior under the contral of specified condilions aims toward providing a basis for performing judgment.” The tem a sample of behavior used here is quite board and it means something else rather than the traditional lypes of paper and pencils,

Yet, Heaton (1988:5) has different opinion In his ideal, tests are considered as a mean of assessing the students” performance and to motivate the students, He looks at tests

with positive cycs as many students are cager to take tests at the end of the scmester to

Chapter 2: Literature review This chapter provides an overview of the theoretical background of the study It includes three main sections

2.1, Language testing

2.1.1 Definition of language testing

Testing is an imporlant part of every leaching and learning experisnice and becomes

one of the main aspeols of methodology The issuz of language lesting and its signi ficanl role has been discussed a great deal by many professionals and research worldwide, Different definitions of language testing are given out with various points of view

According to Allen (1974:313), testing as an instrument to ensure that students have

a sense of competition rather than to know how good their performance is and in which condition a last can Lake place Tz says: “Test is a measuring device which we use when we want fo compare un individual with oiher individuals who belongs ta the same group.”

Carroll (1986:46) stresses a psychological or educational test is a procedure

designed to elicit certain behavior from which one can make inferences about certain characteristics of an individual In other words, a test is a measerement instrument designed

to elicit a particular behavior of each individual

According to Bachman (1990:20), what distinguishes ø test (rom other types of measurement is that it is designed to obtain specific sample of behavior This distinction is believed to be of great importance as if reflects the primary justification for the use of Tanguage and bas implications for how we design, develop, and use thew to their bes! usc Thus, language tests can provide the means for more focus on the specific assure of

interest

Tn the poinl of view of the (1981:1), “a sample of behavior under the contral of specified condilions aims toward providing a basis for performing judgment.” The tem a sample of behavior used here is quite board and it means something else rather than the traditional lypes of paper and pencils,

Yet, Heaton (1988:5) has different opinion In his ideal, tests are considered as a mean of assessing the students” performance and to motivate the students, He looks at tests

with positive cycs as many students are cager to take tests at the end of the scmester to

in terms of its content validity Basing on what students had leamt in heir ñrst semester and the contcnts of this test, the writer would cxaminc its content validity

In addition, qualitative methodologies involving data collected through survey questionmaires were employed, Two seis of questionmaires were adminisiered lo both English teachers and students at Phuong Dong University to investigate their evaluative

comments on the content validity of the final achievement test and some suggestions for its improvements

1.5, Research questions

In this study, the writer tries to answer the two following questions:

Question 1: What are the strengths and weaknesses of the final achievement test with reference to the content validity for sccond year non major students at Phuong Dong

University?

Question 2: What are some suggested solutions for the improvements of the test?

1.6, Design of study

‘The thesis is organized into five major chapters:

1 Chapter 1 INTRODUCTION presents such basic information as: the rationale, the aims, the methods, the research questions and the design of the study

2 Chapter 2 LITERATURE REVIEW presents a review of related literature that provides the thoorstical basis for cvaluating and buildin a good language test This review includes background on language testing, criteria of good tests and theoretical

issues on test content validity

3 Chapter 3 TIIE STUDY mentions the methods used in the research and which shows its detailed results of the surveys including the questionnaires and the analysis of the final achievement test in order to find out its problems with reference to the content validity

4 Chapter 4 RECOMMENDATIONS AND CONCLUSIONS Recommendations provide some suggestions for the improvements of the final achievement test basing ơn the mentioned theoretical and practical study Conclusions summarize the matters of research, its findings a5 well as its limitations

performance of English, teachers are supposed to have good knowledge of test writing

techniques and testing theorics

Because of all above-mentioned reasons, the writer is encouraged to undertake this

sludy entitled: “Content validily of the curtenl English achievernent tesl for second-year-

non-major students of English at Phuong Dong University” with aims at finding out the strengths and weaknesses of this test in terms of the content validity and some, if any,

suggested solutions for the improvement of it

1.2 Scope of study

The scope of this thesis is limited to a research on evaluating the final achievement

test in terms of its content validity by comparing the objectives, the syllabus and the

textbook allocation with the test contents The study provides investigated and analyzed

data of the curently used test and proposes practical suggestions on the improvements of

this test

Due to the limitations of time, ability and conditions, it is impossible for the writer

to cover all the tests Only some suggestions for the improvements of the test are presented

1.3 Aims of study

The study aims at checking the content validity of the final achievement test for second-year-non-major students at Phuong Dong University {t places high emphasis on

analyzing the contents of the final achicveiment test

‘The specific aims of this research are:

- ‘To find out the strengths and weaknesses of the currently used test with reference to

the content validity

- To suggest some improvements for the test

1.4 Methods of study

In order to achieve the above-mentioned aims, a combination of many

methodologies was utilized

Firstly, the writer based herself both on the theories and principles of language

testing and major characteristics of a good test with a special focus on test content validity

From her own reading, many reference materials have been gathered and analyzed to draw

oul a thearelical basis lo evaluate the achievernent test being used for second year students

performance of English, teachers are supposed to have good knowledge of test writing

techniques and testing theorics

Because of all above-mentioned reasons, the writer is encouraged to undertake this

sludy entitled: “Content validily of the curtenl English achievernent tesl for second-year-

non-major students of English at Phuong Dong University” with aims at finding out the strengths and weaknesses of this test in terms of the content validity and some, if any,

suggested solutions for the improvement of it

1.2 Scope of study

The scope of this thesis is limited to a research on evaluating the final achievement

test in terms of its content validity by comparing the objectives, the syllabus and the

textbook allocation with the test contents The study provides investigated and analyzed

data of the curently used test and proposes practical suggestions on the improvements of

this test

Due to the limitations of time, ability and conditions, it is impossible for the writer

to cover all the tests Only some suggestions for the improvements of the test are presented

1.3 Aims of study

The study aims at checking the content validity of the final achievement test for second-year-non-major students at Phuong Dong University {t places high emphasis on

analyzing the contents of the final achicveiment test

‘The specific aims of this research are:

- ‘To find out the strengths and weaknesses of the currently used test with reference to

the content validity

- To suggest some improvements for the test

1.4 Methods of study

In order to achieve the above-mentioned aims, a combination of many

methodologies was utilized

Firstly, the writer based herself both on the theories and principles of language

testing and major characteristics of a good test with a special focus on test content validity

From her own reading, many reference materials have been gathered and analyzed to draw

oul a thearelical basis lo evaluate the achievernent test being used for second year students

aw

§

3

ii

LIST OF TABLES AND CHARTS

Table 1: Scores on test A (invented data) by Arthur Hughes

Table 1: Scores on test B (invented data) by Arthur Hugles

Table 3: The components of the final achievement test

Table 4: Whal students had been laugh! and what they had been checked in part [,

I, I of the test ‘Table 5: What students had been taught and checked in the writing part

Table 6: Paper specification grids for the Gnat achievement! test

Chart 1: Students’ comment on validity of the test

Chart 2: Students' comment on time allowance of the test

Chart 3: Studcnts' comment on difficult level of the test

10 Chart 4: The result of the test

LL Chart 5: The purpose of the fast

Chapter 1: Introduction

1 1 Rationale

‘These days, the need of learning English has become greater and greater In our comiry Viel Nam, having recognized the impotlanec of il, the Ministry of Fducalion and

Training (MOET) has recently decided that English is a compulsory subject in most high

schools and universities This decision requires both teachers and students to alter their

ways of leaching and lcarning I addilion, tesling is onc effective way lo cvaluatc icaching

and learmng They are so closely related Testing validates the teaching-learning process while teaching and teaming provides a greal source of language materials Tor testing to

exploit, And testing is a concerned matter to all teachers

During the teaching time at Phuong Dong University, the writer heard both teachers

and students here complaining that the Linglish test did not offen faithfully reflect the

teaching and learning process or in other words, the test did nol reflect what lhe students

learnt and what the teachers taught What was tested was not really taught and the test

measures neither the achievernent of the course objectives nor the expected skills and

knowledge of students It is shared by some test researchers as Brown (1994: 373) and Hughes (1989:1) on recent language testing’

“4 great deal of language testing is of very poor quality Too often language

testing has a harmful effect on teaching und learning and too after: they fail to

measure accurately whatever it is they are intended to measure.”

Another reason lor Ihe selection of this research lopic lays in the facl that language

testing at Phuong Dong University has not been paid enough attention to Classroom

language tests were often written in a hurry because the teachers here could not find time to

think carefully and plan the last Sometimes, they did not have a elzar idsa of what they

proper attention fiom teachers and students in order for a positive backwash on the

teachers’ teaching, students’ satisfaction and encouragement in their study In order to

design a good test lo have exacl, fair and effective evaluation of studsnls? knowledge and

in terms of its content validity Basing on what students had leamt in heir ñrst semester and the contcnts of this test, the writer would cxaminc its content validity

In addition, qualitative methodologies involving data collected through survey questionmaires were employed, Two seis of questionmaires were adminisiered lo both English teachers and students at Phuong Dong University to investigate their evaluative

comments on the content validity of the final achievement test and some suggestions for its improvements

1.5, Research questions

In this study, the writer tries to answer the two following questions:

Question 1: What are the strengths and weaknesses of the final achievement test with reference to the content validity for sccond year non major students at Phuong Dong

University?

Question 2: What are some suggested solutions for the improvements of the test?

1.6, Design of study

‘The thesis is organized into five major chapters:

1 Chapter 1 INTRODUCTION presents such basic information as: the rationale, the aims, the methods, the research questions and the design of the study

2 Chapter 2 LITERATURE REVIEW presents a review of related literature that provides the thoorstical basis for cvaluating and buildin a good language test This review includes background on language testing, criteria of good tests and theoretical

issues on test content validity

3 Chapter 3 TIIE STUDY mentions the methods used in the research and which shows its detailed results of the surveys including the questionnaires and the analysis of the final achievement test in order to find out its problems with reference to the content validity

4 Chapter 4 RECOMMENDATIONS AND CONCLUSIONS Recommendations provide some suggestions for the improvements of the final achievement test basing ơn the mentioned theoretical and practical study Conclusions summarize the matters of research, its findings a5 well as its limitations

Chapter 1: Introduction

1 1 Rationale

‘These days, the need of learning English has become greater and greater In our comiry Viel Nam, having recognized the impotlanec of il, the Ministry of Fducalion and

Training (MOET) has recently decided that English is a compulsory subject in most high

schools and universities This decision requires both teachers and students to alter their

ways of leaching and lcarning I addilion, tesling is onc effective way lo cvaluatc icaching

and learmng They are so closely related Testing validates the teaching-learning process while teaching and teaming provides a greal source of language materials Tor testing to

exploit, And testing is a concerned matter to all teachers

During the teaching time at Phuong Dong University, the writer heard both teachers

and students here complaining that the Linglish test did not offen faithfully reflect the

teaching and learning process or in other words, the test did nol reflect what lhe students

learnt and what the teachers taught What was tested was not really taught and the test

measures neither the achievernent of the course objectives nor the expected skills and

knowledge of students It is shared by some test researchers as Brown (1994: 373) and Hughes (1989:1) on recent language testing’

“4 great deal of language testing is of very poor quality Too often language

testing has a harmful effect on teaching und learning and too after: they fail to

measure accurately whatever it is they are intended to measure.”

Another reason lor Ihe selection of this research lopic lays in the facl that language

testing at Phuong Dong University has not been paid enough attention to Classroom

language tests were often written in a hurry because the teachers here could not find time to

think carefully and plan the last Sometimes, they did not have a elzar idsa of what they

proper attention fiom teachers and students in order for a positive backwash on the

teachers’ teaching, students’ satisfaction and encouragement in their study In order to

design a good test lo have exacl, fair and effective evaluation of studsnls? knowledge and

Chapter 2: Literature review This chapter provides an overview of the theoretical background of the study It includes three main sections

2.1, Language testing

2.1.1 Definition of language testing

Testing is an imporlant part of every leaching and learning experisnice and becomes

one of the main aspeols of methodology The issuz of language lesting and its signi ficanl role has been discussed a great deal by many professionals and research worldwide, Different definitions of language testing are given out with various points of view

According to Allen (1974:313), testing as an instrument to ensure that students have

a sense of competition rather than to know how good their performance is and in which condition a last can Lake place Tz says: “Test is a measuring device which we use when we want fo compare un individual with oiher individuals who belongs ta the same group.”

Carroll (1986:46) stresses a psychological or educational test is a procedure

designed to elicit certain behavior from which one can make inferences about certain characteristics of an individual In other words, a test is a measerement instrument designed

to elicit a particular behavior of each individual

According to Bachman (1990:20), what distinguishes ø test (rom other types of measurement is that it is designed to obtain specific sample of behavior This distinction is believed to be of great importance as if reflects the primary justification for the use of Tanguage and bas implications for how we design, develop, and use thew to their bes! usc Thus, language tests can provide the means for more focus on the specific assure of

interest

Tn the poinl of view of the (1981:1), “a sample of behavior under the contral of specified condilions aims toward providing a basis for performing judgment.” The tem a sample of behavior used here is quite board and it means something else rather than the traditional lypes of paper and pencils,

Yet, Heaton (1988:5) has different opinion In his ideal, tests are considered as a mean of assessing the students” performance and to motivate the students, He looks at tests

with positive cycs as many students are cager to take tests at the end of the scmester to

Chapter 2: Literature review This chapter provides an overview of the theoretical background of the study It includes three main sections

2.1, Language testing

2.1.1 Definition of language testing

Testing is an imporlant part of every leaching and learning experisnice and becomes

one of the main aspeols of methodology The issuz of language lesting and its signi ficanl role has been discussed a great deal by many professionals and research worldwide, Different definitions of language testing are given out with various points of view

According to Allen (1974:313), testing as an instrument to ensure that students have

a sense of competition rather than to know how good their performance is and in which condition a last can Lake place Tz says: “Test is a measuring device which we use when we want fo compare un individual with oiher individuals who belongs ta the same group.”

Carroll (1986:46) stresses a psychological or educational test is a procedure

designed to elicit certain behavior from which one can make inferences about certain characteristics of an individual In other words, a test is a measerement instrument designed

to elicit a particular behavior of each individual

According to Bachman (1990:20), what distinguishes ø test (rom other types of measurement is that it is designed to obtain specific sample of behavior This distinction is believed to be of great importance as if reflects the primary justification for the use of Tanguage and bas implications for how we design, develop, and use thew to their bes! usc Thus, language tests can provide the means for more focus on the specific assure of

interest

Tn the poinl of view of the (1981:1), “a sample of behavior under the contral of specified condilions aims toward providing a basis for performing judgment.” The tem a sample of behavior used here is quite board and it means something else rather than the traditional lypes of paper and pencils,

Yet, Heaton (1988:5) has different opinion In his ideal, tests are considered as a mean of assessing the students” performance and to motivate the students, He looks at tests

with positive cycs as many students are cager to take tests at the end of the scmester to