Luận văn a study on the validity of the end ter chievement tests on english grade 12 high schools in northern vietnam

Components’ contents of 2 term achievement tests Content validity of test samples” components Construct validity of the test samples... Components’ contents of 2 term achievement tests

VIETNAM NATIONAL UNIVERSITY, HANOI COLLEGE OF FOREIGN LANGUAGES

DEPARTMENT OF POST GRADUATE STUDIES

HOANG VAN SAU

A STUDY ON THE VALIDITY OF END-TERM ACHIEVEMENT TESTS

ON ENGLISH GRADE 12, HIGH SCHOOLS IN NORTHERN VIETNAM

NGIIEN CUT TINT TEU LUC CUA CAC BAL KIEM TRA CUOLKY

MON TIENG ANH LGP 12 TAI MOT SO TRUGNG THPT O MIEN BAC

VIETNAM NATIONAL UNIVERSITY, HANOI

COLLEGE OF FORKIGN LANGUAGES DEPARTMENT OF POST GRADUATE STUDIES

HOANG VAN SAU

A STUDY ON THE VALIDITY OF END-TERM ACHIEVEMENT TESTS

ON ENGLISH GRADE 12, HIGH SCHOOLS IN NORTHERN VIETNAM

NGHIÊN CỬU TÍNH HIỆU LỰC CỦA CAC BÀI KIÊM TRA CUÔI KỶ

MON TIENG ANH LỚP 12 TẠI MỘT SỐ TRƯỜNG THPT Ở MIEN BAC

VIỆT NAM

M.A THESIS

FIELD: METIIODOLOGY CODE: 60 1410

SUPERVISOR: DR HA CAM TAM

HA NOT - 2009

1.1 Rationale of the study

1.2 Seope of the study

1.3, Aims of the study

1.4 Research questions

1.5 Methods of the study

1.6 Organization of the study

Chapter 2; LITERATURE REVIEW

3.1 The relationships of language testing with teaching and leaming

2.5 ‘Testing language components

2.5.1 Tests of grammar and usage 2.5.2 Test of vocabulary

2.5.3 Test of phonology 2.6 Validity of a test

2.6.1 Definitions and types of validity 2.6.2 Content validity of a test

2.6.3 Construct validity of a test

2.7 Objeclives and Syllalus contents of English grade 12

2.9 Components’ contents of end-term achievement tests, English grade 12

2.9.1 Components’ conlents of Ihe 1* term achievernent lests

2.9.2 Components’ contents of the 2” term achievement tests

Chapter 3: THE STUDY

3.1 Rescarch design

3.1.1, Research questions 3.1.2 informants

3.1.3 Data description 3.2 Analytical framework

3.3 Findings and discussion

3.3.1 Content validity of test samples’ components

3.3.1.1 Contsr validily of phonctic items

3.7.2.2 Content validily ef grammar test ilerns,

3.7.2.3 Content validily of vocabulary ilems

4.3.2 Construct validity of the test samples

3.3.2.1 Construct validity of phonetic test items 3.3.2.2 Construct validity of grammar test items 3.3.2.3 Construct validity of vocabulary test items Chapter 4: CONCLUSION

analysis of construct validity and content validity is discussed Finally, the findings about

conten! validity and comstruel validity of the tes! samples arc taid au

Chapter 4 ofits the conclusions that make clear the research questions Some implications are suggested to improve end - term achievement tests in terms of their

construct validity and content validity The liznilalions and directions to further esearch

are also mentioned in this final chapter.

Components’ contents of 2 term achievement tests

Content validity of test samples” components

Construct validity of the test samples

Components’ contents of 2 term achievement tests

Content validity of test samples” components

Construct validity of the test samples

Components’ contents of 2 term achievement tests

Content validity of test samples” components

Construct validity of the test samples

Components’ contents of 2 term achievement tests

Content validity of test samples” components

Construct validity of the test samples

1.4, Rescarch questions

In order to achieve these goals, the study is carried out to the answer the following research questions

L-Do the end-term achievernent tests on English grade 12 ul high schvols in

some Northern Vietnamese provinces possess content validity?

2- Da those tests possess construct validity?

1.5 Methods of the study

This sludy is 2 combination of both quantitative and qualitative approaches First, z quantitative method was employed on the data collection fom 10 end-term achievement tests on English grade 12 of high schools in some nerthem provinces of Vietnam The number of each language component of a test that possessed the content validity and construct validity has boon comlad and changed into percent

Then from the quantitative statistics, qualitative method was employed to interpret

the data into the meanings of test samples and their components in terms of content validity and construct validity

1.6 Organization of the study

‘The thesis is organized into four major chapters:

Chapter 1 is the introduction thai preserts such initial information as the ralionale, aims, methods, research questions and the organization of the study

Chapter 2 reviews all related literature that provides the theoretical basis for language testing and langig

svatuation, Firsl, the tolationships of language Iosting with teaching and learning and objective testing are presented, Then, the achievement tests; tast specification; multiple choice questions and testing language components are discussed carcfully, Next, the most important theoretical part, validity in terms of content vatidily and construct validity are deeply taken into consideration Last parts are spent for objectives an syllabus design of English grade 12, Recommended test specification of end-

term achievement tesis on Tnglish grade 12 and components’ contents of end-lerm achievement tests

Chapter 3 is the main part of the study which shows the research design containing research questions, data description, informan

and analytical framewark, Next, dala

1.4, Rescarch questions

In order to achieve these goals, the study is carried out to the answer the following research questions

L-Do the end-term achievernent tests on English grade 12 ul high schvols in

some Northern Vietnamese provinces possess content validity?

2- Da those tests possess construct validity?

1.5 Methods of the study

This sludy is 2 combination of both quantitative and qualitative approaches First, z quantitative method was employed on the data collection fom 10 end-term achievement tests on English grade 12 of high schools in some nerthem provinces of Vietnam The number of each language component of a test that possessed the content validity and construct validity has boon comlad and changed into percent

Then from the quantitative statistics, qualitative method was employed to interpret

the data into the meanings of test samples and their components in terms of content validity and construct validity

1.6 Organization of the study

‘The thesis is organized into four major chapters:

Chapter 1 is the introduction thai preserts such initial information as the ralionale, aims, methods, research questions and the organization of the study

Chapter 2 reviews all related literature that provides the theoretical basis for language testing and langig

svatuation, Firsl, the tolationships of language Iosting with teaching and learning and objective testing are presented, Then, the achievement tests; tast specification; multiple choice questions and testing language components are discussed carcfully, Next, the most important theoretical part, validity in terms of content vatidily and construct validity are deeply taken into consideration Last parts are spent for objectives an syllabus design of English grade 12, Recommended test specification of end-

term achievement tesis on Tnglish grade 12 and components’ contents of end-lerm achievement tests

Chapter 3 is the main part of the study which shows the research design containing research questions, data description, informan

and analytical framewark, Next, dala

Vor the scope of this research, the end-term achievement tests on English grade 12 at high schools in Northern provinees of Vietnam have been collected and analyzed Dus to the time limitation and research conditions, the end-of term achievement tests that have been done and scored by students cannot be collected That the reason why the reliability

current

ing in high schools 11 is also inlouded to cneourage both tcachars and learnors

in the teaching and learning process and to be the valuable source of reference tor test

designers

1.2 Scope of the study

Due to the limitation of time and research conditions, the author doesn’t have the ambition to cover all ths aspects of a good achievement test like reliability, validity, discrimination, backwash cffecls cl, This study will mainly focus on the construc! validity and content validity of the end-term achievement tests on English grade 12 at high schools of some provinces in Norther Vietnam in school years of 2008 - 2009 Ths study will give the findings about construct validity and content validity of those achievement

tests and give suggestion to iraprove those tests as well as suggestions for fiarther studies

1.3 Aims of the stuiy

The major aims of the study is to evaluate the validity of the cnd-term achievement tests on English grade 12 at high schools of some provinces in Northern Vietnam in school

y

validity The specific aims of the study are:

% ‘To study and evaluate the construct validity and content validity of those

CIIAPTER 1: INTRODUCTION 1.1 Rationale of the study

In several decades recently, nglish language testing and evaluation has received a great interest ftom both sducators, researchers worldwide In Vietnam, for its important rolcs in educational ficld, English testing and evaluation has been focused in universities

and educational institutions through researches, Master of Arts theses, doctoral theses in

methodology, most of which aim lo eval

wile reliability and vatidity, the essential andl ros

important characteristics of a test

‘The raising interest towards English testing can be only explained by its importance

to English loaching and English loaning For Engtish toacking, testing ovatuation helps teachers check again the effect of the teaching procedure, fom which they could consider the contents and techniques used in teaching, On the other hand, through testing, students can adjust the Jearning process themselves in order to get better study results

There arc a munber of previous researches at Colloge of Foreign Languages — Vietnam national University that carried out on testing in terms of validity of tests For

instance, Vu, Ba Tinh (2006); Nguyen, Thi Mai Phnong (2008); Tran Thi Tliew Thuy

(2008); Le Thuy Linh (2004), Nguyen, Thi Bich Hong (2008), cte All of these tests are at college and university research area, However, we recognized that there is not any study aboul validily of tests at high schools The interested research lapics are often about using, language skills, iochniquos in English teaching and tearing For cxample, Lar, Thi Thu Thuy (2008), Đân, Duy Lich (2007), Nguyễn Thị Nguyệt (2007), etc, This raises a question whether or not high school tests have reliability and validity And if so, how could they be evaluated?

One important thing when we mention to the testing and evaluation is the subjective

factor of the test-makers Popularly, the tests are written without considering carefully among the contents and objectives of the course and the content and construct of the tests This leads to the fact that many tasks students have to do in the tests do not exist in the course contents or the test items are unfamiliar or fir too difficnit to students, Clearly, those esis we said to be lack of reliability as well as validity, the most important and essential measurement qualities of a test This can be shown significantly through end-tenn

achievement tests which examine students’ achievements after a term or a course.

Components’ contents of 2 term achievement tests

Content validity of test samples” components

Construct validity of the test samples

CIIAPTER 1: INTRODUCTION 1.1 Rationale of the study

In several decades recently, nglish language testing and evaluation has received a great interest ftom both sducators, researchers worldwide In Vietnam, for its important rolcs in educational ficld, English testing and evaluation has been focused in universities

and educational institutions through researches, Master of Arts theses, doctoral theses in

methodology, most of which aim lo eval

wile reliability and vatidity, the essential andl ros

important characteristics of a test

‘The raising interest towards English testing can be only explained by its importance

to English loaching and English loaning For Engtish toacking, testing ovatuation helps teachers check again the effect of the teaching procedure, fom which they could consider the contents and techniques used in teaching, On the other hand, through testing, students can adjust the Jearning process themselves in order to get better study results

There arc a munber of previous researches at Colloge of Foreign Languages — Vietnam national University that carried out on testing in terms of validity of tests For

instance, Vu, Ba Tinh (2006); Nguyen, Thi Mai Phnong (2008); Tran Thi Tliew Thuy

(2008); Le Thuy Linh (2004), Nguyen, Thi Bich Hong (2008), cte All of these tests are at college and university research area, However, we recognized that there is not any study aboul validily of tests at high schools The interested research lapics are often about using, language skills, iochniquos in English teaching and tearing For cxample, Lar, Thi Thu Thuy (2008), Đân, Duy Lich (2007), Nguyễn Thị Nguyệt (2007), etc, This raises a question whether or not high school tests have reliability and validity And if so, how could they be evaluated?

One important thing when we mention to the testing and evaluation is the subjective

factor of the test-makers Popularly, the tests are written without considering carefully among the contents and objectives of the course and the content and construct of the tests This leads to the fact that many tasks students have to do in the tests do not exist in the course contents or the test items are unfamiliar or fir too difficnit to students, Clearly, those esis we said to be lack of reliability as well as validity, the most important and essential measurement qualities of a test This can be shown significantly through end-tenn

achievement tests which examine students’ achievements after a term or a course.

CIIAPTER 2: LITERATURE REVIEW

This chapter provides an overview of the theoretical background of the research

Hirstly, it discusses about the relationships of language testing with teaching and learning

Then, the achievement Icst

goi Lãi ification and testing langunge componenls

are discussed carefiully Next, the most important theoretical part, validity in terms of content validity and construct validity are deeply taken into consideration Last parts are spent for objectives and syllabus design of English grade 12, recommended test specification of end-term achievement tests on English grade 12 and components’ contents

of end-Lerm achievement Lests

2.1 The relationships of language testing with teaching and learning

‘Teaching, learning and testing are interrelated closely to each other, that the existence and changes of this factor may have considerable effects on olher factors Among

these three factors, perhaps Janguage testing itself has the strongest and clearest effects on

teaching and learning process Heaton (1988:5) had the same idea that “Both testing and

teaching are so closely interrelated that it ix virtually impassible to work either field

withoul being constantly concerned with the other” Heaton (1988:5) also pointed out the

importance of testing to the learming process as “Y'ests may be constructed primarily as devices to reinforce learning and motivate the students ar as a mean of assessing the students’ performance in the language”

Davies (1996:5) also desoribed the importance of language testing as "Properly

made English tests con help create positive attitudes toward instruction by giving students

@ sense of accomplistanent und a feeling that the teacher's evaluation of then matches what he has taught them Good English tests also help students learn the language by

acquiring them to sudy hard emphasising cow'se objectives, and showing them where

they need lo improve”

In term of the teaching field, testing help teachers evaluate how learners have

achieved the target language knowledge and language skill Bachman (1990:55) shared this point of view when he stated that the fundarnental use of Lesting in an edueational program

is to provide information for making decisions, that is, to evaluate However it is not a

simple thing for teachers to receive exact, reliable and valid testing from different

test-CIIAPTER 2: LITERATURE REVIEW

This chapter provides an overview of the theoretical background of the research

Hirstly, it discusses about the relationships of language testing with teaching and learning

Then, the achievement Icst

goi Lãi ification and testing langunge componenls

are discussed carefiully Next, the most important theoretical part, validity in terms of content validity and construct validity are deeply taken into consideration Last parts are spent for objectives and syllabus design of English grade 12, recommended test specification of end-term achievement tests on English grade 12 and components’ contents

of end-Lerm achievement Lests

2.1 The relationships of language testing with teaching and learning

‘Teaching, learning and testing are interrelated closely to each other, that the existence and changes of this factor may have considerable effects on olher factors Among

these three factors, perhaps Janguage testing itself has the strongest and clearest effects on

teaching and learning process Heaton (1988:5) had the same idea that “Both testing and

teaching are so closely interrelated that it ix virtually impassible to work either field

withoul being constantly concerned with the other” Heaton (1988:5) also pointed out the

importance of testing to the learming process as “Y'ests may be constructed primarily as devices to reinforce learning and motivate the students ar as a mean of assessing the students’ performance in the language”

Davies (1996:5) also desoribed the importance of language testing as "Properly

made English tests con help create positive attitudes toward instruction by giving students

@ sense of accomplistanent und a feeling that the teacher's evaluation of then matches what he has taught them Good English tests also help students learn the language by

acquiring them to sudy hard emphasising cow'se objectives, and showing them where

they need lo improve”

In term of the teaching field, testing help teachers evaluate how learners have

achieved the target language knowledge and language skill Bachman (1990:55) shared this point of view when he stated that the fundarnental use of Lesting in an edueational program

is to provide information for making decisions, that is, to evaluate However it is not a

simple thing for teachers to receive exact, reliable and valid testing from different

test-CIIAPTER 1: INTRODUCTION 1.1 Rationale of the study

In several decades recently, nglish language testing and evaluation has received a great interest ftom both sducators, researchers worldwide In Vietnam, for its important rolcs in educational ficld, English testing and evaluation has been focused in universities

and educational institutions through researches, Master of Arts theses, doctoral theses in

methodology, most of which aim lo eval

wile reliability and vatidity, the essential andl ros

important characteristics of a test

‘The raising interest towards English testing can be only explained by its importance

to English loaching and English loaning For Engtish toacking, testing ovatuation helps teachers check again the effect of the teaching procedure, fom which they could consider the contents and techniques used in teaching, On the other hand, through testing, students can adjust the Jearning process themselves in order to get better study results

There arc a munber of previous researches at Colloge of Foreign Languages — Vietnam national University that carried out on testing in terms of validity of tests For

instance, Vu, Ba Tinh (2006); Nguyen, Thi Mai Phnong (2008); Tran Thi Tliew Thuy

(2008); Le Thuy Linh (2004), Nguyen, Thi Bich Hong (2008), cte All of these tests are at college and university research area, However, we recognized that there is not any study aboul validily of tests at high schools The interested research lapics are often about using, language skills, iochniquos in English teaching and tearing For cxample, Lar, Thi Thu Thuy (2008), Đân, Duy Lich (2007), Nguyễn Thị Nguyệt (2007), etc, This raises a question whether or not high school tests have reliability and validity And if so, how could they be evaluated?

One important thing when we mention to the testing and evaluation is the subjective

factor of the test-makers Popularly, the tests are written without considering carefully among the contents and objectives of the course and the content and construct of the tests This leads to the fact that many tasks students have to do in the tests do not exist in the course contents or the test items are unfamiliar or fir too difficnit to students, Clearly, those esis we said to be lack of reliability as well as validity, the most important and essential measurement qualities of a test This can be shown significantly through end-tenn

achievement tests which examine students’ achievements after a term or a course.

1.4, Rescarch questions

In order to achieve these goals, the study is carried out to the answer the following research questions

L-Do the end-term achievernent tests on English grade 12 ul high schvols in

some Northern Vietnamese provinces possess content validity?

2- Da those tests possess construct validity?

1.5 Methods of the study

This sludy is 2 combination of both quantitative and qualitative approaches First, z quantitative method was employed on the data collection fom 10 end-term achievement tests on English grade 12 of high schools in some nerthem provinces of Vietnam The number of each language component of a test that possessed the content validity and construct validity has boon comlad and changed into percent

Then from the quantitative statistics, qualitative method was employed to interpret

the data into the meanings of test samples and their components in terms of content validity and construct validity

1.6 Organization of the study

‘The thesis is organized into four major chapters:

Chapter 1 is the introduction thai preserts such initial information as the ralionale, aims, methods, research questions and the organization of the study

Chapter 2 reviews all related literature that provides the theoretical basis for language testing and langig

svatuation, Firsl, the tolationships of language Iosting with teaching and learning and objective testing are presented, Then, the achievement tests; tast specification; multiple choice questions and testing language components are discussed carcfully, Next, the most important theoretical part, validity in terms of content vatidily and construct validity are deeply taken into consideration Last parts are spent for objectives an syllabus design of English grade 12, Recommended test specification of end-

term achievement tesis on Tnglish grade 12 and components’ contents of end-lerm achievement tests

Chapter 3 is the main part of the study which shows the research design containing research questions, data description, informan

and analytical framewark, Next, dala

2.9 Components’ contents of end-term achievement tests, English grade 12

2.9.1 Components’ conlents of Ihe 1* term achievernent lests

2.9.2 Components’ contents of the 2” term achievement tests

Chapter 3: THE STUDY

3.1 Rescarch design

3.1.1, Research questions 3.1.2 informants

3.1.3 Data description 3.2 Analytical framework

3.3 Findings and discussion

3.3.1 Content validity of test samples’ components

3.3.1.1 Contsr validily of phonctic items

3.7.2.2 Content validily ef grammar test ilerns,

3.7.2.3 Content validily of vocabulary ilems

4.3.2 Construct validity of the test samples

3.3.2.1 Construct validity of phonetic test items 3.3.2.2 Construct validity of grammar test items 3.3.2.3 Construct validity of vocabulary test items Chapter 4: CONCLUSION

1.4, Rescarch questions

In order to achieve these goals, the study is carried out to the answer the following research questions

L-Do the end-term achievernent tests on English grade 12 ul high schvols in

some Northern Vietnamese provinces possess content validity?

2- Da those tests possess construct validity?

1.5 Methods of the study

This sludy is 2 combination of both quantitative and qualitative approaches First, z quantitative method was employed on the data collection fom 10 end-term achievement tests on English grade 12 of high schools in some nerthem provinces of Vietnam The number of each language component of a test that possessed the content validity and construct validity has boon comlad and changed into percent

Then from the quantitative statistics, qualitative method was employed to interpret

the data into the meanings of test samples and their components in terms of content validity and construct validity

1.6 Organization of the study

‘The thesis is organized into four major chapters:

Chapter 1 is the introduction thai preserts such initial information as the ralionale, aims, methods, research questions and the organization of the study

Chapter 2 reviews all related literature that provides the theoretical basis for language testing and langig

svatuation, Firsl, the tolationships of language Iosting with teaching and learning and objective testing are presented, Then, the achievement tests; tast specification; multiple choice questions and testing language components are discussed carcfully, Next, the most important theoretical part, validity in terms of content vatidily and construct validity are deeply taken into consideration Last parts are spent for objectives an syllabus design of English grade 12, Recommended test specification of end-

term achievement tesis on Tnglish grade 12 and components’ contents of end-lerm achievement tests

Chapter 3 is the main part of the study which shows the research design containing research questions, data description, informan

and analytical framewark, Next, dala

CIIAPTER 1: INTRODUCTION 1.1 Rationale of the study

In several decades recently, nglish language testing and evaluation has received a great interest ftom both sducators, researchers worldwide In Vietnam, for its important rolcs in educational ficld, English testing and evaluation has been focused in universities

and educational institutions through researches, Master of Arts theses, doctoral theses in

methodology, most of which aim lo eval

wile reliability and vatidity, the essential andl ros

important characteristics of a test

‘The raising interest towards English testing can be only explained by its importance

to English loaching and English loaning For Engtish toacking, testing ovatuation helps teachers check again the effect of the teaching procedure, fom which they could consider the contents and techniques used in teaching, On the other hand, through testing, students can adjust the Jearning process themselves in order to get better study results

There arc a munber of previous researches at Colloge of Foreign Languages — Vietnam national University that carried out on testing in terms of validity of tests For

instance, Vu, Ba Tinh (2006); Nguyen, Thi Mai Phnong (2008); Tran Thi Tliew Thuy

(2008); Le Thuy Linh (2004), Nguyen, Thi Bich Hong (2008), cte All of these tests are at college and university research area, However, we recognized that there is not any study aboul validily of tests at high schools The interested research lapics are often about using, language skills, iochniquos in English teaching and tearing For cxample, Lar, Thi Thu Thuy (2008), Đân, Duy Lich (2007), Nguyễn Thị Nguyệt (2007), etc, This raises a question whether or not high school tests have reliability and validity And if so, how could they be evaluated?

One important thing when we mention to the testing and evaluation is the subjective

factor of the test-makers Popularly, the tests are written without considering carefully among the contents and objectives of the course and the content and construct of the tests This leads to the fact that many tasks students have to do in the tests do not exist in the course contents or the test items are unfamiliar or fir too difficnit to students, Clearly, those esis we said to be lack of reliability as well as validity, the most important and essential measurement qualities of a test This can be shown significantly through end-tenn

achievement tests which examine students’ achievements after a term or a course.

2.9 Components’ contents of end-term achievement tests, English grade 12

2.9.1 Components’ conlents of Ihe 1* term achievernent lests

2.9.2 Components’ contents of the 2” term achievement tests

Chapter 3: THE STUDY

3.1 Rescarch design

3.1.1, Research questions 3.1.2 informants

3.1.3 Data description 3.2 Analytical framework

3.3 Findings and discussion

3.3.1 Content validity of test samples’ components

3.3.1.1 Contsr validily of phonctic items

3.7.2.2 Content validily ef grammar test ilerns,

3.7.2.3 Content validily of vocabulary ilems

4.3.2 Construct validity of the test samples

3.3.2.1 Construct validity of phonetic test items 3.3.2.2 Construct validity of grammar test items 3.3.2.3 Construct validity of vocabulary test items Chapter 4: CONCLUSION

analysis of construct validity and content validity is discussed Finally, the findings about

conten! validity and comstruel validity of the tes! samples arc taid au

Chapter 4 ofits the conclusions that make clear the research questions Some implications are suggested to improve end - term achievement tests in terms of their

construct validity and content validity The liznilalions and directions to further esearch

are also mentioned in this final chapter.

Vor the scope of this research, the end-term achievement tests on English grade 12 at high schools in Northern provinees of Vietnam have been collected and analyzed Dus to the time limitation and research conditions, the end-of term achievement tests that have been done and scored by students cannot be collected That the reason why the reliability

current

ing in high schools 11 is also inlouded to cneourage both tcachars and learnors

in the teaching and learning process and to be the valuable source of reference tor test

designers

1.2 Scope of the study

Due to the limitation of time and research conditions, the author doesn’t have the ambition to cover all ths aspects of a good achievement test like reliability, validity, discrimination, backwash cffecls cl, This study will mainly focus on the construc! validity and content validity of the end-term achievement tests on English grade 12 at high schools of some provinces in Norther Vietnam in school years of 2008 - 2009 Ths study will give the findings about construct validity and content validity of those achievement

tests and give suggestion to iraprove those tests as well as suggestions for fiarther studies

1.3 Aims of the stuiy

The major aims of the study is to evaluate the validity of the cnd-term achievement tests on English grade 12 at high schools of some provinces in Northern Vietnam in school

y

validity The specific aims of the study are:

% ‘To study and evaluate the construct validity and content validity of those

Vor the scope of this research, the end-term achievement tests on English grade 12 at high schools in Northern provinees of Vietnam have been collected and analyzed Dus to the time limitation and research conditions, the end-of term achievement tests that have been done and scored by students cannot be collected That the reason why the reliability

current

ing in high schools 11 is also inlouded to cneourage both tcachars and learnors

in the teaching and learning process and to be the valuable source of reference tor test

designers

1.2 Scope of the study

Due to the limitation of time and research conditions, the author doesn’t have the ambition to cover all ths aspects of a good achievement test like reliability, validity, discrimination, backwash cffecls cl, This study will mainly focus on the construc! validity and content validity of the end-term achievement tests on English grade 12 at high schools of some provinces in Norther Vietnam in school years of 2008 - 2009 Ths study will give the findings about construct validity and content validity of those achievement

tests and give suggestion to iraprove those tests as well as suggestions for fiarther studies

1.3 Aims of the stuiy

The major aims of the study is to evaluate the validity of the cnd-term achievement tests on English grade 12 at high schools of some provinces in Northern Vietnam in school

y

validity The specific aims of the study are:

% ‘To study and evaluate the construct validity and content validity of those

2.9 Components’ contents of end-term achievement tests, English grade 12

2.9.1 Components’ conlents of Ihe 1* term achievernent lests

2.9.2 Components’ contents of the 2” term achievement tests

Chapter 3: THE STUDY

3.1 Rescarch design

3.1.1, Research questions 3.1.2 informants

3.1.3 Data description 3.2 Analytical framework

3.3 Findings and discussion

3.3.1 Content validity of test samples’ components

3.3.1.1 Contsr validily of phonctic items

3.7.2.2 Content validily ef grammar test ilerns,

3.7.2.3 Content validily of vocabulary ilems

4.3.2 Construct validity of the test samples

3.3.2.1 Construct validity of phonetic test items 3.3.2.2 Construct validity of grammar test items 3.3.2.3 Construct validity of vocabulary test items Chapter 4: CONCLUSION

CIIAPTER 2: LITERATURE REVIEW

This chapter provides an overview of the theoretical background of the research

Hirstly, it discusses about the relationships of language testing with teaching and learning

Then, the achievement Icst

goi Lãi ification and testing langunge componenls

are discussed carefiully Next, the most important theoretical part, validity in terms of content validity and construct validity are deeply taken into consideration Last parts are spent for objectives and syllabus design of English grade 12, recommended test specification of end-term achievement tests on English grade 12 and components’ contents

of end-Lerm achievement Lests

2.1 The relationships of language testing with teaching and learning

‘Teaching, learning and testing are interrelated closely to each other, that the existence and changes of this factor may have considerable effects on olher factors Among

these three factors, perhaps Janguage testing itself has the strongest and clearest effects on

teaching and learning process Heaton (1988:5) had the same idea that “Both testing and

teaching are so closely interrelated that it ix virtually impassible to work either field

withoul being constantly concerned with the other” Heaton (1988:5) also pointed out the

importance of testing to the learming process as “Y'ests may be constructed primarily as devices to reinforce learning and motivate the students ar as a mean of assessing the students’ performance in the language”

Davies (1996:5) also desoribed the importance of language testing as "Properly

made English tests con help create positive attitudes toward instruction by giving students

@ sense of accomplistanent und a feeling that the teacher's evaluation of then matches what he has taught them Good English tests also help students learn the language by

acquiring them to sudy hard emphasising cow'se objectives, and showing them where

they need lo improve”

In term of the teaching field, testing help teachers evaluate how learners have

achieved the target language knowledge and language skill Bachman (1990:55) shared this point of view when he stated that the fundarnental use of Lesting in an edueational program

is to provide information for making decisions, that is, to evaluate However it is not a

simple thing for teachers to receive exact, reliable and valid testing from different

test-1.4, Rescarch questions

In order to achieve these goals, the study is carried out to the answer the following research questions

L-Do the end-term achievernent tests on English grade 12 ul high schvols in

some Northern Vietnamese provinces possess content validity?

2- Da those tests possess construct validity?

1.5 Methods of the study

This sludy is 2 combination of both quantitative and qualitative approaches First, z quantitative method was employed on the data collection fom 10 end-term achievement tests on English grade 12 of high schools in some nerthem provinces of Vietnam The number of each language component of a test that possessed the content validity and construct validity has boon comlad and changed into percent

Then from the quantitative statistics, qualitative method was employed to interpret

the data into the meanings of test samples and their components in terms of content validity and construct validity

1.6 Organization of the study

‘The thesis is organized into four major chapters:

Chapter 1 is the introduction thai preserts such initial information as the ralionale, aims, methods, research questions and the organization of the study

Chapter 2 reviews all related literature that provides the theoretical basis for language testing and langig

svatuation, Firsl, the tolationships of language Iosting with teaching and learning and objective testing are presented, Then, the achievement tests; tast specification; multiple choice questions and testing language components are discussed carcfully, Next, the most important theoretical part, validity in terms of content vatidily and construct validity are deeply taken into consideration Last parts are spent for objectives an syllabus design of English grade 12, Recommended test specification of end-

term achievement tesis on Tnglish grade 12 and components’ contents of end-lerm achievement tests

Chapter 3 is the main part of the study which shows the research design containing research questions, data description, informan

and analytical framewark, Next, dala

CIIAPTER 1: INTRODUCTION 1.1 Rationale of the study

In several decades recently, nglish language testing and evaluation has received a great interest ftom both sducators, researchers worldwide In Vietnam, for its important rolcs in educational ficld, English testing and evaluation has been focused in universities

and educational institutions through researches, Master of Arts theses, doctoral theses in

methodology, most of which aim lo eval

wile reliability and vatidity, the essential andl ros

important characteristics of a test

‘The raising interest towards English testing can be only explained by its importance

to English loaching and English loaning For Engtish toacking, testing ovatuation helps teachers check again the effect of the teaching procedure, fom which they could consider the contents and techniques used in teaching, On the other hand, through testing, students can adjust the Jearning process themselves in order to get better study results

There arc a munber of previous researches at Colloge of Foreign Languages — Vietnam national University that carried out on testing in terms of validity of tests For

instance, Vu, Ba Tinh (2006); Nguyen, Thi Mai Phnong (2008); Tran Thi Tliew Thuy

(2008); Le Thuy Linh (2004), Nguyen, Thi Bich Hong (2008), cte All of these tests are at college and university research area, However, we recognized that there is not any study aboul validily of tests at high schools The interested research lapics are often about using, language skills, iochniquos in English teaching and tearing For cxample, Lar, Thi Thu Thuy (2008), Đân, Duy Lich (2007), Nguyễn Thị Nguyệt (2007), etc, This raises a question whether or not high school tests have reliability and validity And if so, how could they be evaluated?

One important thing when we mention to the testing and evaluation is the subjective

factor of the test-makers Popularly, the tests are written without considering carefully among the contents and objectives of the course and the content and construct of the tests This leads to the fact that many tasks students have to do in the tests do not exist in the course contents or the test items are unfamiliar or fir too difficnit to students, Clearly, those esis we said to be lack of reliability as well as validity, the most important and essential measurement qualities of a test This can be shown significantly through end-tenn

achievement tests which examine students’ achievements after a term or a course.

1.4, Rescarch questions

In order to achieve these goals, the study is carried out to the answer the following research questions

L-Do the end-term achievernent tests on English grade 12 ul high schvols in

some Northern Vietnamese provinces possess content validity?

2- Da those tests possess construct validity?

1.5 Methods of the study

This sludy is 2 combination of both quantitative and qualitative approaches First, z quantitative method was employed on the data collection fom 10 end-term achievement tests on English grade 12 of high schools in some nerthem provinces of Vietnam The number of each language component of a test that possessed the content validity and construct validity has boon comlad and changed into percent

Then from the quantitative statistics, qualitative method was employed to interpret

the data into the meanings of test samples and their components in terms of content validity and construct validity

1.6 Organization of the study

‘The thesis is organized into four major chapters:

Chapter 1 is the introduction thai preserts such initial information as the ralionale, aims, methods, research questions and the organization of the study

Chapter 2 reviews all related literature that provides the theoretical basis for language testing and langig

svatuation, Firsl, the tolationships of language Iosting with teaching and learning and objective testing are presented, Then, the achievement tests; tast specification; multiple choice questions and testing language components are discussed carcfully, Next, the most important theoretical part, validity in terms of content vatidily and construct validity are deeply taken into consideration Last parts are spent for objectives an syllabus design of English grade 12, Recommended test specification of end-

term achievement tesis on Tnglish grade 12 and components’ contents of end-lerm achievement tests

Chapter 3 is the main part of the study which shows the research design containing research questions, data description, informan

and analytical framewark, Next, dala

analysis of construct validity and content validity is discussed Finally, the findings about

conten! validity and comstruel validity of the tes! samples arc taid au

Chapter 4 ofits the conclusions that make clear the research questions Some implications are suggested to improve end - term achievement tests in terms of their

construct validity and content validity The liznilalions and directions to further esearch

are also mentioned in this final chapter.

CIIAPTER 2: LITERATURE REVIEW

This chapter provides an overview of the theoretical background of the research

Hirstly, it discusses about the relationships of language testing with teaching and learning

Then, the achievement Icst

goi Lãi ification and testing langunge componenls

are discussed carefiully Next, the most important theoretical part, validity in terms of content validity and construct validity are deeply taken into consideration Last parts are spent for objectives and syllabus design of English grade 12, recommended test specification of end-term achievement tests on English grade 12 and components’ contents

of end-Lerm achievement Lests

2.1 The relationships of language testing with teaching and learning

‘Teaching, learning and testing are interrelated closely to each other, that the existence and changes of this factor may have considerable effects on olher factors Among

these three factors, perhaps Janguage testing itself has the strongest and clearest effects on

teaching and learning process Heaton (1988:5) had the same idea that “Both testing and

teaching are so closely interrelated that it ix virtually impassible to work either field

withoul being constantly concerned with the other” Heaton (1988:5) also pointed out the

importance of testing to the learming process as “Y'ests may be constructed primarily as devices to reinforce learning and motivate the students ar as a mean of assessing the students’ performance in the language”

Davies (1996:5) also desoribed the importance of language testing as "Properly

made English tests con help create positive attitudes toward instruction by giving students

@ sense of accomplistanent und a feeling that the teacher's evaluation of then matches what he has taught them Good English tests also help students learn the language by

acquiring them to sudy hard emphasising cow'se objectives, and showing them where

they need lo improve”

In term of the teaching field, testing help teachers evaluate how learners have

achieved the target language knowledge and language skill Bachman (1990:55) shared this point of view when he stated that the fundarnental use of Lesting in an edueational program

is to provide information for making decisions, that is, to evaluate However it is not a

simple thing for teachers to receive exact, reliable and valid testing from different

test-analysis of construct validity and content validity is discussed Finally, the findings about

conten! validity and comstruel validity of the tes! samples arc taid au

Chapter 4 ofits the conclusions that make clear the research questions Some implications are suggested to improve end - term achievement tests in terms of their

construct validity and content validity The liznilalions and directions to further esearch

are also mentioned in this final chapter.

1.4, Rescarch questions

In order to achieve these goals, the study is carried out to the answer the following research questions

L-Do the end-term achievernent tests on English grade 12 ul high schvols in

some Northern Vietnamese provinces possess content validity?

2- Da those tests possess construct validity?

1.5 Methods of the study

This sludy is 2 combination of both quantitative and qualitative approaches First, z quantitative method was employed on the data collection fom 10 end-term achievement tests on English grade 12 of high schools in some nerthem provinces of Vietnam The number of each language component of a test that possessed the content validity and construct validity has boon comlad and changed into percent

Then from the quantitative statistics, qualitative method was employed to interpret

the data into the meanings of test samples and their components in terms of content validity and construct validity

1.6 Organization of the study

‘The thesis is organized into four major chapters:

Chapter 1 is the introduction thai preserts such initial information as the ralionale, aims, methods, research questions and the organization of the study

Chapter 2 reviews all related literature that provides the theoretical basis for language testing and langig

svatuation, Firsl, the tolationships of language Iosting with teaching and learning and objective testing are presented, Then, the achievement tests; tast specification; multiple choice questions and testing language components are discussed carcfully, Next, the most important theoretical part, validity in terms of content vatidily and construct validity are deeply taken into consideration Last parts are spent for objectives an syllabus design of English grade 12, Recommended test specification of end-

term achievement tesis on Tnglish grade 12 and components’ contents of end-lerm achievement tests

Chapter 3 is the main part of the study which shows the research design containing research questions, data description, informan

and analytical framewark, Next, dala

2.9 Components’ contents of end-term achievement tests, English grade 12

2.9.1 Components’ conlents of Ihe 1* term achievernent lests

2.9.2 Components’ contents of the 2” term achievement tests

Chapter 3: THE STUDY

3.1 Rescarch design

3.1.1, Research questions 3.1.2 informants

3.1.3 Data description 3.2 Analytical framework

3.3 Findings and discussion

3.3.1 Content validity of test samples’ components

3.3.1.1 Contsr validily of phonctic items

3.7.2.2 Content validily ef grammar test ilerns,

3.7.2.3 Content validily of vocabulary ilems

4.3.2 Construct validity of the test samples

3.3.2.1 Construct validity of phonetic test items 3.3.2.2 Construct validity of grammar test items 3.3.2.3 Construct validity of vocabulary test items Chapter 4: CONCLUSION

analysis of construct validity and content validity is discussed Finally, the findings about

conten! validity and comstruel validity of the tes! samples arc taid au

Chapter 4 ofits the conclusions that make clear the research questions Some implications are suggested to improve end - term achievement tests in terms of their

construct validity and content validity The liznilalions and directions to further esearch

are also mentioned in this final chapter.