CHUYÊN đề hội THẢO các TRƯỜNG CHUYÊN VÙNG DHĐBBB lần THỨ VIII năm 2015 môn TIẾNG ANH TRƯỜNG CHUYÊN hòa BÌNH

ASSESMENT AND TESTING IN EFL CLASS AT HIGH SCHOOL VŨ THỊ KIM THANH Asking students to demonstrate their understanding of the lessons learned is of greatimportance to the learning proces

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ASSESMENT AND TESTING IN EFL CLASS AT HIGH SCHOOL

VŨ THỊ KIM THANH

Asking students to demonstrate their understanding of the lessons learned is of greatimportance to the learning process; it is essential to evaluate whether the educational goals andstandards of the lessons are being met

Assessment and testing are an integral part of instruction, as it determines whether or not thegoals of education are being met Assessment affects decisions about grades, placement,advancement, instructional needs, curriculum, etc Testing and assessment inspire us to ask thesehard questions: "Are we teaching what we think we are teaching?" "Are students learning whatthey are supposed to be learning?" "Is there a way to teach the subject better, thereby promotingbetter learning?"

Today's students need to know not only the basic reading and arithmetic skills, but also skillsthat will allow them to face a world that is continually changing They must be able to thinkcritically, to analyze, and to make inferences These new learning goals change the relationshipbetween assessment,testing and instruction Teachers need to take an active role in makingdecisions about the purpose of assessment and the content that is being tested

Assessment and testing in EFL class at high school cover broad categories, but due to thescope and the limitation of time this paper presents the following sections:

Overview of assessment and testing

Application of innovation in assessment and testing, namely the design of reading test

SECTION I OVERVIEW OF ASSESSMENT AND TESTING

Assessment :In an educational context, assessment is the process of describing, collecting,

recording, scoring, and interpreting information about learning

3.What is evaluation?

Evaluation is the process of making judgments based on criteria and evidence.

In general, testing is a sample while assessment is a process

THE RELATIONSHIP BETWEEN TESTING AND ASSESSMENT

Testing and assessment are two different terms that are often used interchangeably and wronglyconfused to believe that both have the same definition as tests However, they are different fromeach other Testing is actually one of the ways to assess something

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Testing Assessment Evaluation

 What is the relationship between them ?

The purposes of testing and assessment are:

+ To identify Ss’ progress in learning EL

+ To identify what they have learned

+ To plan the next lesson

+ To give feedback on the performance of Ss

+ To diagnose problems and strengths Ss have in a skill

Classification of Tests

1.Using test purposes

within a program

making towards course objectives

at end of course

standards

2 Regarding construction approach

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 Indirect testing: makes an attempt to measure the sub-skills underlying the skills inwhich we are interested.

3 Using test-scoring procedure

COMPARISON BETWEEN TRADITIONAL AND ALTERNATIVE ASSESSMENT

The characteristics of Traditional and Alternative Assessment Traditional

Kiểm tra theo chuẩn một lần duy nhất

Dạng thức đa lựa chọn có thời gian

Điểm là đủ để đánh giá

Tham chiếu thao chuẩn

Alternative

Đánh giá trong thời hạn dài liên tiếp

Dạng thức trả lời tự do không có thời

gian gới hạn

ý kiến tương tác

Điểm tham chiếu trên các tiêu chí

INNOVATION IN TESTING AND ASSESSMENT

Bloom’s Taxonomy has been introduced in EFL assessment and testing

What do you know about Bloom’s taxonomy?

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Bloom’s Taxonomy provides an important framework for teachers to use to focus on higherorder thinking.

How many levels does it have?/ what are they?

Barret’s taxonomy is divided into 5 levels

Level 1: LITERAL COMPREHENSION (LC)

Level 2: REORGANIZATION (RO)

Level 3: INFERENTIAL COMPREHENSION (IC)

Level 4: EVALUATION (EVA)

Level 5: APPRECIATION (APPR)

SECTION II APPLICATION OF INNOVATION IN ASSESSING AND TESTING READING SKILLS AT HIGH GIFTED SCHOOLS

Background

We are working in a high secondary school for fast-track or excellentstudents The main task of the school is as defined by the province andMOET:

… to look for and to develop talents for the province, the

country; and to make the school to become a high quality

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education center that gives impact on the development of the

province.

This gifted school aims to educate and prepare students to pass manyimportant and challenging national examinations such as the examinationsfor gifted students, college and university entrance examinations Of all theexams and tests, reading skill with its sub skills is an indispensable part,therefore the question raised here is how to test and assess it

Current English syllabus used

As mentioned above, gifted students of English follow a special syllabus to prepare them to enter different universities or study overseas For reading skill, at the end of Grade 12, students are required to be able to read and understand a text of about 350 to

450 words of standard English on one of the topics they have learned in Grade 10, 11 and

12 of their high school years The topics, reading subskills and levels focused in the reading test for the Yearly Provincial Examinations for gifted students of English are summarised

in the table below:

places

12

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Here are the sample of a reading test designed

In this paper we present the table of specifications in which all the sub- skills, text types,materials, curriculum and syllabus, question levels (Based on Bloom’s Taxonomy to test theknowledge, comprehension, application, analysis, synthesis and evaluation, Barrete's taxonomyhas been used to test the levels of reading comprehension questions namely: Literalcomprehension, Re- organization, Inferential comprehension, Evaluation and Appreciation),question types ( MCQ with 4 options, structured or WH- questions) are included Especially, thetable of specifications show which questions belong to which levels, so that the test designersand testmakers are clear of what levels of reading skills are being tested, and how much ofreading skill the students have achieved, which are the best and which are weaker?

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2 Table of Test Specifications

Type of Examination: Norm-referenced

Name of Examination: Provincial Reading Comprehension English Examination for Gifted Students - Grade 11 and 12

Time alloc.

Predicting outcome Inferring references Inferring references Inferring references Inferring references Inferring references

A personalrecount(400 words)

MCQ( 4 options)

Structured(WH-question)StructuredStructured

1111111111

15min

Part/ Language sub-skills Text types/ Cur Question levels Q types No of Mark Time

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Identifying sequence of events

Identifying cause and effects

Identifying facts and details

Inferring meaning from contextual clues

An article(450 words)

A story with

a picture(800 words)

14

181920

13

16

2122

True / False

or Doesn'tsay (T/F/D)

1111111111

11

1111111111

11

15min

30min

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Question levels Q types No of

items Mark alloc Time alloc.

Compare and contrast

Predicting outcome

An article with 4pictures (850words)

23

25262728

313233343536

2930

MCQ(4 options)

Structured(WH-question)Structured

MCQ(4 options)

11111111

111111

11122222

111111

30min

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Compare and contrast

MCQ(4 options)

11111111

m

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3 Reading Test Paper

Index No.

EXAMINATION FOR HIGH SCHOOL GIFTED STUDENTS

READING TEST OF ENGLISH

Total time: 90 minutes

INTRODUCTION TO CANDIDATES

 Do not turn over the page until you are asked to do so.

 Read the questions carefully.

 Answer all the questions in the space provided.

 There are five parts in the paper:

 Follow all instructions carefully.

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PART I Read the passage and answer questions 1 to 10

MAKING FRIENDS IN A NEW CITY

I graduated from college recently and moved to San Francisco by myself While Iwas in college, it was really easy to meet new people I met them in class, throughfriends, at parties, and at the library all the time But "out of the real world," I wasfinding it really hard I live in a big city, and it seems like everyone around me is busy oralready has all the friends they want I was feeling so discouraged and didn't know what

to do, so I called my sister for some advice

My sister is four years older than I am, so she's been through all this already She'sbeen helping me with my problems all my life When I explained my problem, sheunderstood completely She said, "Why don't you try meeting people online?"

"Online? Are you kidding?" I asked A friend of mine chatted with a guy online,and when she finally met him face to face, he was nothing like he said he was."

My sister laughed "You don't have to look for dates online," she said "But youcan find other people like you - people who have just move to town and want to makesome new friends When I first moved to New York after college, I found a book cluband a softball team online I met a lot of people that way."

"But you don't even like softball!" I said

"I know," she replied" "But that didn't matter I still had a lot of fun You playedvolleyball in college Why don't you look for a volleyball team to join? Or an art class?You haven't painted since college."

"Yeah! Oh, and I saw a website about volunteering the other day." I said "I couldvolunteer for an organization here in San Francisco I bet I could meet lot of really nicepeople that way."

"That's a great idea!" my sister answered enthusiastically "Hey, you might evenmeet the perfect guy."

"OK, now you are starting to sound like Mom," I said "Thanks a lot for theadvice I'm going to go online right now and start searching for volleyball teams, artclasses, and volunteer organizations I'll let you know what happens Will you be hometonight?"

"No, but I'll be here all day tomorrow, so give me a call then," my sister replied

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A For each question from 1 to 5, four options are given One of them is the correct answer Make your choice (A, B, C or D) and write your answer on the Answer Sheet (5

marks)

1 What's the writer's problem?

A She couldn't meet people at her new college

B She couldn't meet people in her new city

C She didn't want to meet people online

D She didn't like to play softball anymore

2 When she was in college, the writer met people

A at volleyball games

B at parties and at the library

C online and in classes

D through friends and through her book club

3 The writer's sister

A had the same problems when she finished college

B didn't go to college, but understands the writer problem

C lives in the same city as the writer

D doesn't have any advice for the writer

4 The writer probably

A doesn't like to bother her sister with problems

B has a boyfriend

C doesn't have a computer

D calls her sister for advice often

5 The writer is probably going to

A join a softball team

B call her sister later tonight

C call her sister tomorrow

D join a book club like her sister did

B For each question from 6 to 10, write the word, phrase or sentence for your answer on the Answer Sheet (5 marks)

6 What does "them" in line 2 refer to?

7 What does "that way" in line 15 refer to?

8 What does "that" in line 17 refer to?

9 What does "that way" in line 22 refer to?

10 What does "then" in line 28 refer to?

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PART II Read the following article and decide whether the statements followed are true (T) orfalse (F), or if the text doesn't say (D) (10 marks)

Seven billion and counting

If you have been following the news you will know that the world’s population

The statistics concerning human population growth are astonishing It was only

12 years ago, in 1999, that the world’s population reached six billion In 1969 there were3.5 billion people on the planet, which is to say our numbers have doubled in only 42years A century ago, in 1911, there were only 1.8 billion of us: 26% of today’s total Scientists who try to estimate the number of people who have ever lived, in the tens ofthousands of years since our ape-like ancestors evolved into what we would recognise ashuman beings, usually come up with figures between 100 and 110 billion If 100 billionwere correct, we could say that 7% of all the humans ever born are alive today

As for future population growth, it seems there will probably be eight billionpeople by 2030 and nine billion by around 2050 After that, predictions vary: manyexperts think the total will rise more slowly, perhaps reaching ten billion by the end of thecentury; but a few believe the fast rise might continue, leading to a global population of

as many as 15 billion by 2100

There are big differences between rates of population growth around the world.The fastest rates are generally in the world’s poorer countries, including those in sub-Saharan Africa, while the populations of rich countries are mostly growing much moreslowly, or even shrinking in a few cases (Germany and Japan, for example, will havesmaller populations in 2050 than they do now.) This fact explains another interestingstatistic: in 1900 Europe contained around 25% of the world’s people, but in 2050 it willhave less than 10%

There are many reasons for fast population growth, but the most significantinclude medical advances and generally improved standards of living in poor countries,which mean fewer deaths from diseases or from malnutrition Indeed, average lifeexpectancy across the world has risen 20 years since the 1950s, from 48 to 68, and thebiggest rises have been in poor countries

Some people already talk of a crisis of overpopulation, expecting there to bewars over access to natural resources and warning that, because those resources are finite,

it is impossible for seven billion people (let alone nine or ten) to have the kind of consumption lifestyles that people in the world’s richer countries currently enjoy Others,however, believe the planet can accommodate another two or three billion humanswithout a social or environmental catastrophe

high-We can only hope the optimists will be proved right

Write T, F or D for questions 11 to 20 on the Answer Sheet

11 One hundred years ago the world’s population was 2.5 billion

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