Classroom testing

2021-22

Lecturer: Vu Thi Lan

 INTRODUCTION
Assessment
- Group work 80% 50%
- Attendance 20%
- Assignment ( Final exam) 50%

Note:
=> Permission for absence needs to be
obtained BEFORE class attendance check.
=> Lateness (twice) = w/o P (once) => -1
=> P (twice) = w/o P (once) => -1
Cell. 090 848 5662
Important notes:
One assignment at the end of the
course (due by week 17)
- Mini-project: Designing four
tests + test evaluation
- Test evaluation based on a real
self-designed test
Required coursebooks:
(1) Madsen, H.S. (1983). Techniques in Testing. New
York: Oxford University Press.
(2) Hughes, A. (1990). Testing for Language Teachers.
New York: Cambridge University Press.
Reference book:
(3) Heaton, J.B. (1990). Writing English Language Tests.
New York: Longman
Note:
=> Materials available in M. Teams
=> Assignments sent to Ms Lan via email:
lanthivusg@[Link]
Week/11 unit topics
1 • Introduction to language testing
1

2 • Kinds of test and testing

2

3 • Stages of test construction

4 3

5 • Unit 4: Testing different

6 4 language areas (vocabulary,
pronunciation, grammar)
Week/11 unit topics
7 • Mid-term Test

8 • Testing reading skills

9 5

10 • Testing writing skills

6

11 • Testing listening skills

7

12 • Testing speaking skills

8
Week/11 unit topics
13 • Evaluating tests
14 9

• Writing 15-minute tests

15 • Writing end-of-term tests
Unit 1
Introduction to Language testing

I. The importance of testing

II. Backwash effects

III. Good tests

 Reasons for testing

Discussion 1
In what ways are tests beneficial to
students and teachers?
 Reasons for testing

Beneficial to students
- A chance to relearn / review the lessons >
mastering the language
-

-
 Reasons for testing

Beneficial to teachers
- Insights into their own teaching methods

-
 Backwash effects =
washback effects
Discussion 2
How can tests affect teacher’s
teaching and student’s learning?
 Backwash effects
TEACHERS / STUDENTS
▪ Gearing their teaching/learning very closely to the
examination
Good tests =>
Bad tests =>
e.g.
Characteristics of good tests

❑ Validity
❑ Reliability
❑ Discrimination
1. A valid test (validity)

◼ actually testing what it intends to test

◼ How to construct valid tests
=> based on course/lesson objectives, topics
covered in class, time spent on the topics

Objectives Teaching Testing

Examples of poor or
invalid items
#1_Answers can be found somewhere else.
=> no actual focused skills tested
(Grade 6, NT Secondary school)
VI. Reading comprehension (1,5 pt)
…
Read the passage and then write True or False (1,0 pt)
25. Mr. Vuong isn’t a teacher. __False ____
26. His school is far from his house. __True ____
27. He goes to work by bike. __False _____
28. He comes home at half past eleven. __True _____
…
VIII. Writing (2.0 pts)
36. Mr. Nam rides a motorbike to work.
→ Mr. Nam goes __________ (to work by bike).
 #2_Answers do not fit into the root.
>> unprofessional, confusing

III. Choose the most appropriate answers to complete the

sentences below.
9. My brother likes watching soccer, ……………… .
A. I do, too B. so do I
C. I am, too D. Both A& B
13. Would you like to join us on a-day trip to the countryside?
A. No, I wouldn’t B. Yes, I’d love to
C. I’m afraid I can’t D. B and C

Grade 7, BTĐ Secondary school

#3_Options > different forms & difficulty level (1)
>> confusing
>> encouraging guessing rather than actual
comprehension / mental judgement

II. Choose the word having different stress pattern

(0.5 pt)
5. A. invite B. together C. vacation D. typical
6. A. computer B. famous C. different D. uniform

Grade 7, AL Secondary school

#4_Answers > can be guessed
>> no actual focused skills tested

Listen and choose the right word.

Thank you (1) _____ (to / from / for / on) your letter. I’m in
the countryside with my friend Thanh. She (2) _____ (leaves
/ lives / be / sees) in a beautiful house. There’s a flower
garden in front of the house. There’s a (3) _____ (table /
trees / vegetable / field) garden behind the house. To the
left of the house, there’s a lake. To the right of the house,
there are (4) _____ (small/ a tall / a small / tall) trees. Here
is a photo.
2. A reliable test
(reliability)
◼ produces consistent results (different markers /
different times)
◼ is affected by
→ Objective vs. Subjective tests
→ Test administration
e.g.
→ Test instructions
→ Test questions
→ Timing
→ Personal factors
#1_NO Test instructions / Rubric
III. Word forms (1.0 pt) (Grade 7/8/9, AL)
…
VIII. Rewriting (2.0 pts) (Grade 6, LTB)
…
VIII. Writing (2.0 pts) (Grade 6, NT)
…
VII. Transformation (2.0 pts) (Grade 8, TT)
#2_Mismatch b/w rubric & test question (1)
III. Choose the word or phrase that best completes
each sentence (2.5 pts)
7. Chi’s house is ______________ a clinic and a bank.
A. between B. opposite
C. in front of D. to the left of
…
15. What does this sign mean?
A. Roundabout
B. No parking
C. No turn right
D. Go straight ahead
#3_More than 1 correct answer (1)

III. Choose the word or phrase (A, B, C, D) that best

fits the blank space in each sentence (2.5 pts)
10. My family has dinner in a ________.
A. hotel B. museum C. restaurant D. park
Grade 6, BTĐA
…
8. My house is _______ the bookstore and the toy store.
A. between B. near C. next to D. with
Grade 6, BT
3. A discriminating test
(discrimination)
◼ can reflect the differences in test takers’
performances
◼ give ss chances to perform their utmost
→
→
Fresh starts?
V. READING

Hi, everyone. I’m Minh and this is the map of my

neighborhood. To the left of the map, first you can
see the restaurant.
…
1. Answer the questions.
a. Where is Minh’s house?
b. What is there in Minh’s neighborhood?
2. Choose true, false.
a…
b…
Fresh starts?
IV. Complete the paragraph with the words in the box. Then answer
the questions.
Today soccer becomes a very (21) ____ sports activity in our
school. The students always play (22) ____ recess or outdoor time.
They need only a (23) ____ to play. They (24) ____ together about
ten or over. The soccer match needs to have two (25) ____. Each
team often has from five to eleven people in a match. Students
enjoy playing soccer at the stadium in their free time. Some of
them become good (26) ____. They play very (27) _____. The
students always talk about matches on TV. To them, soccer is a
king sport, one of the most (28) ____ sports in Vietnam.
Questions:
29. What do students need to play soccer?
30. What do they enjoy in their free time?
31. How do they play?
Test takers’ results
Normal distribution

0 5 10

=> Skewed > No discrimination

 Discrimination

=> Ss fall into various groups / levels (very good

/ good / average / weak)
=>
DISCUSSION 1.3
Evaluate high school graduation English test (2021)
in terms of validity, reliability and discrimination.
> Validity: How many test items are there for language
aspects/ for language skills? Do they match the course
objectives?
> Reliability: How are students’ papers graded? Are the
instructions good enough?
> Discrimination: Provide a graph showing the normal
distribution of test scores and discuss the test
discrimination.
> References (book, URL > APA style)
 Week 1 Group 1
Task 1.3

ANSWER

NOTES: Paper submission

* hard copy (printed)
** soft copy > email to Ms Lan
lanthivusg@[Link]
 Group 1’s work division
Name Work Percentage
Suggest ideas 20%
Search for information
Develop ideas (reliability) 20%
Develop ideas (validity) 25%
Develop ideas (discrimination) 15%
Suggest ideas; 20%
Write up drafts
= 100%
Unit 2
Kinds of tests & testing
I. Classification 1

II. Classification 2

III. Classification 3

IV. Classification 4

V. Discussion
Classification 1 > based on test writer’s purpose

Kinds Purposes
1 Diagnostic test
2 Progress test
3 Achievement test
4 Placement test

a) to group ss of the same levels

b) to assess how much ss get on with the lesson
c) to assess how well ss have learnt everything
d) to identify ss’ learning difficulties
 Kinds Purposes
5 Aptitude test

6 Selection test /
Norm-referenced test
7 Proficiency test
Criterion-referenced test

e) to measure a candidate’s current abilities to

do a task
f) to choose certain candidates for a job/course
g) to measure a person’s skill/talent that can be
developed later on
 Exercise 1. Identify the kinds of tests.
a) end-of-term tests
b) oral quizzes
c) year 10’s entrance tests
d) year 1’s entrance tests
e) high school graduation tests
f) TOEFL / IELTS
g) TOEIC
h) IQ tests
i) driving tests
 Classification 2
> based on ways of assessment

❑ Subjective Tests
=> more than one way of expressing the correct
answer
=> Examples:
❑ Objective Tests
=> only one correct answer per test item
=> Examples:
Q. Subjective or Objective test? TA 11NC
 Classification 3 > measurement of
performance vs. competence
❑ Direct Test items
=> Ss’ performance (not knowledge) is tested.
=> e.g.
❑ Indirect test items
=> Ss’ language knowledge is tested.
=> e.g.
Q. Direct or Indirect test items?
Competence or Performance is tested?
 Classification 4 > how many aspects
are tested
❑ Discrete-point testing
=> Only one language aspect is tested at a time.
=> e.g.
❑ Integrative testing
=> A variety of language areas and skills are
required to complete a task.
=> e.g.
Q. What are the focuses of these test items?
1. Suggest some common progress tests used by high
school teachers. How often should teachers set
progress tests? Why?
2. Which tests require a high level of discrimination?
3. What are SAT tests? Are they popular in VN?
4. Is Dictation a discrete-point or integrative testing
method?
 Week 2 Group 1
Task 2.2

ANSWER

Group 1’s task assignment to members

1. name %
2. name %
3. name %
Unit 3

Powerpoint Templates
Page 53
Stages of Test construction
#1. Planning the test

#2. Preparing the test

#3. Trying out the test

#4. Evaluating the test

Practice
Powerpoint Templates
Page 54
A. Ask yourself questions >> What to do
Q1. What is to be measured?
=>

Q2. What content areas should be included?

=>

Q3. What types of test items should be used?

=>
B. Preparing test specifications
◼ allowing Ts to construct valid tests

=> focusing on key areas & weights

=> based on course/lesson objectives, topics covered in

class, time spent on the topics

Objectives Teaching Testing

N.B. Benjamin Bloom’s Cognitive Domains & Table of
Specifications
Bloom’s Cognitive Domain
 (#1) Table of Specifications (example)
=> 50 items
Objectives Knowledge/ Application Analysis, WEIGHT
Areas Comprehension Synthesis
Listening

Speaking

Reading

Writing

Language

Total 100%
 (#2) Table of Specifications (example)
=> 50 items
Objectives Knowledge/ Application Analysis, WEIGHT
Areas Comprehension Synthesis
Listening 10 20%

Speaking 5 5 20%

Reading 5 3 2 20%

Writing 5 10%

Language 5 10 30%

Total 20 23 7 100%
(#3)
Objectives

Objectives Knowledge/ Application Analysis, WEIGHT

Comprehension Synthesis
T/F MT MC T/F MT MC Q/A TR
Areas

Listening 5 0 5 20%
Speaking 0 5 0 5 0 20%
Reading 5 0 3 0 2 20%
Writing 0 2 3 10%

Language 0 0 5 0 5 5 30%

Total 20 23 7 100%
Cognitive domain > objectives of test
items
1. Pick out the word whose underlined part differs from
the others in pronunciation.
A. head B. bean C. meal D. team
2. Our father suggested _____ to Da Nang for this
summer holiday.
A. to going B. going C. go D. to go
3. Give the correct word form.
The show brought _____ to millions of viewers. (enjoy)
Cognitive domain > objectives of test
items
4. Rearrange the words to form complete sentences.
of the internet / in our life / Nobody / the benefit /
can deny / . /
5. Rewrite the sentence in the reported speech.
“How many languages can you speak?”
→ She asked me …
3.1. Study the English test in the High school
graduation Exam 2021. Formulate the table of
specifications from which it might have been
developed.
 Task 3.1 // HS graduation exam
analysis
Scoring scheme
Qs Tested aspects / areas Score Weight
24-25 Speaking (2 X 0.2) 0.4 4%
1-4 Pronunciation (4 X 0.2) 0.8 8%
Q Content Areas Objectives Task
1 A. alive pron (Stress) knowledge MC
2
3
4
5
6
7
8
9
10
Q Content Areas Objectives Task
11
12
13
14
15
16
17
18
19
20
Q Content Areas Objectives Task
21
22
23
24
25
26
27
28
29
30
Q Content Areas Objectives Task
31
32
33
34
35
36
37
38
39
40
Q Content Areas Objectives Task
41
42
43
44
45
46
47
48
49
50
 Matrix MC = Multiple choice

Objectives Knowledge/ Application Analysis, WEIGHT

Comprehension Synthesis
MC MC MC
Areas

Listening
Speaking
Reading
Writing

Language

Total 100%
 Preparation stage
1. Preparing test items >>
=> testing which words? grammar points? subskills?
=> covering all the instructional objectives
=> considering appropriate difficulty level

=> avoiding sensitive issues

 Preparation stage
2. Preparing instructions for the test
>>
=> suitable time allowed for answering
>>
=> clear instructions/ directions for each section
>>
=> instruction about scoring answers
>>
 Preparation stage
3. Preparing the scoring key
=> answer key
>>
=> marking scheme
>>
 NOTES on marking scheme
Two approaches:
1. Analytic grading: points are given for different areas
e.g. Language (1-5 errors) 3pts
(6-8 errors) 1.5pts
(> 10 errors) 0pt
Ideas (task completion) 3pts
(limited convincing ideas) 1.5pts
Organization (good coherence, unity) 3pts
(some minor errors) 2pts
Planning (acceptable format) 1pt
2. Holistic grading (rating method): overall assessment
score is given with detailed descriptions for categories.
▪ The results > global grade (A, B, C, D, E) or overall
points
Demonstrates 10 Strong control of the language; proficiency and variety in
Superiority 9 grammatical usage with few significant errors; broad
command of vocabulary and of idiomatic language.
Demonstrates 8 Good general control of grammatical structures despite
Competence 7 some errors and/or some awkwardness of style. Good use
of idioms and vocabulary. Reads smoothly overall.
Suggests 6 Fair ability to express ideas in target language; correct use
Competence 5 of simple grammatical structures or use of more complex
structures without numerous serious errors. Some apt
vocabulary and idioms. Occasional signs of fluency and
sense of style.
Suggests 4 Weak use of language with little control of grammatical
Incompetence 3 structures. Limited vocabulary. Frequent use of jargons,
which force interpretations on the part of the reader.
Occasional redeeming features.
Demonstrates 2 Clearly unacceptable from most points of view. Almost total
Incompetence 1 lack of vocabulary resources, little or no sense of idiom
and/or style. Essentially translated from English.
Floating point A one‐point bonus should be awarded for a coherent and
well‐organized essay or for a particularly inventive one.
 Why test tryout?
❑ to identify ambiguous/ defective items
=> ensuring
❑ to determine the difficulty level
=> ensuring
=> meeting
❑ to evaluate assessment method
=> subjective? objective?
=> ensuring
 Why test evaluation?
By analysing test items
❑ evaluating test validity,
❑ evaluating the usability of the test in classroom
situations
=>
=>
❑ reflecting on future teaching methods / remedial
work
 Example of an item analysis card
Subject: English Units: 1-3
Class: 10A5
Item No: 12

No of Question options

Discriminat-
Ss

responded

DIifficulty
A B C** D

ing level
No of Ss
Group

level
Upper 16 0 0 16 0 16 66.57 .63

Lower 16 5 4 5 0 14

Comments:
D=
A, B =
3.2. Choose one section in a course book and prepare
a test plan. (w.4)
 Task 3.2 // TEST PLAN
o School:
o Class/ Ss’ level:
o Course book & unit range:
o No of Ss:
o Test writers:
1. Test objectives (progress? achievement?...)
2. Language areas/skills:
3. Timing:
4. Number of test items:
5. Scoring scheme:
6. Table of test specifications (matrix):
5. Scoring scheme
Qs Tested aspects / areas Score Weight
Q Content Areas Objectives Task
1
2
3
4
5
6
7
8
9
10
 T/F = True-False; MT = Matching; MC = Multiple choice
6. Matrix Q/A = Question/Answer; TR = Transferring information

Objectives Knowledge/ Application Analysis, WEIGHT

Comprehension Synthesis
Areas

Listening
Speaking
Reading
Writing

Language

Total 100%
Unit 4

Powerpoint Templates
Page 91
 Evaluating tests
I. Purposes of test evaluation

II. Difficulty level

III. Discrimination level
IV. MC test – distractor evaluation

V. Statistical analysis of test results

Powerpoint Templates
Page 92
 Language components = Gr., Vocab., Pronun.

1. Language components > usually blended in a

skill
2. Purposes of testing each component
> testing “subskill” of a particular skill

> NOT measuring how Ss use language, but

3. Choosing what to test => based on Ss’ age,
level, kind of subskill that needs more attention
=> How to use articles in“She’s ____ doctor.”
>
>
>
A. Limited response
B. Multiple choice completion
C. Multiple choice paraphrase
D. Simple completion
E. Cloze
 A. LIMITED RESPONSE

1. usually for beginners

2. requiring Ss’ physical response or simple verbal
answers
E.g.1
T: Hand me your book.
S:

E.g.2
T: Is this your ruler?
S:
 Advantages & Limitations of
Limited response
Advantages Limitations

1. No/less stress 1. Limited kinds of items

to be tested
2. Scoring:
2.
3.
3.
4.

Madsen, Techniques in Testing

(pp.16,38,63)
 B. MULTIPLE CHOICE COMPLETION

FOUR steps:
#1_ Select the points to be tested (e.g. articles /
words about school things / word stress)
#2_ Write the stem / meaningful context

E.g.1 My hometown is located along _____ Amber

River.

E.g.2 S1: I want to draw a flower.

S2: OK. Take my _______.
#3_ Find options

E.g.1 My hometown is located along

_____ Amber River.
A. a B. an C. the D. 
E.g.2 S1: I want to draw a flower.
S2: OK. Take my _______.
A. ruler B. eraser C. book D. pencil
#3_ Find options (including answer and distractors)
NOTES
(a) Options >
> () They needed lots of training to operate such
____ equipment.
A. easy B. sophisticated C. blue D. wise
OR
A. easily B. sophisticated C. blue D. sharpen
(b) NO grammatical cues
> () My new neighbour is an ______.
A. doctor B. teacher C. worker D. engineer
(c) NO more than 1 correct answer
NOTES
(d) Avoid options with different levels of
formality
> () You can get it from the lady ___ he sold it to.
A. which B. who C. whom D. whose
(e) Avoid repeating words in options
> () If I won the lottery, ______.
A. I’d buy a house C. I’ll buy a house
B. I’d have bought a house D. I buy a house
#4_ Write instructions
>
>
>
NOTE:
- For Ss with very little skill in English, the
instruction can be in the Ss’ native language
 Advantages & Limitations of MC
Completion
Advantages Limitations

1. By providing natural 1. Writing good contexts

contexts, … => difficult

2. Scoring: … 2. …

3. …

Madsen, Techniques in Testing

(pp.23,43)
 C. MULTIPLE CHOICE PARAPHRASE
(for Vocabulary)
FOUR steps:
#1_ Select the points to be tested
#2_ Write the stem / context
#3_ Find options
=> Options can be explanations or paraphrases of the
stem.
> My sister is a pilot. She can _____.
A. help sick people C. make clothes
B. fly an airplane D. teach students at school
#4_ Write instructions
NOTES:
(a) Options =>
> () My friend’s remorse was great.
A. sadness B. healthy C. house D. mother
(b) Options =>
> () That boy is a genius. He _____.
A. can see the future B. has inventive ability
C. has creative ability D. has inventive, creative ability
(c) Avoid synonymous options
> () His remorse was great indeed.
A. wealth B. sadness C. strength D. power
NOTES:
(d) Avoid options with opposite meaning to the right one
> () My mother wants to purchase another dress.
A. buy B. sell C. send D. offer
(e) Avoid misspelt words (except when misspelling
affects meaning)
> () They cross the ocean on a liner.
A. vesel B. vessel C. vessell D. vesell
 Advantages & Limitations of MC
Paraphrase
Advantages Limitations

1. Preparing context => 1. Finding good

synonyms => difficult
2. Scoring =>
2. …
3. …

Madsen, Techniques in Testing

(p.27)
 D. SIMPLE COMPLETION
(for all components)

THREE steps:
#1_ List items to be tested.
#2_ Write contexts where these items are used.
E.g.1 (care) Ann is a very ____ driver. She has been
fined for speeding twice this week.
E.g.2 A: _____ are you?
B: I’m a student.
#3_ Write instructions
Advantages & Limitations of Simple
completion
Advantages Limitations

1. Fast, easy to prepare 1. Not applicable to many

kinds of items
2.
2. …
3.

4.

…
Madsen, Techniques in Testing (pp. 30,47)
 E. CLOZE
(not for pronunciation)
THREE steps:
#1_ Select a passage
#2_ Decide which words to remove
=> Leave the first two and the last sentence complete
to provide context.
=> Remove words at regular intervals
> every 5th > difficult (see p.49)
> every 10th > easy =>
#3_ Write instructions
 1. What is a cloze test?
A cloze test
- includes a text passage with deleted words
- requires Ss to process different language
components simultaneously (e.g. grammar,
coherence, word meaning, …)
=>
 2. Purposes & types
Purposes
- test language aspects such as grammar and
vocabulary, but NOT pronunciation
- test language skills
Types
(1) Traditional pattern:
- a text with 5-10 blanks
=> Ss write their own word in each blank.
 Types
(a) Traditional pattern (regular deletion of words):
- a text with 5-10 blanks
=> Ss write their own word in each blank.

Tam Cam is a very interesting story about two sisters with

very different characters. One is very kind and the other is
very [1] _____. Tam works hard every day. She [2] ____
her family, shares her food and [3] ______ care of a little
fish. Cam [4] _____ the opposite. She never works and [5]
_____ a lot of bad things to [6] _____ . She even eats
Tam’s fish. They [7] _____ a king, but he only likes Tam.
The king and Tam fall in love and get married.
Smart world 6 (p31)
 (b) selected-deletion of words
=> removing only content or function words
=>

Tam Cam is a very interesting story about two sisters with

very different characters. One is very kind and [1] ____
other is very mean. Tam works hard every day. She helps
her family, shares her food and takes care of [2] _____
little fish. Cam is [3] _____ opposite. She never works and
does [4] _____ lot of bad things to Tam. She even eats
Tam’s fish. They meet [5] _____ king, but he only likes
Tam. The king and Tam fall in love and get married.
Smart world 6 (p31)
 SW 6, p72

Q1. Regular deletion or selected deletion of words?

Q2. What kinds of words are removed?
Q3. Give comments on test writing techniques.
Types
(2) Alternate patterns:
- a text with 5-10 blanks
- multiple choice for answers
V. Reading
A. Choose the word or phrase that best fits the blank in the following
passage (1.0 pt)
At school we (21) _______ many things. In Literature, we learn (22) _______ books
and write essays. In history, we study past and present event in Viet Nam and
around the world. In Geography, we study different countries and their people.
In Physics, we learn about (23)_______ things work. In the (24) _______ class, we
study English. We study many other things as well, such as Music, Sports and
Art. We enjoy all of our classes.
HVL_7,
21. A. has B. study C. do D. studies 2019
22. A. with B. at C. about D. to
23. A. when B. what C. how D. which
24. A. Music B. Language C. Math D. activity

Q1. Regular deletion or selected deletion of words?

Q2. What kinds of words are removed?
Q3. Give comments on test writing techniques.
 3. Writing your own cloze test
WHY? Testing language items
in sentences vs. in a meaningful paragraph

+ easy to prepare - time-consuming to prepare

- no coherence with + smooth flow of thought
unrelated topics > meaningful context
> jump from topic to > life-like communication
topic +
-
#1_List what to be tested.
Exclamation (WHAT…!)
Comparison (easier) Focus: Language
Future (will + V) (Gr. / Voc)
Prepositions (good at, different from)
Vocabulary (washing machine)
 learn English
WHAT an (easier)
experience
good at
speaking E.

Nam
(homestay in US)

do housework
(washing
machine)
will go fishing
tomorrow life in US different
from life in VN
#2_Choose a passage / Write your own passage.
(selected deletion)
Nam is living with an American family in homestay. Everything is
new, and he finds life in America is quite different from life in
Vietnam. Mr and Mrs Wilson are very nice and they help Nam
practise English every day. He’s quite good at speaking and
listening now. Mrs Wilson also teaches Nam how to take care of
himself: he can use a washing machine to wash his dirty clothes
or prepare his own breakfast. Yet Nam thinks learning English is
easier and more interesting than doing housework. Tomorrow Mr
Wilson will take Nam to a lake near his house, and Nam can
learn how to catch fish. What an amazing experience it will be!
Nam is very happy now. (119 words)
#3_Remove words to be tested.

Nam is living with an American family in homestay. Everything is

new, and he finds life in America is quite different [1] ___ life in
Vietnam. Mr and Mrs Wilson are very nice and they help Nam
practise English every day. He’s quite good [2] ____ speaking and
listening now. Mrs Wilson also teaches Nam how to take care of
himself: he can use a [3] ____ to wash his dirty clothes or
prepare his own breakfast. Yet Nam thinks learning English is [4]
____ and more interesting than doing housework. Tomorrow Mr
Wilson [5] ____ take Nam to a lake near his house, and Nam can
learn how to catch fish. [6] _____ an amazing experience it will
be! Nam is very happy now.
#3_Write instructions and provide options for answers
(if necessary).

Instruction (rubric)
=> For questions 1-6, read the text below and think
of a word that best fits each gap. Use only one word
in each gap.

OR

=> For questions 1-6, read the text below and decide
which answer (A, B, C or D) best fits each gap.
 Advantages & Limitations of Cloze

Advantages Limitations

1. Easy to prepare 1. Not applicable to

short-term gains
2.
2. …
3.

Madsen, Techniques in Testing (p.52)

 Task 4.1
Turn the discrete-point test into a cloze.
Write your own cloze test with options for
answers, including a good instruction
(rubric).
II- Choose the best answer in each sentence. (2.5 pts)
1. We _______________ English for five years.
A. learned B. was learning C. have learned D. learned
2. This school _______________ in 2005.
A. was built B. is built C. will be built D. has been built
3. It rains heavily _______________ I can’t go out with you.
A. because B. and C. but D. so
4. She has come here _______________ yesterday.
A. in B. since C. for D. on
5. Van is a (n) _______________ student in the USA.
A. bright B. foreigner C. exchange D. intelligent
6. Cattle and sheep are grazing in the _______________
A. bridges B. rivers C. fields D. meadows
7. They often go to that _______________ to pray.
A. market B. hotel C. hostel D. shrine
8. The weather is nice. Shall we _______________ mountains this
morning?
A. go B. travel C. come D. climb
(1) List grammar points and words to be used
in a cloze test.
- the present perfect - meadow
- -
- -
- -

(2) Make up a story.

(3) Write a cloze test with a good instruction.
 Mike
exchange
student
 Your story

Mike is an exchange student …

 has learnt
Vietnamese
fell and since 2015
was injured

Mike
climb
mountains exchange so

student (go to Vietnam)

countryside
visit a shrine (meadows)
 Testing vocabulary
❑ Purpose
=> measuring comprehension in receptive skills
and production of words in productive skills
❑ Test forms
a. limited response
b. MC completion
c. MC paraphrase
d. simple completion
e. cloze
 Practice 1
I. Give comments on the following test questions
(MC completion):
1. Do you need some ___ to write on?
A. paper B. pen C. table D. material
2. The mouse ____ quickly away.
A. very B. little C. baby D. ran
3. I think he’ll be here in an ____.
A. hour B. soon C. weekend D. day after
II. Rewrite bad distractors or stems.
 Testing grammar
❑ Purpose
=> measuring Ss’ proficiency ranging from simple
word forms to complicated syntax

❑ Test forms
a. limited response
b. MC completion
c. cloze
d. simple completion
 NOTE on Simple completion
1.
> Complete the sentences with the past tense of DO or
MAKE.
a. He _____ a fortune last year.
b. You ______ your best in the exam, didn’t you?
2.
> Complete the sentences with the correct form of the
words given.
a. He’s the ____ (tall) person in our class.
3.
> Add a question tag.
a. Janet was intelligent, _____?
 Practice 2
I. Give comments on the following cloze test.
I remember one conversation that (1) … my whole
way of thinking (2) … teaching children. It was a (3)
… I attended on the importance (4) … teaching
reading at kindergarten level. (5) … spoke to a
professor afterwards (6) … said he thought it was (7)
… that children were taught to (8) … as early as
possible. Before (9) …, I had thought trying to (10) …
them to read books was futile.

II. Rewrite this cloze test.

 Practice 3
I. Write a cloze test for a particular unit in the
chosen course book.
2. Provide answer keys.
 Testing pronunciation
❑ Purpose
=> evaluating Ss’ production and identification of the
sounds, stress patterns and intonation
❑ Usually combined with
❑ Test forms
a. limited response (hearing identification)
> Listen and tick the correct picture.
b. multiple choice identification
> Listen and choose the correct response.

A. Did you? B. Do you? C. Will you?

c. reading aloud
=> testing sounds, stress, intonation, weak forms,
linking, …
=> NOTE:
* evaluate only 1/2 points per sentence
* avoid signaling to ss which point you are testing
*
*
 Advantages & Limitations of
reading aloud
Advantages Limitations

1. Easy to prepare 1. Limited to those who

can read
2.
2. …
3.

4.

Madsen, Techniques in Testing (p.69)

 Practice 4
I. Give comments on the following pronunciation test.
> Read aloud these sentences.
1. My bride brought some brandy and bread
for my brother.
2. Will you go away for a week or a year?

II. Discuss:
How is pronunciation tested in graduation
exams in VN?
 Practice 5 – Task 4.2
Choose one unit or a section in a course book.
Write:
1. Five/Six grammar items
2. Five/Six vocabulary items
3. Five/Six pronunciation items
NOTE:
Choose different forms for the three test components
above.
E.g. Simple completion (Gr); Cloze (Voc); MC (Pron)
Note: Provide a book map and complete test
plan for your language test.
Unit 5

Powerpoint Templates
Page 148
Testing reading skills

I. What are reading skills?

II. Levels of comprehension

III. Test forms for reading skills

Powerpoint Templates
Page 149
 Reading skills
1. Skimming
2. Scanning
3. Interpreting different text types

4. Word-attack
5. Text-attack
 Word-attack skills
=> by using morphological knowledge, dictionaries,
or inference from context
e.g. Baby-hunger mothers are overwhelming
maternity hospitals for infertility treatments.

Baby + hunger =>

maternity <
infertility <
 Text-attack skills
=> by using all the clues for meaning

e.g. One theory of sleep is called “Repair Theory” –

our sleep helps to fix our body and produce a
growth hormone which has been used up during
the day.
Q1. What is the principle of the “Repair Theory”?
Q2. What happens to our growth hormone?
…
A. Literal comprehension
> finding facts in the text
B. Inference
> reading b/w the lines > finding implied information

C. Evaluation
> making judgements

D. Application / Personal response

> personal response
 Related to
Bloom’s cognitive domains?

Powerpoint Templates
Page 156
 Read this passage.
Cities and towns are made up of buildings that are often closely
packed together. There are few open spaces so when an
earthquake happens, buildings will collapse onto each other. Any
strong vibration through the ground will cause damage. In an
earthquake zone, buildings need to be built so that they can
absorb a shock – so they can shake or move just a little on their
foundations. If this is not the case, then the walls and roofs of
buildings will quickly dislodge, crack and finally break up and
fall. On May 12, 2008, an 8.0 magnitude earthquake hit the
Eastern Sichuan province in China. The closest large city to the
epicenter, 60km away was Dujiangyan. It suffered major damage.
Thousands of its buildings collapsed, including schools and
hospitals. Overall, nearly 70 000 lives were lost. Rescue efforts
were hindered due to landslides caused by blocked roads. More
damage was done by after shocks, which continued for weeks
after the earthquake.
A. What levels of comprehension are
involved in the following questions?
1. How strong was the earthquake in China in 2008?
2. What city was strongly affected?
3. Were the buildings there capable of absorbing a
shock during an earthquake?
4. Find a word in the passage that has the same
meaning as “vibration”.
5. What does “this” refer to?
6. What is the purpose of the text?
A. to persuade B. to entertain C. to inform
7. Talk about a place in the world where earthquakes
usually happen.
8. Imagine that the building you are working in is
shaking. What might you do then?
B. Which reading skills are tested in
those questions?
 Practice
Read the passage and make 6 questions
of different kinds:
Literal (2), Inference (2), Evaluation (1),
Application (1)
Group: …………………..
Members:
1.
2.
3.
4.
 As for transportation, ecotourists might prefer a biking or
walking tour to a bus tour which may contribute to air pollution. They
often avoid travelling on a cruise ship, as a cruise ship is a great
source of air and water pollution, with its harmful emissions sent into
the air and passengers’ waste dumped into the sea. A cruise ship
might also cause damage to coral reefs and the ecosystem that it
travels near.
What about accommodations? Ecotourists choose hotels and
tourism companies that hire mainly local staff, as a way to contribute
to the local economy. They can also directly benefit the local people
by staying in their homes and studying local traditions.
What else makes tourists become ecotourists? Ecotourists
take part in activities or projects to protect the local environment,
such as recycling the used products or cleaning up the beach. In a
word, if they make their trip environmentally and socially
responsible, they are ecotourists.
 Questions Suggested answers

Literal

Literal

Inference

Inference

Evaluation

Application
PRACTICE 1 – Task 5.1
Choose a reading text in the course book
and write 8-10 questions that require Ss’
4 levels of comprehension.
Coursebook: …………… Unit: ………………………..
Question 1: ………………………………………………………?
- Level:
- (suggested) Answer:
Question 2 :………………………………………………………?
- Level:
- Answer:
Question 3: …
Three main forms
❑ Limited response
❑ Sentence comprehension
❑ Passage comprehension
PRACTICE 1 – Task 5.1
Choose a reading text in the coursebook
and write 8-10 questions that require Ss’
4 levels of comprehension.
Coursebook: …………… Unit: ………………………..
Question 1: ………………………………………………………?
- Level:
- (suggested) Answer:
Question 2 :………………………………………………………?
- Level:
- Answer:
Question 3: …
 A. LIMITED RESPONSE

1. usually for beginners

2. testing reading subskills related to vocabulary,
pronunciation, listening
E.g.1 Circle the odd word out.

E.g.2 Listen, read, and circle the answer.

My mother has a ______.
 B. Testing sentence comprehension

1. usually for Ss with limited language

2. asking for an appropriate paraphrase
E.g.1 Tick the correct picture.
E.g.2 (MC) Choose the correct answer.
“Please wait to be seated by the hostess.”
A. Sit near the hostess.
B. The hostess will show you where to sit.
C. There are no seats for you at this time.

E.g.3 (T-F) Decide whether the statement is

true or false.

a.
E.g.4 (Matching) Match the warnings/signs with
where you can hear/see them.

1. Fasten seat belts.

2. Beware of the dog.
3. Don’t walk on the grass.
4. Please wait to be
seated by the hostess. a) park
5. No shirts, No shoes, b) airplane
No service. c)
d)
e)
f)
 NOTES
AVOID
1. The answer => relying on Ss’ knowledge

> The sun rises in the ______.

A. east B. west C. south D. north
2.
> “No shirt, No shoes, No service.”
A. No articles of wearing apparel are available for
purchase.
B. Unless one is properly dressed, he will be
refused service.
 Advantages & Limitations of
Sentence-comprehension items
Advantages Limitations

1. T-F items on pictures 1. Finding good pictures

=> easy to write => time-consuming

2. 2.

3.

Madsen, Techniques in Testing

(p. 85)
 C. Testing passage comprehension
1. Text selection:
> from books, ads, brochures, magazines, …
> from different genres/ types:

2. Test forms for beginners

(a) T-F
(b) matching
3. Test forms for more advanced Ss
(a) Standard MC
(b) MC cloze
(c) Completion of sentences / of a summary
(d) Q-A
(e)
(f)
 (e) Correcting / Editing text
1.  a kind of cloze test in reverse > Inserting words
into the text at random >

2. No more than one word is inserted per clause.

Latest new reports from the north-east provinces state
that at least sixteen people lost their lives in Saturday’s
floods. A further nine people victims, mostly children,
are reported missing or believed dead.
The floods did occurred a few hours after a heavy rain
in the north. Water poured down the steep mountain
sides, causing made a series of landslides.

3) Purpose:
 (f) Information transfer
=> Ss transfer the information from a text type
(passage) to another different type (table, graph,…)
The city with the highest temperature yesterday was
Singapore. At noon the temperature there was 330C
and 250C at midnight. Tokyo had the second highest
temperature. It was only 20C lower there than in
Singapore at noon. The temperature in Rome at noon
was 300C, the same as in New York. However, New
York’s temperature at midnight was 230C, one degree
lower Rome’s.
Cities Noon Midnight
=> Complete this table Singapore 330C
with the information in 300C
the passage. 230C
Tokyo
 NOTES
When writing questions for reading tests:
1. Prepare about 3-4 questions per 100 words of text.
=> if more than 4 >
2. Ask yourself which subskill / level of comprehension
is involved.
=> test different subskills / levels of comprehension
 Advantages & Limitations of
Passage-comprehension items
Advantages Limitations

1. integrative type of 1. Taking tests

reading test => time-consuming

2. 2.

3. 3.

Madsen, Techniques in Testing

(p. 97)
 Practice 2
Prepare an MC cloze from the following passage…
(Madsen, p.100)
The miller had a hut in a little town in a land
across the sea. (1) ____ beautiful castle
where the king lived (2) ___ in the same town.
…
1. (a) A (b) The (c) His (d) Some
2. (a) was (b) built (c) located (d) made
3. …
 Practice 3 - Task 5.2
1. Choose a reading passage:
- related to a topic included in your chosen course book
- length: about 300-400 words (one or two passages)
- difficulty level: same as your ss’ level
2. Write a test plan and test items:
- having at least 2 different forms
- considering different skills/levels of comprehension
3. Provide answer key and scoring scheme.
4. Specify the source of the reading text.
 Task 5.1 // TEST PLAN
o School:
o Class/ Ss’ level:
o Coursebook & unit range: TA11, units 1-3
o No of Ss:
o Test writers:
1. Test objectives (progress? achievement?...)
2. Language areas/skills: Reading (skimming, WA)
3. Timing:
4. Number of test items:
5. Scoring scheme:
6. Table of test specifications (matrix):
READING PASSAGE
…

250 words
Source: taken from ….
excerpted from …
modified / adapted from …
5. Scoring scheme
Qs Tested aspects / areas Score Weight
 T/F = True-False; MT = Matching; MC = Multiple choice
6. Matrix Q/A = Question/Answer; TR = Transferring information

Objectives Knowledge/ Application Analysis, WEIGHT

Comprehension Synthesis
Areas

Reading

Total 100%
 NOTE 1
Question Answer
1. … …
 NOTE 2
Question Tested skill Level of
comprehension
1. … scanning literal comp.
Unit 6

Powerpoint Templates
Page 187
Testing writing skills

I. Reasons for testing writing

II. Test forms for writing skills

Powerpoint Templates
Page 188
 Reasons for testing writing
1. Various applications of writing in real life
e.g.
2. Different types of evaluation based on different
stages of instruction in writing
> pre-writing:
> guided writing: mechanics, unity,

> free writing: writing based on content guide

Three main types of evaluation

❑ Evaluating Pre-writing
❑ Evaluating Guided writing
❑ Evaluating Free writing
A. Techniques for evaluating pre-writing

1. Sentence combination: building compound /

complex structures by using coordinators /
subordinators
> Fill in the blanks
E.g. She didn’t feel well today, ____ she
didn’t go to work.
> Combine simple sentences
E.g. She didn’t feel well today. She didn’t go
to work.
2. Sentence expansion: adding modifiers to the original
sentences
> INSTRUCTION: Insert a word, phrase or clause in the
space between brackets.
1. My father is the ( ) man ( ) over there.
=> My father is …

2. ( ), nobody was reported dead ( ).

=>
3. Sentence reduction: reducing a clause to a phrase
> INSTRUCTION: Write simple sentences.
1. He told us about a woman who had a wooden
leg.
=> He told us about…
2. Her mother, who is a smart woman, can
answer all our questions.
=>
B. Techniques for evaluating guided writing

> To check ss’ ability to handle controlled writing tasks

1. Testing specialized skills: mechanics

> Correct unpunctuated sentences

e.g. on december 25 1980 dr adams died in an accident
however his kind heart still lived on for a long
time.
> Locate errors (multiple choice)
e.g. Jack was / very tired / because he had been
A B C
working in the garden for hours/, he went to bed early.
D
2. Testing unity, coherence, organization:
> Remove unrelated sentences/ideas => to test unity
e.g. In the USA, millions of old car tires are thrown
away every year. However, tires can be recycled
to make pipes and floor coverings. Nowadays, many
people wear shoes and sandals made from old car
tires. Many others prefer shoes made of leather.
> Reorder scrambled sentences => to test organization
e.g. There it is broken up, melted and made into new
glassware. In industry, most glass is recycled. The
glass is collected and sent to the factories.
> Insert linking words => to test coherence
e.g. (a) ……, break the glass into small pieces.
(b) ……, wash the pieces thoroughly.
(c) ……, dry them completely.
…
3. Testing guided-composition:
Ss are given some cues or guidelines.
a) Turn a dialogue (= direct speech) into a story (=
indirect speech)
Ann: Did you enjoy your holiday?
Peter: Yeah, a lot. I went to Da Lat with my parents.
We visited fruit farms and ate a lot of fresh fruit.
Ann: I envy you! I just stayed at home and did the
household chores.
=> Ann and Peter talked about their holiday. Peter went
to DL with his parents …
b) Write a paragraph from cues.
a. Electric cars / not use / fossil fuels / as a result /
not emit / CO2
b. Electric cars / quite / quiet / help / lower / noise
pollution
c. …
=> Electric cars do not use fossil fuels; as a result,
they do not emit CO2. What is more, ...
c) Write supporting sentences for a given topic
sentence.
e.g. Jane and Alice, her twin sister, are as
different as chalk and cheese.
=> Jane and Alice, her twin sister, are as different as
chalk and cheese. First, Jane is quite tall with fair
complexion, while Alice is a girl with dark skin and
of medium height. Second, …
d) Write a composition based on a suggested plan.
e.g. Write a letter to ABC College to ask about
an English course. Your letter should include
the following parts:
Sender’s address
Recipient’s address
Date
Greeting
State the reasons for writing the letter
Give your background information
Request advice based on your background information
Request further information
Express hope
Express thanks
Signature
 C. Techniques for testing free writing
> for advanced levels
> to ensure fair assessment => guiding the content
(providing charts, diagrams, situations, …)
e.g.1

(from Tieng Anh 12, workbook, Unit 4)

e.g.2
Write an essay, using all the notes and give reasons
for your point of view.
Every country in the world has problems with pollution
and damage to the environment. Do you think these
problems can be solved?
NOTES: Write about:
- transport
-
-

(from sample FCE tests 2015, writing task 1)

 NOTES on evaluating ss’ writing
Ss’ writing should be accurately and consistently
assessed. Two approaches:
1. Analytic grading: points are given for different areas
e.g. Language (1-5 errors) 3pts
(6-8 errors) 1.5pts
(> 10 errors) 0pt
Ideas (task completion) 3pts
(limited convincing ideas) 1.5pts
Organization (good coherence, unity) 3pts
(some minor errors) 2pts
Planning (acceptable format) 1pt
2. Holistic grading: overall assessment score is given
with detailed descriptions for categories.
▪ The results > global grade

▪ Advantages:
* focus on communicative act of writing and
overview of ss’ achievement
*
▪ Limitations: unable to provide a detailed analysis of
ss’ strengths/weaknesses
Demonstrates 9 Strong control of the language; proficiency and variety in
Superiority grammatical usage with few significant errors; broad
command of vocabulary and of idiomatic language.
Demonstrates 8 Good general control of grammatical structures despite
Competence 7 some errors and/or some awkwardness of style. Good use
of idioms and vocabulary. Reads smoothly overall.
Suggests 6 Fair ability to express ideas in target language; correct use
Competence 5 of simple grammatical structures or use of more complex
structures without numerous serious errors. Some apt
vocabulary and idioms. Occasional signs of fluency and
sense of style.
Suggests 4 Weak use of language with little control of grammatical
Incompetence 3 structures. Limited vocabulary. Frequent use of jargons,
which force interpretations on the part of the reader.
Occasional redeeming features.
Demonstrates 2 Clearly unacceptable from most points of view. Almost total
Incompetence 1 lack of vocabulary resources, little or no sense of idiom
and/or style. Essentially translated from English.
Floating point A one‐point bonus should be awarded for a coherent and
well‐organized essay or for a particularly inventive one.
 Practice
Task 6.1
Choose one unit (writing section) in your chosen
course book.
1. Write a test question for pre-writing.
> Specify your grading approach.
2. Write a test question for guided-writing OR free
writing.
> Specify your grading approach.
TA 10, Unit 15 (CITIES)
 1. Pre-writing task
Write sentences containing relative clauses (defining
or non-defining) from the following. (p.162)
a/ London is the capital city of the UK. It was founded
by the Romans in 43 AD.
b/ London has a population of about 7 million. Situated
in southern England, on the River Thames, the city
covers an area of 1,610 square km.
c/ London is famous for its historic buildings. Some of
them include St Paul’s Cathedral and the Houses of
Parliament.
d/ The best thing about London is the parks. There are
five of them in the city centre.
2. Guided writing task
Write a description of a city or town in Vietnam you
know well. The description should be about 100 –
150 words. Follow this plan.
- Its foundation (when and by whom?)
- Its location and area
- Its population
- Its striking features (buildings? scenic spots?
shopping places?...)
- The best thing you like about the city
 Grading approach

Task 1: Analytic (1pt X 4 = 4pts)

Each sentence:
- spelling (max. 1-2 errors) 0.2 pt
- punctuation marks (no errors) 0.3 pt
- grammar structure (1-2 minor errors) 0.5 pt
 Grading approach
Task 2: Analytic (6pts)

Content (2 pts) - covering all suggested ideas

Coherence (1 pt) - logical order of ideas

- good use of linking words to provide a
smooth and fluent text
Unity (1 pt) - no irrelevant ideas
Language (2 pts) - 1-2 minor errors > acceptable
- good use of the focused grammar
- good use of vocabulary for description
Unit 7

Powerpoint Templates
Page 214
 Listening as a means…
1. To test language components
> Grammar, Vocabulary, pronunciation
E.g.1- Listen and circle the words you hear.
A. washing B. watching
Script:
2. To test other language skills
> speaking
e.g.
> writing
e.g.
 Listening as an end…
=> To test listening skill itself
(a) Focus on meaning rather than language form
E.g.1
Question 1: Rhinos are ________ animals.
A. endanger B. endangered C. danger
Question 2: What does the speaker mean?
A. Rhinos are dangerous animals.
B. Rhinos are likely to become extinct.
C. Humans might be hunted by rhinos.
Script:
 Listening as an end…
(b) Provide a context for evaluating ss’ comprehension
e.g.2 - Listen and tick the correct picture.

A B
Script:
 NOTE: Listening subskills
1. Listening for gist > for general information
e.g. What is the speaker talking about?
2. Listening for detail > for specific information
e.g. When did the event take place?
3. Inferring > making deductions by going beyond what
is actually stated
e.g.
(script: I cried for joy when I got the term paper.)
4. Note-taking
e.g.
5. Recognizing phonological features of speech
e.g.
 Three main forms

❑ Limited response
❑ Multiple choice appropriate
response
❑ Extended communication
 A. Limited response
=> Ss give physical response or choose correct answers.
1. True/False
a. Ann felt very unhappy. T F
b. Ann’s exam results were good. T F
Script:

2. Picture cues: Which statement is right about the

picture?
A B

Script: A.
B.
3. Task response: Draw a picture as you hear the
description.
Script: My house is at the foot of a hill. There are a
lot of trees on the hill and around my house. In
front of my house is a pond with some fish
swimming inside. I’ve planted some nice flowers to
the right of the pond. They’re beautiful. I love my
house.
4. Multiple choice: Listen and choose the correct
picture / diagram.

A B C
Script:
B. MC appropriate response

The stems provide meaningful contexts.

>
>
1. Added comment: Choose the appropriate comment.
A. “Why don’t you ask me for help?”
B. “You shouldn’t have worked so hard.”
C. “I’m happy to hear that.”
Script:
2. Paraphrase: Listen and choose the best paraphrase.
A. Bill is heavier.
B. George is heavier.
C. Bill and George have the same weight.
Script:
3. Q-A: Choose the best answer.
Where does the conversation probably take place?
A. In a hospital
B. In a supermarket
C. In a restaurant
Script:
Man: I’m looking for the dressings. Do you know where
they are?
Woman:
 C. Extended communication

Listening texts can be

> a short lecture
> a social / business context
E.g.

QUESTION FORMS:
1. T/F
2. Multiple choice
3. Q-A
4. Completion
5. Matching
e.g.1- Completion:
Complete the summary of the talk.
The speaker discusses the two main (1) ______ to
wildlife. The first is the loss of (2) ________, and the
second is hunting and (3) _________. These dangers
are caused by (4) _________ activities, so we need to
take action to protect and conserve wildlife.

Script: Let’s talk about the two main dangers to

wildlife. Loss of habitat is the first one. The higher the
world’s population, the greater the need for food and
[Link] increase crop production, people may use
pesticides and fertilizers. Thus, animals’ living space
becomes smaller and more polluted. The second danger
is hunting and poaching. Animals can be killed not just
for food, but for other purposes …
(from Tieng Anh 12, unit 6 – Endangered species)
e.g.2- Matching: Listen to the interview and match the
career with each interviewee.
1. Tom a) medical researcher
2. Alice b) TV journalist
3. Mark c) flight attendant
Script:
Interviewer: Do you find any difficulties in your job,
Tom?
Tom: Well, being a TV journalist could be difficult at
times. You could have to go into dangerous
situations.
Inter: I agree. How about you, Alice?
Alice: Working as a flight attendant has been my dream
since a child. But after graduating from
highschool, my teachers encouraged me to learn
medicine. Now I love my job because I could save
people’s lives. But …
 Practice
Task 7.1
Choose one unit in your chosen course book.
1. Write 3 listening test questions for Limited
response. (grammar/vocabulary/pronunciation-focused)
> Provide an audio script and answer key.
2. Write 3 listening test questions for Multiple choice
appropriate response. (topic-focused)
> Provide an audio script and answer key.
Examples
TA 10, Unit 5 (Technology and you)
 Original Audio script 1
You hear a woman talking about her computer.
I only had ten minutes before I had to go out and I
needed to email Sarah. I was getting nervous and it took
me three goes to log in because I kept hitting the wrong
keys when I saw ‘enter password’, but eventually I was
able to get in and write my message. I click ‘Send’ but
nothing happened. With time running out, I began to
panic, wondering whether my laptop was the latest victim
of that bug which was going round, but then I noticed a
little icon on the screen that meant I wasn’t connected to
the Internet. At that I gave up and rushed out of the
house.
Taken from First trainer (2nd ed), by Peter May, p.208
 Task 1. Limited response
You hear a woman talking about her computer. Decide whether
the statement is true (T) or false (F) about her computer.
(1) The woman was worried because her computer T F
broke down.
(2) She was afraid that her computer was infected T F
with viruses.
(3) The real problem was that her computer wasn’t T F
connected to the power source.
Script & Key: (1) I was getting nervous and it took me three goes to log in
because I kept hitting the wrong keys when I saw ‘enter password’.
(2) With time running out, I began to panic, wondering whether my laptop
was the latest victim of that bug which was going round.
(3) I noticed a little icon on the screen that meant I wasn’t connected to the
Internet.
Key:
 Original Audio script 2
You hear a woman talking about her tablet computer.
It’s certainly a wonderful device and I wouldn’t be
without it. In fact, it goes everywhere with me so that
it’s always there whenever I need it. I suppose using a
virtual keyboard can sometimes get on my nerves a bit
when I have to write a long email, but there wouldn’t be
any point in upgrading to a more expensive one with
more memory or whatever because I’d still have the
same problem. But apart from that, I’m very happy with
it.

Taken from First trainer (2nd ed), by Peter May, p.202

Task 2. MC appropriate response
You hear a woman talking about her tablet computer.
(1) How often does the woman use her tablet computer?
A. Sometimes.
B. Just occasionally.
C. Always.
Script: It’s certainly a wonderful device and I wouldn’t be without it. In fact,
it goes everywhere with me so that it’s always there whenever I need it.
Key:

(2) How does she feel about it?

A. She finds something about it annoying.
B. She thinks it is easy to use.
C. She spends too much time using it.
Script: I suppose using a virtual keyboard can sometimes get on my nerves a
bit when I have to write a long email.
Key:
(3) Does she want a new one? Why/Why not?
A. Yes, because its memory is limited.
B. No, because a new one is too expensive.
C. No, because the problem can’t be solved.

Script: There wouldn’t be any point in upgrading to a more expensive one

with more memory or whatever because I’d still have the same
problem.
Key:
Unit 8

Powerpoint Templates
Page 238
Testing speaking skills

I. Testing microskills vs macro skills

II. Test forms for speaking skills

III. Scoring / Grading

Powerpoint Templates
Page 239
 Testing speaking microskills
1. To test ss’ production in natural speech
> sounds, stress, intonation
> pauses, connected speech

2. To test ss’ use of

> fillers or discourse markers
e.g.
> cohesive devices
e.g.
> grammatical and lexical components
e.g.
 Testing speaking macroskills
1. To measure how well ss can accomplish
communicative functions / strategies
> Starting / ending
> Interrupting
> Apologising
> Paraphrasing
> Asking for clarification
> Agreeing / Disagreeing
…
2. To test ss’ use of proper styles (formal / informal)
e.g. in a coffee shop
in a job interview
 Three main forms

❑ Pronunciation
❑ Guided techniques
❑ Oral interviews
 A. Pronunciation
1. Pronounce words in isolation > Tests on minimal
pairs
E.g.1 Say aloud these pairs:

E.g.2 Say aloud the names of these things:

2. Pronounce words in sentences

E.g. a) Do you like this sport / spot?
b) I need a car and a driver.
c) Are you from Vietnam?
3. Directed response > similar to imitation
E.g. “Tell me whether you like to play soccer.”
“Ask your friend what time it is.”
4. Reading aloud > to test pronunciation, fluency,
connected speech, …
=> Choose authentic materials (e.g. letters, instructions,
brochures,…) > a purpose for reading aloud
E.g. To cook the rice, first you should wash it
at least twice. Then put it into the cooker and
add some water. After that, just press the
start button. The cooked rice will be ready
after 15 minutes.
=> Give ss a few minutes to look at the text first.
5. Retelling stories > more advanced ss
=> Give the student a story to read silently first.
=> Ask the student to focus on a particular pronunciation
aspect determined by the examiner.
=> The student retell the story without looking at the
text.
=> The score should be about pronunciation only

E.g. Mary looked up and saw several clouds floating by

like huge ships sailing on a deep blue sea. Some of
the birds were standing on the cliffs above her. In
front of Mary was a stream which flowed quietly
under a small bridge.
 B. Guided techniques

1. Pictures for description

2. Pictures for comparison
E.g.

> Describe what you can see in each picture.

> Describe your feelings when seeing these
pictures. Which one do you prefer? Why?
3. Sequences of pictures > Tell a story.
4. Give directions using a map.
You are
here.

Give directions
to get to Plaza
Mayor.
5. Role play:
>

Student A
You are a store-keeper.
Greet the customers and Student B
serve them. You sell:
You are a customer. You
- Oranges 3 USD / kilo want to buy 3 kinds of
- Apples 4 USD / kilo fruit among these:
- Bananas 2 USD / kilo - Apples - Plums
- Peaches 3 USD / kilo - Mangoes - Grapes
- Grapes 5 USD / kilo - Peaches - Papayas
- Bananas - Tangerines
6. Topic cards:
> Prepare topic cards for the individual students.
E.g.

Describe someone in your family who you really admire.

You should say:
what relation this person is to you
what are your first memories of this person
how often you see this person
and explain why you really admire this person.

[You will have to talk about the topic for one to two minutes. You
have one minute to think about what you're going to say. You can
make some notes to help you if you wish.]
 C. Oral interview
Asking questions
> avoid an interrogation
E.g. What’s your name?

> SHOULD
=> start with Qs for warming up
“How did you come here this morning, Alex?”
=> ask simple questions first to reduce tension

=> Qs should be related and logically developed

 1. Holistic approach
Four criteria for assessment:
1. Fluency and coherence / Communication
2. Vocabulary
3. Grammar
4. Pronunciation

E.g. IELTS Speaking band descriptors

 2. Combined Analytic-
Holistic approach
Suggested by the American FSI

> six-point scale

> Five criteria:
Accent
Grammar
Vocabulary
Fluency
Comprehension
ACCENT
1. pronunciation: unintelligible
2. frequent important errors; heavy accent making understanding difficult
3. “Foreign accent” or mispronunciation leading to misunderstanding
4. “Foreign accent” or mispronunciation, but not hindering understanding
5. no conspicuous mispronunciations, but not native speaker’s accent
6. Native speaker’s pronunciation
GRAMMAR
1. entirely inaccurate
2. constant errors preventing communication
3. frequent errors causing irritation and misunderstanding
4. occasional errors, but no weakness causing misunderstanding
5. few errors, with no patterns of failure
6. no more than two errors
VOCABULARY
1. inadequate vocabulary for even the simplest conversation
2. limited vocabulary for survival areas (time, food, family,…)
3. sometimes inaccurate choice of words
4. adequate vocabulary to discuss general topics
5. broad and precise vocabulary to cope with complex practical problems
6. accurate and extensive vocabulary of an educated native speaker
FLUENCY
1. halting, fragmentary speech
2. slow, uneven speech
3. frequently hesitant and jerky speech
4. occasionally hesitant speech
5. smooth, effortless speech, but non-native in speed and evenness
6. effortless and smooth speech as of a native speaker
COMPREHENSION
1. little understanding for simple conversations
2. understanding only slow, simple speech on common topics
3. understanding careful speech, but may require repetition and rephrasing
4. understanding well normal educated speech, but requires occasional
repetition or rephrasing
5. understanding everything in normal educated conversation; sometimes
very colloquial / low-frequency items
6. understanding everything in both formal and colloquial speech of an
educated native speaker
 WEIGHTING TABLE
1 2 3 4 5 6 =
ACCENT 0 1 2 2 3 4 2
GRAMMAR 6 12 18 24 30 36 30
VOCABULARY 4 8 12 16 20 24 16
FLUENCY 2 4 6 8 10 12 8
COMPREHEN. 4 8 12 15 19 23 15
Total 71
CONVERTING SCALE (modified to match Vietnam’s
grading scale)
RAW SCORE CONVERTED CONVERTED
SCORE (Europe) SCORE (VN)
16 – 25 0+ 2
26 – 32 1 3
33 – 42 1+ 4
43 – 52 2 5
53 – 62 2+ 6
63 – 72 3 7
73 – 82 3+ 8
83 – 92 4 9
93 – 99 4+ 10
 Practice
Task 8.1
Choose one unit in your chosen coursebook.
1. Write a speaking test for micro-skills /
pronunciation.
> Describe your purpose.
> Provide a detailed grading scale.
2. Write a speaking test for guided techniques.
> Describe your purpose.
> Provide a detailed grading scale.
TA 10
Microskill (pronunciation)
Read aloud these sentences.
1. Fill the bottle with clean water.

2. May I have two sheets of paper, please.

SET 1
Part 1 ⎼ Read aloud these sentences.
1. Fill the bottle with clean water.
2. May I have two sheets of paper, please.
Part 2 ⎼ Talk about Quan’s activities, using the pictures
below.
 SET 1
Answer key
Part 1 ⎼ Read aloud these sentences.
1. Fill the bottle with clean water.
  
2. May I have two sheets of paper, please.
 
Part 2 ⎼ Talk about Quan’s activities.
Every day, Quan gets up after a short nap at 2 p.m. At
about 2.15, he learns his lessons until 4.30. Then he
watches TV for half an hour before leaving home and
riding to the stadium. There, he plays soccer with his
friends from 5.15 until 6.30 p.m. when he rides back
home.
Purposes
Part 1 ⎼ Testing Ss’ pronunciation of two sounds: / ⎼ /
Part 2 ⎼ Testing Ss’ speaking skills (describing daily activities)

Grading scale
Part 1 ⎼ Analytic approach (2pts)
Each sentence with correct pronunciation: 1pt
- Accuracy: no error 0.5 pt
1-2 errors 0.25 pt
> 3 errors 0 pt
- Fluency: natural, no hesitations 0.5 pt
with some hesitations 0.25 pt
incomprehensible 0 pt
Grading scale
Part 2 ⎼ Combined Analytic-Holistic approach (8pts)
> 4-point scale
> Four criteria:
Pronunciation
Grammar
Vocabulary
Fluency
Pronunciation
1. pronunciation: unintelligible
2. frequent important errors; heavy accent making understanding difficult
3. “Foreign accent” or mispronunciation leading to some misunderstanding
4. Native speaker’s pronunciation
GRAMMAR
1. entirely inaccurate
2. constant errors preventing communication
3. few errors, with no patterns of failure
4. no more than two errors
VOCABULARY
1. inadequate vocabulary for even the simplest conversation
2. limited vocabulary for survival areas (time, activities,…)
3. sometimes inaccurate choice of words
4. accurate and extensive vocabulary of an educated native speaker
FLUENCY
1. halting, fragmentary speech
2. occasionally hesitant speech
3. smooth, effortless speech, but non-native in speed and evenness
4. effortless and smooth speech as of a native speaker
WEIGHTING TABLE

1 2 3 4 =
PRONUN. 0 1 1.5 2
GRAMMAR 0 1 1.5 2
VOCABULARY 0 1 1.5 2
FLUENCY 0 1 1.5 2
Total … /8
Note: Each student has to do 2 kinds of
tasks for speaking.
>>> Prepare 4 sets of Questions for
your class:
- 4 sets of sentences for pronunciation
- 4 sets of pictures (or 4 topic cards)
Unit 9

Powerpoint Templates
Page 274
 Evaluating tests

I. Purposes of test evaluation

II. Difficulty level

III. Discrimination level

IV. MC test – distractor evaluation

Powerpoint Templates
Page 275
 Purposes
1. To be concerned about the quality of tests
=>
=>
2. To actually test ss’ capability
=> ss’ incorrect answers <

=> not valid /

3. To improve ss’ motivation and performance
=> fair assessment >
Item difficulty index
(p-value)
❑ Small groups
❑ Large classes
 A. Small groups
STEPS:
1. Mark all papers
2. Arrange the papers in order (highest to lowest)
3. Record the information in a table (Table 1)
4. Determine the p-value:

Formula:
A. Small groups TABLE 1
Names Total Questions
score (%) 1 2 3
Hoa 90 ✓ 0 ✓
Van 90 ✓ 0 ✓
Hung 80 0 0 ✓
Yen 80 ✓ 0 ✓
Chau 70 ✓ 0 ✓
Khuong 60 ✓ 0 0
Lien 60 ✓ 0 ✓
An 50 ✓ ✓ 0
Khanh 50 ✓ ✓ 0
Quang 40 0 ✓ 0
Overall test result analysis (1)
Item High Low P-value D value NOTE
correct correct
1 4 4
2 0 3
3 5 1
4 … … … …
 Difficulty index (p-value)
Item 1
P-value = 8 : 10 = 0.8 = 80%
Item 2
P-value =
Note:  High ss got right answers!
Item 3
P-value =
 B. Large classes
STEPS:
1. Mark all papers
2. Arrange the papers in order (highest to lowest)
3. Arrange ss in 3 groups:
4. Record the information in a table (Table 3)
5. Determine the p-value:

Formula:
TABLE 2
Names score Names score Names score
1 Bao 10 11 Vy 7 21 Oanh 5
2 Hang 10 12 Binh 6 22 Thoa 5
3 Hoa 9 13 Chi 6 23 Van 5
4 Thu 9 14 Lam 6 24 Tho 4
5 Van 8 15 Mai 6 25 Tuyen 4
6 Thanh 8 16 Nam 6 26 Nhan 4
7 Yen 8 17 Quoc 6 27 Su 4
8 Loan 7 18 Ly 5 28 Tri 3
9 Ha 7 19 My 5 29 Phuong 3
10 Quang 7 20 Nga 5 30 Huy 3
 TABLE 3a – HIGH
Names score Q1 Q2 Q3 Q4 Q5 …
1 Bao 10 ✓ ✓ ✓ ✓ ✓
2 Hang 10 ✓ ✓ ✓ ✓ ✓
3 Hoa 9 ✓ ✓ 0 ✓ ✓
4 Thu 9 ✓ ✓ 0 ✓ ✓
5 Van 8 ✓ 0 0 0 ✓
6 Thanh 8 ✓ ✓ ✓ 0 ✓
7 Yen 8 ✓ ✓ 0 ✓ ✓
8 Loan 7 ✓ ✓ 0 0 0
9 Ha 7 ✓ ✓ 0 0 0
10 Quang 7 ✓ 0 0 0 0
 TABLE 3b – LOW
Names score Q1 Q2 Q3 Q4 Q5 …
21 Oanh 5 ✓ ✓ 0 0 0
22 Thoa 5 ✓ ✓ 0 ✓ 0
23 Van 5 ✓ 0 0 ✓ 0
24 Tho 4 ✓ 0 0 ✓ 0
25 Tuyen 4 ✓ ✓ 0 ✓ 0
26 Nhan 4 ✓ 0 0 0 0
27 Su 4 ✓ 0 0 0 0
28 Tri 3 ✓ 0 0 ✓ 0
29 Phuong 3 ✓ 0 0 0 0
30 Huy 3 ✓ 0 0 0 0
Overall test result analysis
Item High Low P-value D value NOTE
correct correct
1
2
3
4 … … … …
 Difficulty index (p-value)
Item 1
P-value = (10+10) : 20 = 1 = 100%
Item 2
P-value =
Item 3
P-value =
…
NOTE Range (p) Interpretation

< 30%

30% – 50%

50% - 70%

70% - 90%

> 90%

=> The higher the p-value,

 Item discrimination index
(D)
❑ Small groups > High and Low
❑ Large classes >
Overall test result analysis (2)
Item High Low P-value D value NOTE
correct correct
1 4 4 80% ?
2 0 3 30% ?
3 5 1 60% ?
4 … … … …
Determine the D value:

Formula:

Item 1
D = (4 – 4) : 5 = 0
Item 2
D =
Item 3
D =
 NOTE Range (D) Interpretation

> 0.4

0.3 - 0.39

0.2 – 0.29

0.1 – 0.19

< 0.1

=> The higher the D-value,

Overall test result analysis
NOTES
1. Negative D-value > find the cause

2. Achievement test > lower D, higher p-value

Selection test >
3. The test should begin with items having high p-
value (= easy items) to motivate ss.
4. In a homogeneous group,
STEPS
1. Mark ss’ papers.
2. Put ss into High / Low groups.
3. Prepare item analysis cards (1 card per
item)
4.
5.
 Example of an item analysis card
Subject: English Units: 1-3
Class: 10A5
Item No: 12

No of Question options

Discriminat-
Ss

responded
A B C** D

Difficulty

ing level
No of Ss
Group

level
High 10 0 0 10 0 10 65% .70

Low 10 4 3 3 0 10
Comments:
Ideal difficulty level for MC
Format Ideal p-value

Five-response MC 60%

Four-response MC 62%

Three-response MC 66%

T/F (two-response MC) 75%

 Distractor evaluation
WHY?
1. The quality of distractors affects ss’ performance.
=> good distractors reflect ss’ capability
=> bad distractors / ineffective distractors >

2. If many items are left blank near the end

=> Ss do not have enough time.
=>
 Practice 1
- Work out p-value and D value for the following MC
test item.
- Give comments on
a) difficulty level
b) discrimination level
c) distractors
 Item analysis card 1
No of Question options

Discriminat-
Ss

responded
A B** C D

Difficulty

ing level
No of Ss
Group

level
High 20 0 15 5 0 20

Low 20 0 5 10 5 20

COMMENTS:
 Practice 2
- Work out p-value and D value for each of the four
MC test items. Then answer the questions.
1. Which item is too easy or difficult? Submit your
calculations to explain your answer.
2. Which item has the poorest discrimination?
Which have satisfactory discrimination? Submit
calculations for explanation.
3. In which item are the distractors the most
effective / the least effective?
4. Are there any cases with negative discrimination?
Item Ss No Question options p D
of Ss
A B C D
1 High 9 2 1 0 6**
Low 9 2 3 0 4**
2 High 9 2** 0 5 2
Low 9 5** 1 2 1
3 High 9 0 5** 1 3
Low 9 2 2** 2 3
4 High 9 0 0 9** 0
Low 9 0 2 7** 0

NOTE: Correct answers are marked with **.

A. Purposes
1. To summarize data (i.e. test scores)
2.

Example
B. Significant values

• Central tendency
1. Mean
2. Median
3. Mode
• Range
 1. MEAN
= AVERAGE value
=> the sum of all values divided by the total number of
items in the set
e.g.1 {1, 3, 6, 4, 8}
=> =
e.g.2 Average score of 10 students:
{ 20 – 35 – 21 – 43 – 32 – 20 – 75 – 37 – 20 – 70 }
=> =
 2. MODE
= the most frequently occurring value in the set
e.g.1 {1, 2, 3, 4, 4, 5} =>
{1, 1, 2, 3, 4, 4} =>
{1, 2, 3, 4, 5, 6} =>
e.g.2 The mode of students’ scores?
{ 20 – 35 – 21 – 43 – 32 – 20 – 65 – 37 – 20 – 70 }
=>
 3. MEDIAN

= Middle value of the sequence (from lowest to highest)

=> There is an equal number of points above and below
the Median
=> ODD number => Median = middle point
e.g. {2, 3, 4, 5, 6} =>
=> EVEN number => Median = mean of 2 middle points
e.g. {1, 2, 3, 4, 5, 6} =>
 Median score of 10 students?
at random In order
1 20
2 35
3 21
4 43
5 32
6 20
7 75
8 37
9 20
10 70
 Median score of 10 students?
at In
random order b/w N/2 and N/2 + 1
1 20 20
 b/w N0 5 and 6
2 35 20
3 21 20
4 43 21
5 32 32
6 20 35
7 75 37
8 37 43
9 20 70
10 70 75
 MEDIAN (cont)
=> When there is an outlier (= extreme value), the
Median is usually the most reliable (as the median
is not influenced by the outlier).
e.g. Student’s performance represented by test scores
=> Mean =
=> Mode =
=> Median =
=> The mean (37.3) is influenced by the outlier (70,
75), so it is not reliable.
Practice 3
Computing Mean, Mode and Median values of these
students’ scores. Table 1
STT Names scores STT Names scores

1. Vaân 10 11. Oanh 6

2. Quang 9 12. Cao 6
3. Mai 9 13. Thanh 6
4. Ly 9 14. Loan 6
5. Huøng 9 15. Thaûo 5
6. Yeán 8 16. Duõng 5
7. Chi 8 17. Lieân 5
8. Nam 7 18. Traâm 4
9. Hoa 7 19. Baûo 3
10. Nga 7 20. Anh 3
Table 2
Scores (x) Frequency (f) Total
3 2
4 1
5 3
6 4
7 3
8 2
9 4
10 1
= : 20
N = 20 MEAN =
 Distribution of Students’ Test Results
5

4
number of ss

2 Frequency

0
3 4 5 6 7 8 9 10
test scores

MODE ?
STT NAMES SCORES
1 Vaân 10
2 Quang 9
3 Mai 9
4 … 9
5 9

Median: b/w Students

6 8
7 8
8 7 10 & 11
9 7 =>
10 7
11 6
12 6
13 6
14 6
15 5
16 5
17 5
18 4
19 3
20 3
4. Range
=> the difference b/w the biggest and the smallest
value in the set
=> expressing how spread out the data is
i.e. the larger the range, the bigger the difference
e.g. {3, 3, 4, 5, 6, 6, 6}
=> range = 6 – 3 =
{3, 3, 4, 5, 6, 8, 9, 9, 10}
=> range = 10 – 3 =
Sample test comments
(Truong My Anh, SA.1501

Students’ performance represented by the test

scores:
 Mean = 125 : 20 = 6.25
 Mode = 5 (7 cases)
 Median = (7 + 6 ) : 2 = 6.5
 Range = 9 - 4 = 5
 Sample test comments
* Three values – mean (6.25), mode (5), and median (6.5) -
have a remarkable difference, so the test is not very reliable.
* The test has 3 extremely easy test items; students do not
have to think a lot to get the right answer. Additionally, some
items are too hard for students to do, even the high group
students cannot give correct answers.
* The range of this class is 5, so there is not too much
difference in students’ ability – a homogenous group.
=> Therefore, teachers should consider redesigning the test
at a more suitable difficulty level for students. In the test,
there should be only one easy item, and the difficult level of
the test items in general should not be too high.