Testing and Assessment
Testing and Assessment
- Mạo từ
- Giới từ
Thông
hiểu:
- Nghĩa 1 1
của từ
trong
ngữ cảnh
Vận
dụng:
- Phân
tích mối
liên kết
giữa các 1 1
câu trong
văn bản
chọn liên
từ phù
hợp
2. Reading Nhận
comprehension biết:
1 3
Đọc một bài - Từ
khoảng 240 từ đồng 2
và trả lời bằng nghĩa
cách chọn đáp - 1 chi
án đúng trong số tiết trong
4 lựa chọn. văn bản
Thông
hiểu:
- Đại từ
quy
chiếu
- Loại
1 1
trừ các
chi tiết
đúng để
chọn 1
chi tiết
sai trong
bài
Vận
dụng:
- Hiểu
mục đích
của tác
giả 1 1
- Chọn
tiêu đề/ ý
chính
trong
văn bản
Vận
dụng
cao
- Thể
hiện
quan
điểm cá
nhân về
nội dung
bài đọc
(Tích
hợp vào
kiểm tra
kỹ năng
viết)
Reading section test
PART B – READING
Reading 1
Read the following passage and mark the letter A, B, C, or D on your answer
sheet to indicate the correct word or phrase that best fits each of the numbered
blanks from 1 to 5
Imagine you are buying an apple in a supermarket. Which do you choose, one
with a small brown mark or one without? Be honest - you'd go for the apple (1)
______ looks perfect. Supermarkets do this too, but on a much larger scale when
buying fruit and vegetables from farmers. And what (2) ______ to the red with
marks on them? They are thrown away. So are the ones that are a funny shape or
size.
(3) ______ reason for waste is that people buy more food than they can eat and
supermarkets do everything they can to encourage this, for example with offers
like "Buy one, get one free" . Developed countries waste about 650 million tons
of food each year and so do developing countries. (4) ______ the waste happens
for very different reasons. As the world's population grows, this problem will
only (5) ______ so we need to take action urgently.
(NB) Question 1. A. when B. who C. which D. whom
(NB) Question 2. A. happen B. was happened C. happened D. happens
(TH) Question 3. A. Another B. Few C. Many D. Other
(VD) Question 4. A. Although B. However C. As a result D. For example
(NB) Question 5. A. worsen B. worsening C. worsens D. to worsen
Key: 1 – C, 2 – D, 3 – A, 4 – B, 5 – A
Reading 2
Read the following passage and mark the letter A, B, C, or D on your answer
sheet to indicate the correct answer to each of the questions from 1 to 5
There was a man who had four sons. He wanted his sons to learn not to judge
things too quickly. So he sent them each on a quest, in turn, to go and look at a
pear tree that was a great distance away. The first son went in the winter, the
second in the spring, the third in summer, and the youngest son in the
fall. When they had all gone and come back, he called them together to
describe what they had seen.
The first son said that the tree was ugly, bent, and twisted. The second son said
no – it was covered with green buds and full of promise. The third son
disagreed, he said it was laden with blossoms that smelled so sweet and looked
so beautiful, it was the most graceful thing he had ever seen. The last son
disagreed with all of them; he said it was ripe and drooping with fruit, full of life
and fulfilment.
The man then explained to his sons that they were all right, because they had
each seen but one season in the tree’s life. He told them that you cannot judge a
tree, or a person, by only one season, and that the essence of who they are – and
the pleasure, joy, and love that come from that life – can only be measured at the
end, when all the seasons are up. If you give up when it’s winter, you will miss
the promise of your spring, the beauty of your summer, the fulfillment of your
fall.
Don’t judge a life by one difficult season. Don’t let the pain of one season
destroy the joy of all the rest.
(VD) Question 1. Which best serves as the title for the passage?
A. The Seasons of Life B. The Observation of a Tree
C. Father and Four Sons D. Love all the Seasons in a Year
(NB) Question 2. According to paragraph 2, what did the second son see in his
turn?
A. The tree was gloomy, withered and crooked.
B. The tree was in buds and teeming with vigor.
C. The tree was blossoming and gave off a sweet scent.
D. The tree was bountifully fruitful, brimming with life force.
(NB) Question 3. The word “laden” in paragraph 2 is closest in meaning to
__________.
A. loaded B. decorated C. enhanced D. given
(TH) Question 4. The word “they” in paragraph 3 refers to __________.
A. the four sons B. green buds
C. trees, people D. the pleasure, joy, and love
(TH) Question 5. According to paragraph 4, what is the lesson the father
wanted to impart to his children?
A. Moral lessons can come from the most unexpected and ordinary things.
B. No matter what season it is outside, you always have to cherish it.
C. The old age of humans is similar to the winter of nature.
D. Persevere through the difficulties and better times are sure to come
sometime sooner or later.
Key: 1 – A, 2 – B, 3 – A, 4 – C, 5 – D
Activity 4. Design a reading section test based on the specifications provided in
activity 3.
SESSIONS 19+20:
DESIGNING LISTENING TESTS
Objectives:
By the end, participants will be able to:
- list some issues that a test designer should consider before composing a listening test
- design a listening test for upper secondary students based on its specifications
---------------------------------------------------------
I. USING RECORDINGS IN A LISTENING TEST
Activity 1. Decide whether you agree or disagree with statements about
recordings used in assessing listening skills.
1. The recording must include key vocabulary I agree I don’t have an I disagree
and grammar points I have taught. opinion
2. Only native speakers of English should be I agree I don’t have an I disagree
on the recording. opinion
3. The people should speak slowly and clearly I agree I don’t have an I disagree
so that students can understand. opinion
4. The language used has to be completely I agree I don’t have an I disagree
accurate, with no grammar mistakes. opinion
5. The recording must be authentic: if it is a I agree I don’t have an I disagree
news broadcast, it ought to come from the opinion
BBC or CNN, not from an EFL textbook.
I agree I don’t have an I disagree
6. There shouldn’t be any words or expressions
opinion
that the students are not expected to know.
7. The topic should be something that the I agree I don’t have an I disagree
students have studied. opinion
8. The recording should be a kind of listening I agree I don’t have an I disagree
text that the learners have experienced in opinion
class before.
9. It’s a good idea to use written stories from I agree I don’t have an I disagree
newspapers or magazines and read them opinion
aloud.
II. DESIGNING LISTENING TESTS – IMPORTANT CONSIDERATIONS
Activity 2. Read the text below and answer the questions below.
a. Fill in the blank with the correct words.
1. In testing extended listening, it is essential to keep items __ apart in the passage.
2. Candidates should be warned by __ that appear both in the item and in the passage.
3. Candidates should be given __ time at the outset to familiarize themselves with the
items.
4. Multiple choice can work well for testing __ skills, such as phoneme discrimination.
5. Partial dictation can be used diagnostically to test students' ability to cope with
particular __.
b. Choose the correct answer from the choices for each question.
1. Which of the following is not a recommended technique for testing extended
listening?
A. Multiple choice
B. Short answer
C. Partial dictation
D. Dictation
2. Which of the following is a reason why multiple-choice items may be problematic
for testing extended listening?
A. Candidates have to hold in their heads four or more alternatives while listening.
B. Alternatives must be kept short and simple.
C. Multiple choice can only test lower-level skills.
D. All of the above.
3. What is the primary purpose of the note-taking procedure mentioned in the passage?
a. To identify the key information that candidates should be able to get from the
passage.
b. To write items that check whether candidates have understood the main points.
c. Both a and b.
d. None of the above.
4. According to the passage, what is the potential issue with having two items close to
each other in an extended listening test?
a. Candidates may miss the second item due to cognitive demands.
b. Candidates may listen for 'answers' that have already passed.
c. Both a and b.
d. None of the above.
5. What is the best way to provide candidates with the items before the listening
passage??
a. Give candidates enough time to review the items.
b. Do not give candidates time to review the items.
c. Only give candidates time to review the items in special cases.
d. Give candidates time to review the items, but only in their native language.
Writing items
For extended listening, such as a lecture, a useful first step is to listen to the passage
and note down what it is that candidates should be able to get from the passage. We
can then attempt to write items that check whether or not they have what they should
be able to get. This note-making procedure will not normally be necessary for shorter
passages, which will have been chosen (or constructed) to test particular abilities.
In testing extended listening, it is essential to keep items sufficiently far apart in the
passage. If two items are close to each other, candidates may miss the second of them
through no fault of their own, and the effect of this on subsequent items can be
disastrous, with candidates listening for ‘answers’ that have already passed. Since a
single faulty item can have such an effect, it is particularly important to trial extended
listening tests, even if only on colleagues aware of the potential problems.
Candidates should be warned by keywords that appear both in the item and in the
passage that the information called for is about to be heard. For example, an item may
ask about ‘the second point that the speaker makes and candidates will hear ‘My
second point is . . .’. The wording does not have to be identical, but candidates should
be given fair warning in the passage. It would be wrong, for instance, to ask about
‘what the speaker regards as her most important point’ when the speaker makes the
point and only afterward refers to it as the most important. Less obvious examples
should be revealed through trialing.
Other than in exceptional circumstances (such as when the candidates are required to
take notes on a lecture without knowing what the items will be, see below), candidates
should be given sufficient time at the outset to familiarize themselves with the items.
As was suggested for reading in the previous chapter, there seems no sound reason not
to write items and accept responses in the native language of the candidates. This will
in fact often be what would happen in the real world, when a fellow native speaker
asks for information that we have to listen for in the foreign language.
Possible techniques
Multiple choice
There is the problem of the candidates having to hold in their heads four or more
alternatives while listening to the passage and, after responding to one item, taking in
and retaining the alternatives for the next item. If multiple choice is to be used, then
■
the alternatives must be kept short and simple. The alternatives in the following, which
III
c. Not at all.
Multiple choice can work well for testing lower-level skills, such as phoneme
discrimination.
The candidate hears bat and chooses between pat mat fat bat.
Short answer
This technique can work well, provided that the question is short and straightforward,
and the correct, preferably unique, response is obvious.
Gap filling
This technique can work well where a short answer question with a unique answer is
not possible.
Woman: Do you think you can give me a hand with this?
Man: I’d love to help but I’ve got to go around to my mother’s house in a
minute.
The woman asks the man if he can ………... her but he has to visit his ……….
Partial dictation
While dictation may not be a particularly authentic listening activity (although in
lectures at university, for instance, there is often a certain amount of dictation), it can
be useful as a testing technique. As well as providing a ‘rough and ready’ measure of
listening ability, it can also be used diagnostically to test students’ ability to cope with
particular difficulties (such as weak forms in English).
Because traditional dictation is so difficult to score reliably, it is recommended that
partial dictation is used, where part of what the candidates hear is already written
down for them. It takes the following form:
The candidate sees:
It was a perfect day. The sun …………… in a clear blue sky and Diana felt that
all was…………… with the world. It wasn’t just the weather that made her feel
this way. It was also the fact that her husband had …………… agreed to a
divorce. More than that, he had agreed to let her keep the house and to pay her a
small fortune every month. Life …………… be better.
The tester reads:
It was a perfect day. The sun shone in a clear blue sky and Diana felt that all
was right with the world. It wasn’t just the weather that made her feel this way.
It was also the fact that her husband had finally agreed to a divorce. More than
that, he had agreed to let her keep the house and to pay her a small fortune
every month. Life couldn’t be better.
Since it is listening that is meant to be tested, correct spelling should probably not be
required for a response to be scored as correct. However, it is not enough for
candidates simply to attempt a representation of the sounds that they hear, without
making sense of those sounds. To be scored as correct, a response has to provide
strong evidence of the candidate’s having heard and recognized the missing word,
even if they cannot spell it. It has to be admitted that this can cause scoring problems.
The gaps may be longer than one word:
It was a perfect day. The sun shone …………… and Diana felt that all was well
with the world.
While this has the advantage of requiring the candidate to do more than listen for a
single word, it does make the scoring (even) less straightforward.
III. SPECIFICATIONS FOR A LISTENING TEST
Activity 3. Based on the specifications1 for a mid-term listening section test for
students in grade 11, identify the strengths and weaknesses of the following
listening section test.
1. Ma trận đề kiểm tra
1Bộ Giáo dục và Đào tạo. (2020). Tài liệu tập huấn giáo viên THPT – Xây dựng ma trận, đặc tả đề kiểm tra định
kỳ.
chủ đề liên như
quan và trả
- số
lời câu hỏi
True/false - thời gian
- địa chỉ
Thông
hiểu:
Thông
hiểu:
- Hiểu 2-3 2 2
chi tiết
đúng
- các ý
chính của
người nói
Vận
dụng:
- Hiểu
nhiều chi
tiết, loại 1 1
trừ các chi
tiết sai để
chọn đáp
án đúng.
Thông
hiểu:
2 2
- 2 hoặc 3
chi tiết
trong bài
nghe
- các ý
chính của
người nói
Vận
dụng:
- Hiểu mục
đích của
tác giả 1 1
- Chọn tiêu
đề/ ý chính
trong văn
bản
Listening 1
Exercise 1: Listen to the conversation and decide which statements are
True (T) or False (F)
Statements True False
(TH)1. Paul is younger than David
(NB) 2. Bill is nineteen years old.
(NB) 3. David is a teacher
(TH) 4. David's father is a teacher, too
(VD) 5. David's mother doesn't want to go and live in the
countryside
Listening 2
Exercise 2: Choose the best answer A, B or C about the interview.
1. What does Carlos hate?
A. shopping
B. museums
C. football
2. Where are they going to eat on Saturday evening?
A. at home
B. in an Italian restaurant
C. in a Chinese restaurant
3. What are they going to do on Sunday morning?
A. go for a drive
B. get up late
C. go to the cinema
4. Where are they going to have lunch on Sunday?
A. in a cafe
B. in a pub
C. at home
5. They can't go to the cinema on Sunday afternoon because
A. Carlos doesn't like films.
B. Eric doesn't like films
C. They don't have time
Answers:
Listening 1:
Keys: 1 – F, 2 – T, 3 – T, 4 – F, 5 – F
Tapescript:
Listen to Paul talking to a friend about his family
What does each person do?
You will hear the conversation twice.
Female: Tell me about your family, Paul
Paul: Well, you know Sally, my sister – the writer – don’t you?
Female: Yes. Is she your only sister?
Paul: He’s nineteen. He’s studying French in Paris at the moment.
Female: That sounds interesting… and David? What does he do?
Paul: Oh, he’s a teacher, the same as my mother was. But she finished working
last year.
Female: And what about your father?
Paul: Oh, he’s a doctor at the local hospital
Female: Of course. I’ve seen him there.
Paul: My mother says he works too hard. She wants him to stop. She wants to go
and live on a farm in the country, near David.
Female: Um… Are you a doctor too, Paul?
Paul: I’m not clever enough! I work in a bank – the one in the High Street, next
to the bookshop.
Listening 2:
Key: 1. B, 2. C, 3. A, 4. B, 5. C
Tapescript:
Listen to Eric talking to Mary about the weekend.
Their friend, Carlos, is coming to visit them.
Now listen to the conversation.
Eric: Mary… what do you want to do at the weekend, when Carlos comes?
Mary: Well, Eric, I must go shopping on Saturday morning.
Eric: He hates shopping. But we could go to the museum and then meet you for
lunch.
Mary: Fine. What shall we do in the afternoon?
Eric: There’s a good football match on – Carlos’ll like that.
Mary: OK. Do you want to eat at home in the evening?
Eric: OK. Let’s do that. Now, what about Sunday?
Mary: If we get up early on Sunday, we could go for a drive in the countryside.
Eric: Yes, and we could have lunch in a pub somewhere.
Mary: Yes, the one near the river’s nice. Shall we go to the cinema after lunch?
Eric: We can’t. His train’s at four o’clock and I’ll have to take him back to the
station.
Activity 4. Design a listening section test based on the specifications you have
created.
SESSIONS 21+22:
DESIGNING WRITING TESTS
Objectives:
By the end, participants will be able to:
- list some issues that a test designer should consider before composing a writing test
- design a writing test for upper secondary students based on its specifications
- score writing performances reliably based on the given rating scales
---------------------------------------------------------
I. DESIGNING WRITING TESTS – IMPORTANT CONSIDERATIONS
Activity 1. Read the text below and answer the questions below.
a. Fill in the blank with the correct words.
1. When writing assessment items, teachers should __ the possibility of students
providing alternative correct answers.
2. Providing __ context helps ensure the purpose of the item is clear to students.
3. Blanks of __ length avoid giving unintended clues about the answers.
4. Placing the blank __ the main body of the item provides students with the necessary
information to respond.
5. Supplying a list of possible answers can make fill-in items __ for students.
b. Choose the correct answer from the choices for each question.
1. Which of the following is NOT a key consideration when using fill-in items?
A. Ensuring one clear correct answer
B. Providing a glossary of acceptable answers
C. Using blanks of varying length
D. Positioning the blank after the main body
2. Why is it important to avoid providing too much extra context in fill-in items?
A. It burdens students with extraneous information.
B. It makes the items too easy.
C. It disrupts the flow of the assessment.
D. Both a and c
3. What is the primary benefit of supplying a list of possible answers for fill-in items?
A. It makes answering the items easier for students.
B. It makes scoring the items easier for the teacher.
C. It reduces the possibility of alternative correct answers.
D. Both a and b
4. Which of the following is a key guideline for short-response items?
A. The items should be formatted to elicit one concise answer.
B. Partial credit should never be awarded.
C. The items should be as wordy as possible.
D. Both a and b
5. When scoring task items, teachers must decide whether to use an analytic or holistic
approach. What is the key difference between these approaches?
A. Analytic scoring looks at various aspects separately, while holistic uses a single
rating scale.
B. Analytic scoring is more objective, while holistic is more subjective.
C. Analytic scoring is better for assessing language production, while holistic is better
for problem-solving.
D. Analytic scoring requires more time, while holistic is quicker.
Fill-in items are those where a word or a phrase is replaced by a blank in a sentence or
longer text, and the student’s job is to fill in that missing word or phrase. There are
five sets of issues that teachers should consider when using fill-in items.
1. In answering fill-in items, students will often write alternative correct answers that
the teacher did not anticipate when the items were written. To guard against this
possibility, teachers should check to make sure that each item has one very concise
correct answer. Alternatively, the teacher can develop a glossary of acceptable answers
for each blank. Obviously, as the number of alternative possibilities rises for each
item, the longer and more difficult the scoring becomes.
2. In deciding how much context to provide for each blank, teachers should make sure
that enough context has been provided that the purpose, or intent, of the item is clear to
those students who know the answer. At the same time, avoid giving too much extra
context. The extra context will burden students with extraneous material to read and
may inadvertently provide students with extraneous clues.
3. Generally speaking, all the blanks in a fill-in test should be the same length – that is,
if the first blank is twelve spaces long, then all the items should have blanks with
twelve spaces. Blanks of uniform length do not provide extraneous clues about the
relative length of the answers. Obviously, this stricture would not apply if a teacher
purposely wants to indicate the length of each word or the number of words in each
blank.
4. Teachers should also consider putting the main body of the item before the blank in
most of the items so that the students have the information necessary to answer the
item once they encounter the blank.
5. In situation where the blanks may be very difficult and frustrating for the students,
teachers may consider supplying a list of responses from which the students can
choose in filling in the blanks. This list will not only make answering the items easier
for the students but will also make the correction of the items easier for the teacher
because the students will have a limited set of possible answers from which to draw.
Short-response items are usually questions that the students can answer in a few
phrases or sentences. This type of question should conform to at least the following
two guidelines:
1. The teachers should make sure that the items are formatted so that there is one, and
only one, concise answer or set of answers that they are looking for in the responses to
each item. The parameters for what will be considered an acceptable answer must be
thought through carefully and clearly delineated before correcting such questions. As
in number 1 above for fill-in items, the goal in short-response items is to ensure that
the answer key will help the teacher to make clear-cut decisions to whether each item
is correct, without making modifications as the scoring progresses. Thus, the teacher’s
expectations should be thought out in advance, recognizing that subjectivity may
become a problem because he or she will necessarily be making judgments about the
relative quality of the students’ answers. Thus, partial credit entails giving some credit
for answers that are not 100% correct. For instance, on one short-response item, as
student might get two points for an answer with correct spelling ad correct grammar,
but only one point if either grammar or spelling were wrong, and no points if both
grammar and spelling were wrong. As with all the other aspects for scoring short-
response items, any partial credit scheme must be clearly thought and delineated
before scoring starts so that backtracking and rescoring will not be necessary.
2. Short-response items should generally be phrased as clear and direct questions.
Unnecessary wordiness should particularly be avoided with this type of item so that
the range of expected answers will stay narrow enough to be scored with relative ease
and objectivity.
Task items are defined here as any of a group of fairly opened-ended item types that
require students to perform a task in the language that is being tested. A task test might
include a series of communicative tasks, a set of problem-solving tasks, and a writing
task.
While task items are appealing to many language teachers, a number of complications
may arise in trying to use them. To avoid such difficulties, consider at least the
following points.
1. The directions for the task should be so clear that both the tester and the student
know exactly what the student must do.
2. The task should be sufficiently narrow in scope so that it fits logistically into the
time allotted for its performance and yet broad enough so that an adequate sample of
the student’s language use is obtained for scoring the item properly.
3. The teacher must carefully work out the scoring procedure for task items for the
same reasons listed in discussing the other types of productive response items. Two
entirely different approaches are possible in scoring tasks. A task can be scored using
an analytic approach, in which the teachers are various aspects of each student's
language production separately, or a task can be scored using a holistic approach, in
which the teachers use a single general scale to give a single global rating for each
students’ language production. The very nature of the items will depend on how the
teachers choose to score the task. If teachers choose to use an analytic approach, the
task may have three, four, five, or even six individual bits of information, each of
which must be treated as a separate item. A decision for a holistic approach will
produce results that must be treated differently – that is, more like a single item. Thus,
teachers must decide early on whether they will score the task items using an analytic
approach or a holistic approach.
II. WRITING PROMPTS FOR A WRITING TEST TASK
1. Types of Prompts
Writing prompts are stimuli provided to students to initiate the writing process. These
prompts serve as a starting point, offering a topic or a scenario to guide students'
writing efforts. Writing prompts are widely used in educational settings to assess
writing skills, stimulate creativity, and provide practice in various writing styles.
Bare Prompts (Open Structure): These prompts are straightforward and direct,
presenting the writing task in simple terms without additional context or framing. The
candidate is expected to respond directly to the task.
Examples:
"Do you favor or oppose the goals of the women’s liberation movement in the United
States? Why?"
Examples:
"Some people feel that using animals for food is cruel and unnecessary, while others
feel that it is necessary for people to eat meat, and that the production of animals for
food can be done without cruelty. What is your position on the issue of whether people
should use animals for food? Discuss the strengths and weaknesses of both positions
and use concrete examples when you explain and defend your point of view."
Text-Based Prompts
Examples:
You have seen the following job advertisement in your local youth center.
ACTIVITY COORDINATOR WANTED!
(Weekends only)
• Would you like to work with young children aged 5-11?
• Do you have lots of energy?
• Are you an excellent swimmer?
If the answer to these questions is 'yes' then we want to hear from you. Our Children's Club is
looking for someone to be in charge of a group of 10 children to teach them swimming and to
do a range of other activities.
Please send a letter to Mrs. Sykes saying why you are suitable for the job.
Writing prompts serve as the stimuli for student writing, particularly in testing
situations. They must be carefully constructed to allow students to demonstrate their
true writing abilities. There are six key categories that test developers must consider
when creating writing prompts: contextual variables, content variables, linguistic
variables, task variables, rhetorical variables, and evaluation variables.
Contextual Variables
Contextual variables refer to the setting in which the writing will occur and the
purpose of the test. It is crucial to clarify these contexts to the students. For example,
prompts designed for placement tests must differentiate between various proficiency
levels, while those for graduation requirements must be challenging enough to assess
mastery of the subject. The design of prompts should align with the specific objectives
of the course or program.
Content Variables
Content variables deal with the subject matter of the prompt. Prompts should be based
on topics within the experience and knowledge base of the students. Research
indicates that students perform better when the writing task taps into their background
knowledge. Thus, prompt designers should select content accessible to all students to
ensure fair assessment.
Linguistic Variables
Linguistic variables encompass the language used in the prompt, which should be
clear, unambiguous, and culturally accessible. Instructions should be precise, avoiding
any potential for misinterpretation. For instance, ambiguous terms or culturally
specific references that may confuse non-native speakers should be avoided. A well-
worded prompt minimizes unexpected interpretations and ensures that all students
understand the task.
Task Variables
Task variables pertain to the specific tasks students are asked to perform in their
writing. Prompts should strike a balance between being sufficiently challenging and
achievable within the given time constraints. The number of tasks should be
manageable, allowing students to focus on developing their arguments effectively.
Overly complex prompts can overwhelm students and result in incomplete or
unfocused essays.
Rhetorical Variables
Rhetorical variables involve the approach students are instructed to take regarding the
content. Prompts should provide clear directions on the rhetorical style expected, such
as compare and contrast, argue, or describe. The level of specificity in rhetorical
instructions should be optimal to avoid all responses sounding the same or too varied,
which can complicate scoring.
Evaluation Variables
Evaluation variables concern how the responses to the prompts will be assessed. It is
vital that the criteria for evaluation are clearly defined and shared with the students
beforehand. Different scoring guidelines can privilege various aspects of writing, such
as linguistic accuracy or complexity of ideas. The document also discusses the
importance of using scoring rubrics that reflect the values and priorities of the writing
program.
- Hòa hợp
chủ vị
- Trật tự từ
- Các dạng 2 2
động từ theo
sau động từ
khác
Vận dụng:
- Động từ
nguyên thể bị
động
2 2
- Danh động
từ bị động
- Danh động
từ hoàn thành
- Động từ
nguyên thể
hoàn thành
- Một lá thư
mời một
người bạn
đến một bữa
tiệc
- Một lá thư
thân mật
miêu tả một
trải nghiệm
của bản thân
- Một đoạn
văn miêu tả
một người
bạn
(0,4đ) - Trả lời ở mức tối - Trả lời được cơ bản - Trả lời khá đầy đủ yêu - Trả lời đầy đủ
thiếu yêu cầu của yêu cầu của bài. Bài cầu của bài. Bài viết có yêu cầu của bài.
bài. Bài viết có câu viết có câu chủ đề. Các câu chủ đề. Các thành Bài viết có câu
chủ đề và các thành thành phần cơ bản đều phần cơ bản được phát chủ đề. Các
phần cơ bản. được phần cơ bản đều triển tương đối kỹ, thành phần cơ
được phát triển, đôi khi logic và cân xứng. bản được phát
- Viết được một số
có chỗ phát triển chưa triển kỹ logic,
ý chính nhưng có - Viết đủ ý chính, các ý
cân xứng. cân xứng.
chỗ diễn đạt không có liên quan đến chủ
rõ, bị lặp ý, không - Viết được cơ bản đủ ý đề. - Đủ ý, các ý
liên quan, gây khó chính. Có một vài ý thống nhất, có
- Dẫn chứng phù hợp,
hiểu cho người đọc. không liên quan, gây liên quan chặt
khá thuyết phục.
khó hiểu cho người đọc. chẽ.
thông tin - Thông tin bị lặp - Thông tin còn bị lặp. - Thông tin ít khi bị lặp. - Thông tin
và ảnh hưởng đến không bị lặp.
và tính - Sắp xếp các ý có - Sắp xếp ý logic, mạch
diễn đạt.
logic, có tính liên kết, lạc, dễ đọc, dễ hiểu. - Sắp xếp ý
liên kết
- Sắp xếp ý thiếu mặc dù tính mạch lạc logic, mạch lạc
- Sử dụng khá đa dạng và
(0,2đ) logic, thiếu tính liên giữa các câu còn thấp cao. Bài viết có
chính xác các phương tiên
kết. hoặc máy móc. tổng thể hài hòa,
kết nối.
trôi chảy, uyển
- Ít sử dụng hoặc sử - Sử dụng các phương
chuyển, tự nhiên.
dụng lặp các
tiện kết nối tuy còn đơn
phương tiện kết - Sử dụng đa
nối, hoặc sử dụng giản nhưng đúng nghĩa. dạng và chính
các phương tiện xác các phương
kết nối chưa chính tiện kết nối.
xác.
• Do not talk more than necessary: refrain from making unnecessary comments.
Câu hỏi được thiết kế Giới thiệu tên tuổi, chỗ Trả lời trực tiếp
dưới dạng câu hỏi có từ để ở, đánh vần tên riêng … với giám khảo.
hỏi. Miêu tả gia đình, Thí sinh
Phỏng Khi sử dụng câu hỏi mở trường lớp, môn học... không được biết
vấn (yes / no question), sẽ có từ trước câu hỏi và
để hỏi bổ sung nhằm gợi không có thời
mở cho thí sinh trả lời câu gian chuẩn bị
hỏi chi tiết hơn. cho câu trả lời.
Phần này được thiết kế dưới Trả lời về thời gian, - Mỗi thí sinh
hình thức thẻ gợi ý về một địa điểm được yêu cầu trả
tình huống cho sẵn. Trên Miêu tả nội dung liên lời ít nhất 6 câu
mỗi thẻ gợi ý có thông tin quan đến sự vật, sự việc theo tình huống
Trả lời
về nội dung tình huống bao (What) cho sẵn.
câu hỏi
gồm gợi ý chi tiết về nội
theo tình Miêu tả nội dung liên
dung tình huống cho thí
huống quan đến tính chất của
sinh dùng để trả lời.
sự vật, sự việc (How).
4. Thang điểm và cách đánh giá
Thang điểm
Phần 1: 10 điểm (2 điểm/1 câu)
Phần 2: 15 điểm
Tổng điểm: 25 điểm
- Tiêu chí đánh giá: Thí sinh trả lời 5 câu hỏi trôi chảy, đúng ngữ pháp, sử dụng từ
vựng chính xác, đúng nội dung hỏi thì được điểm trọn vẹn (5 điểm). Cách tính điểm
cho mỗi câu trả lời dựa theo biểu chấm sau:
1,0 Trả lời (tương đối) lưu loát, đúng ý, hầu như chính xác về ngữ pháp, từ vựng và
phát âm.
0,75 Trả lời có ngập ngừng, đúng ý, khá chính xác về về ngữ pháp, từ vựng và phát
âm.
0,5 Ngập ngừng lâu để tìm ý và tìm từ, có mắc lỗi nhỏ về ngữ pháp, từ vựng và
phát âm nhưng không ảnh hưởng đến nội dung câu trả lời.
0,25 Dừng lại rất lâu mới có thể tìm được ý, chỉ có thể trả lời bằng những từ rời rạc,
mắc các lỗi nghiêm trọng về ngữ pháp, từ vựng và phát âm làm người nghe
phải cố gắng mới hiểu được nội dung câu trả lời.
0 Thí sinh hoàn toàn không thể trả lời câu hỏi.
Phần 2
Bảng thang điểm và tiêu chí đánh giá
8 Sử dụng từ vựng Sử dụng từ vựng Lưu loát. Có thể Hoàn tất nhiệm vụ
tốt.
tốt. Có đủ từ Không mắc lỗi ngữ nói các cụm từ với tốt. Hoàn tất tất cả
vựng để thảo pháp gây hiểu tốc độ vừa phải các yêu cầu một
nhầm.
luận các chủ đề Các câu đơn mặc dù thí sinh cách chính xác và
giản
hằng ngày và không có lỗi phải ngừng khi hiệu quả nhưng
ngữ
trừu tượng. Diễn pháp. Câu phức tạp tìm các cấu trúc và không mở rộng.
giải khi cần thiết. được dùng cụm từ để diễn
nhưng
Thỉnh thoảng thường xuyên có lỗi đạt. Có vài chỗ
dùng sai từ. ngữ pháp. tạm ngưng dài
thấy được. Phát
âm và ngữ điệu
hầu hết chính xác.
6 Từ vựng cơ bản. Nhìn chung sử Hầu hết lưu loát. Hoàn tất các nhiệm
Sử dụng từ vựng dụng ngữ pháp Có khả năng giao vụ không cân đối.
cho các chủ đề đúng. Giao tiếp tiếp tự tin trong Hoàn tất một số
hằng ngày tốt. tương đối chính các tình huống nhiệm vụ tốt
Có khả năng xác trong các bối quen thuộc và nhưng gặp phải
diễn giải. Cố cảnh quen thuộc. không quen thuộc. khó khăn khi hoàn
gắng sử dụng từ Có cố gắng sử Có thể bày tỏ ý tất một số nhiệm
và cụm từ phức dụng cấu trúc kiến nhưng không vụ khác. Thỉnh
tạp nhưng sử phức tạp nhưng duy trì hội thoại thoảng giao tiếp
dụng sai. Có thường có lỗi ngữ với một tốc độ không logic.
một số vấn đề pháp. thích hợp.
về phạm vi từ
vựng.
5 Giữa mức điểm 6 và 4
4 Sử dụng từ vựng Sử dụng ngữ pháp Ngập ngừng. Giao Hoàn tất nhiệm vụ
hạn chế. Có thể hạn chế. Các cấu tiếp có thể hiểu rất hạn chế.
sử dụng từ vựng trúc được nhưng việc Thường xuyên
để thảo luận câu đơn giản được ngập ngừng để sửa thiếu logic.
những vấn đề sử dụng hầu hết lỗi ngữ pháp và từ
thường ngày. chính xác. Không vựng là rõ ràng,
Các từ thường sử dụng các cấu đặc biệt là trong
được sử dụng trúc phức tạp. trường hợp nói tự
sai. Hay mắc do với các cụm từ
phải lỗi về từ dài.
vựng.
3 Giữa mức điểm 4 và 2
2 Từ vựng rất hạn Rất hạn chế về Vắn tắt. Có thể Cố gắng để hoàn
chế. Sử dụng các việc kiểm soát ngữ diễn đạt hiểu được tất các nhiệm vụ
cụm từ thuộc pháp. qua các lời nói rất nhưng không logic
lòng rất đơn Chỉ sử dụng đúng
ngắn có ngập và không có tổ
giản. Sử dụng các cấu trúc đơn
tiếng mẹ đẻ khi giản. Sử dụngcác ngừng, lặp lại chức. Đề cập đến
không có từ để cụm từ mang tính thường xảy ra và các phần của
diễn đạt. Giao công thức. có thể thấy rõ. nhiệm vụ nhưng
tiếp thỉnh thoảng Thường xuyên tự không phát triển
bị ngưng do sửa, ngập ngừng hay bỏ qua.
thiếu từ vựng.
và lỗi phát âm có
thể gây ra hiểu
nhầm.
0 Sử dụng từ vựng Không sử dụng Không nói được. Không thực hiện
không thích hợp được ngữ pháp. Không thể hiểu các nhiệm vụ.
suốt phần thi. Trả lời quá ngắn được. Trả lời quá Hoàn toàn hiểu sai
Trả lời quá ngắn và không thể đánh ngắn và không thể các nhiệm vụ. Trả
và không thể giá được. đánh giá được. lời quá ngắn và
đánh giá được. không thể đánh giá
được.
Cách tính tổng điểm kỹ năng Nói = Điểm phần 1 + Điểm phần 2.
5. Bài thi minh họa
SPEAKING TEST
PART 1
Interlocutor:
Hello, please sit down. I’m………. .
In the first part I will ask you some questions.
What’s your name?
How are you today?
What’s your favourite food?
Who cooks it for you?
How often do you eat it?
PART 2
Interlocutor:
Here is some information about a school picnic. Please use the information on the
card to answer the questions. Use the information and cue words to help you.
Do you understand what you need to do?
Now, you have one minute to read your card and then start answering the questions.
•
•
•
•
•
•
Prompt card