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TABLE OF CONTENTS
ACKNOWLEDGEMENT
LIST OF ABBREVIATIONS
PART I: INTRODUCTION
1.RATIONALE
2.AIMS OF THE STUDY
3.SCOPE OF THE STUDY
4.METHODS OF THE STUDY
5.DESIGN OF THE STUDY
PART II: DEVELOPMENT
CHAPTER ONE: LITERATURE REVIEW
1.1.Language testing
1.2.Communicative language tests
1.3.Testing reading skills
1.3.1.Multiple choice questions
1.3.2.Short answer questions
1.3.3.Cloze
1.3.4.Selective deletion gap filling
1.3.5.C tests
1.3.6.Coloze elide
1.3.7.Information transfer
1.3.8.Jumbled sentences
1.3.9.Matching
1.3.10.Jumbled paragraphs
1.4.Major characteristics of a good test
1.41.Reliability
1.4.2.Validity
1.4.2.1.Content validity
1.4.2.2.Face validity
1.4.2.3.Criterion-related validity
1.4.2.4.Construct validity
1.4.3.Practicality
1.4.4.Discrimination
1.5.Achievement tests
1.5.1.Class progress test
1.5.2.Final achievement test
Summary
CHAPTER TWO: METHODOLOGY
2.1.A quantitative study
2.2.The selection of participants
2.3.The materials
2.4.Methods of data collection and data analysis
2.5.Limitations of the research
SUMMARY
CHAPTER THREE: DISCUSSION
3.1-The content area of the test
3.2-The relative weights of the different parts of the test
3.3-Constructing the test
3.4-Administering the test
3.5-Marking the test
3.6-Test scores interpreting and evaluation
3.6.1.The frequency distribution
3.6.2.The central tendency
3.6.2.1.The mode
3.6.2.2.The median
3.6.2.3.The mean
3.6.3.The dispersion
3.6.3.1.The low-high
3.6.3.2.The range
3.6.3.3.The standard deviation
3.7-Test item analysis and evaluation
3.7.1.Item difficulty
3.7.2.Item discrimination
3.8.Estimating reliability
Summary
PART III: CONCLUSION AND RECOMMENDATIONS
REFERENCES
APPENDICES
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Practicality can be defined as ‘the relationship between the resources that will be required in the design, development, and use of the test and the resources that will be available for these activities’. (Bachman & Palmer, 1996: 35). This relationship can be represented as in the figure below:
Available resources
Practicality=
Required resources
When practicality ³ 1, the test development and use is practical
When practicality< 1, the test development and use is not practical.
In a nutshell, when designing a test the tester should always bare in mind this quality- practicality-to ensure that the test is as economical as possible, both in time (preparation, sitting and marking) and in cost (materials and hidden costs of time spent). In other words, a practical test is the one which can minimize the use of the available resources, i.e., the required resources must not be more than the available resources.
1.4.4. Discrimination
Finally, a discussion of the basic concepts behind testing would be incomplete without the treatment of the closely related idea of discrimination. According to Harrison (1994:14) discrimination is ‘the extent to which a test separates the students from each other.’ However, the extent of discrimination varies according to each kind of test. For instance, an achievement test should result in a wide range of scores because it is easier to make decisions about where to separate one group of students from another so that they can be awarded different grades. A diagnostic test, however, may be intended to show that nearly all students have learnt the material tested, and in this case they should all get fairly high scores.
1.5. Achievement tests
Different researchers have different points of view of an achievement test. According to Harrison (1983: 65) ‘designing and setting an achievement test is a bigger and more formal operation than the equivalent work for a diagnostic test, because the student's result is treated as a qualification which has a particular value in relation to the results of other students. An achievement test involves more detailed preparation and covers a wide range of material, of which only the sample can be assessed.’
Heaton (1988) defines achievement tests What are “them”
as the ones that are “based on what the students presumed to have learnt, not necessarily on what they have actually learnt nor on what has actually been taught.”
In Brown’s point of view “an achievement test is related directly to classroom lesson, units or even a total curriculum within a particular time frame.” (Brown, 1994: 259). In other words, an achievement test measures a student’s mastery of what should have been taught. It is thus concerned with covering a sample (or selection), which accurately represents the contents of a syllabus or a course book. Unlike progress test, achievement test should attempt to cover as much of the syllabus as possible. If we confine our test to only part of the syllabus, the contents of the test will not reflect all that the student has learnt.
Achievement test can be subdivided into class progress tests and final achievement tests.
1.5.1. The class progress test
The class progress test is often conducted during the course and is developed by the teacher himself after each chapter or each term. He constructs such type of test to judge how successful his teaching is and also to find out what his students have achieved from his teaching. The class progress test is a teaching device and can be considered a good chance for the students to prepare for the final achievement test.
1.5.2. The final achievement test
The final achievement test is more formal and intended to measure achievement on a larger scale (annual exams, entrance exams, final exams). The final achievement test is not written and administered by the teacher himself, but maybe by ministries of education, boards of examiners, or by members of teaching institutions. A final achievement test is often based on an adopted syllabus and its approach, either syllabus-content approach or syllabus-objective approach. If the test is based on the former, its contents should be based directly on a course syllabus or on the textbooks and other materials chosen. If it is based on the latter, its contents are based directly on the objectives of the course.
Summary
In this chapter I have briefly dealt with the concept of a language test, how it is defined and what is important in designing it. Moreover, I also mentioned the concept of communicative language ability in which communicative competence was also discussed. Also, in this chapter the definition of an achievement test as well as testing reading skills were presented because they play an important role in the process of doing this research.
Chapter two: Methodology
This chapter will include a brief introduction of a quantitative study, the selection of participants who took part in doing the test, and the materials from which the test items were taken. The methods of data collection and data analysis are presented afterwards. Finally come the limitations of the research.
2.1.A quantitative study
Like qualitative research, quantitative research comes in many approaches including descriptive, correlational, exploratory, quasi-experimental, and true-experimental techniques.
As a teacher of Civil Engineering English, I designed this reading test to understand better how things are really operating in my own classroom as well as to describe the performance of my learners in the reading skill. After 120 period reading course 50 How many? Be specific!
students were chosen from three different classes (XD501, XD 502, XD 503) to do a reading test in the time given (60 minutes) and then the results collected from the testing papers would Em oi, phai consistent ve thi chu. Trong research report, khi ke ve nhung thu em da lam thi tat ca deu o thi qua khu hoac tuong lai trong qua khu.
be described in different terms with the use of the descriptive statistics technique. The correlational research technique was also used to find out the reliability coefficient latter in the study.
2.2.The selection of Participants
The students at Haiphong Private University mainly come from different towns and cities in the North of Vietnam. They are generally aged between 18 and 22, or older.
At the university, they study for eight terms in four years. There students are classified into majors and non-majors of English. The latter usually have to learn a foreign language, in this case English, in only two years of their whole student lifeIn the first three terms, they study General English and in the fourth term English for Specific Purposes (ESP). After two years’ English learning, they are required to be able to read and translate their ESP at intermediate level. However, students often have varying English levels prior to the course due to the fact that at secondary school they learned different languages, including Russian, French, and Chinese. It is therefore important for teachers to apply appropriate methods in teaching them GE as well as ESP to Giúp them become more proficient. It is also critical that teachers give them suitable tests which meet their need and Em nen de y den cau truc song song trong khi viet nhe.
the requirements of society at the same time.
2.3.The Materials
During the first three terms the CE students are required to learn all the 15 units in Elementary Headway, and the first 8 units in Pre-intermediate Headway. These three terms include 205 periods in all, 75 periods for each term. In the fourth term, they study 120 periods of ESP usig a the 15-unit textbook on English for Civil Engineering.
2.4.Methods of data collection and data analysis
To collect data for the research, a 34-item test of Civil Engineering English reading was delivered to 50 students of the Construction Department. These non-majors did the test within the time frame given (60 minutes). Then the test papers were collected, and then were marked, analysed, and interpreted. Doing these things did point out how many students did the test well, how many performed badly, the most frequent scores the testees got, how these scores ranged, how many scores deviated from the mean, etc.
2.5.Limitations of the research
Like in any other studies, some limitations cannot be avoided in this one. Firstly, because of the limitation of time as well as of ability, the author could design only one reading test to be conducted on 50 students, which might not be a large number. Yet, it is hop...
Download miễn phí Luận văn Thiết kế và đánh giá một bài kiểm tra tiếng anh chuyên ngành cho sinh viên xây dựng dân dụng tại trường đại học dân lập Hải Phòng
TABLE OF CONTENTS
ACKNOWLEDGEMENT
LIST OF ABBREVIATIONS
PART I: INTRODUCTION
1.RATIONALE
2.AIMS OF THE STUDY
3.SCOPE OF THE STUDY
4.METHODS OF THE STUDY
5.DESIGN OF THE STUDY
PART II: DEVELOPMENT
CHAPTER ONE: LITERATURE REVIEW
1.1.Language testing
1.2.Communicative language tests
1.3.Testing reading skills
1.3.1.Multiple choice questions
1.3.2.Short answer questions
1.3.3.Cloze
1.3.4.Selective deletion gap filling
1.3.5.C tests
1.3.6.Coloze elide
1.3.7.Information transfer
1.3.8.Jumbled sentences
1.3.9.Matching
1.3.10.Jumbled paragraphs
1.4.Major characteristics of a good test
1.41.Reliability
1.4.2.Validity
1.4.2.1.Content validity
1.4.2.2.Face validity
1.4.2.3.Criterion-related validity
1.4.2.4.Construct validity
1.4.3.Practicality
1.4.4.Discrimination
1.5.Achievement tests
1.5.1.Class progress test
1.5.2.Final achievement test
Summary
CHAPTER TWO: METHODOLOGY
2.1.A quantitative study
2.2.The selection of participants
2.3.The materials
2.4.Methods of data collection and data analysis
2.5.Limitations of the research
SUMMARY
CHAPTER THREE: DISCUSSION
3.1-The content area of the test
3.2-The relative weights of the different parts of the test
3.3-Constructing the test
3.4-Administering the test
3.5-Marking the test
3.6-Test scores interpreting and evaluation
3.6.1.The frequency distribution
3.6.2.The central tendency
3.6.2.1.The mode
3.6.2.2.The median
3.6.2.3.The mean
3.6.3.The dispersion
3.6.3.1.The low-high
3.6.3.2.The range
3.6.3.3.The standard deviation
3.7-Test item analysis and evaluation
3.7.1.Item difficulty
3.7.2.Item discrimination
3.8.Estimating reliability
Summary
PART III: CONCLUSION AND RECOMMENDATIONS
REFERENCES
APPENDICES
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Tóm tắt nội dung:
, but primarily to the ways in which the test will be implemented in a given situation, and to whether the test will be developed and used at all. Practicality often affects a tester’s decisions during the development of a test, i.e., at every stage of his testing.Practicality can be defined as ‘the relationship between the resources that will be required in the design, development, and use of the test and the resources that will be available for these activities’. (Bachman & Palmer, 1996: 35). This relationship can be represented as in the figure below:
Available resources
Practicality=
Required resources
When practicality ³ 1, the test development and use is practical
When practicality< 1, the test development and use is not practical.
In a nutshell, when designing a test the tester should always bare in mind this quality- practicality-to ensure that the test is as economical as possible, both in time (preparation, sitting and marking) and in cost (materials and hidden costs of time spent). In other words, a practical test is the one which can minimize the use of the available resources, i.e., the required resources must not be more than the available resources.
1.4.4. Discrimination
Finally, a discussion of the basic concepts behind testing would be incomplete without the treatment of the closely related idea of discrimination. According to Harrison (1994:14) discrimination is ‘the extent to which a test separates the students from each other.’ However, the extent of discrimination varies according to each kind of test. For instance, an achievement test should result in a wide range of scores because it is easier to make decisions about where to separate one group of students from another so that they can be awarded different grades. A diagnostic test, however, may be intended to show that nearly all students have learnt the material tested, and in this case they should all get fairly high scores.
1.5. Achievement tests
Different researchers have different points of view of an achievement test. According to Harrison (1983: 65) ‘designing and setting an achievement test is a bigger and more formal operation than the equivalent work for a diagnostic test, because the student's result is treated as a qualification which has a particular value in relation to the results of other students. An achievement test involves more detailed preparation and covers a wide range of material, of which only the sample can be assessed.’
Heaton (1988) defines achievement tests What are “them”
as the ones that are “based on what the students presumed to have learnt, not necessarily on what they have actually learnt nor on what has actually been taught.”
In Brown’s point of view “an achievement test is related directly to classroom lesson, units or even a total curriculum within a particular time frame.” (Brown, 1994: 259). In other words, an achievement test measures a student’s mastery of what should have been taught. It is thus concerned with covering a sample (or selection), which accurately represents the contents of a syllabus or a course book. Unlike progress test, achievement test should attempt to cover as much of the syllabus as possible. If we confine our test to only part of the syllabus, the contents of the test will not reflect all that the student has learnt.
Achievement test can be subdivided into class progress tests and final achievement tests.
1.5.1. The class progress test
The class progress test is often conducted during the course and is developed by the teacher himself after each chapter or each term. He constructs such type of test to judge how successful his teaching is and also to find out what his students have achieved from his teaching. The class progress test is a teaching device and can be considered a good chance for the students to prepare for the final achievement test.
1.5.2. The final achievement test
The final achievement test is more formal and intended to measure achievement on a larger scale (annual exams, entrance exams, final exams). The final achievement test is not written and administered by the teacher himself, but maybe by ministries of education, boards of examiners, or by members of teaching institutions. A final achievement test is often based on an adopted syllabus and its approach, either syllabus-content approach or syllabus-objective approach. If the test is based on the former, its contents should be based directly on a course syllabus or on the textbooks and other materials chosen. If it is based on the latter, its contents are based directly on the objectives of the course.
Summary
In this chapter I have briefly dealt with the concept of a language test, how it is defined and what is important in designing it. Moreover, I also mentioned the concept of communicative language ability in which communicative competence was also discussed. Also, in this chapter the definition of an achievement test as well as testing reading skills were presented because they play an important role in the process of doing this research.
Chapter two: Methodology
This chapter will include a brief introduction of a quantitative study, the selection of participants who took part in doing the test, and the materials from which the test items were taken. The methods of data collection and data analysis are presented afterwards. Finally come the limitations of the research.
2.1.A quantitative study
Like qualitative research, quantitative research comes in many approaches including descriptive, correlational, exploratory, quasi-experimental, and true-experimental techniques.
As a teacher of Civil Engineering English, I designed this reading test to understand better how things are really operating in my own classroom as well as to describe the performance of my learners in the reading skill. After 120 period reading course 50 How many? Be specific!
students were chosen from three different classes (XD501, XD 502, XD 503) to do a reading test in the time given (60 minutes) and then the results collected from the testing papers would Em oi, phai consistent ve thi chu. Trong research report, khi ke ve nhung thu em da lam thi tat ca deu o thi qua khu hoac tuong lai trong qua khu.
be described in different terms with the use of the descriptive statistics technique. The correlational research technique was also used to find out the reliability coefficient latter in the study.
2.2.The selection of Participants
The students at Haiphong Private University mainly come from different towns and cities in the North of Vietnam. They are generally aged between 18 and 22, or older.
At the university, they study for eight terms in four years. There students are classified into majors and non-majors of English. The latter usually have to learn a foreign language, in this case English, in only two years of their whole student lifeIn the first three terms, they study General English and in the fourth term English for Specific Purposes (ESP). After two years’ English learning, they are required to be able to read and translate their ESP at intermediate level. However, students often have varying English levels prior to the course due to the fact that at secondary school they learned different languages, including Russian, French, and Chinese. It is therefore important for teachers to apply appropriate methods in teaching them GE as well as ESP to Giúp them become more proficient. It is also critical that teachers give them suitable tests which meet their need and Em nen de y den cau truc song song trong khi viet nhe.
the requirements of society at the same time.
2.3.The Materials
During the first three terms the CE students are required to learn all the 15 units in Elementary Headway, and the first 8 units in Pre-intermediate Headway. These three terms include 205 periods in all, 75 periods for each term. In the fourth term, they study 120 periods of ESP usig a the 15-unit textbook on English for Civil Engineering.
2.4.Methods of data collection and data analysis
To collect data for the research, a 34-item test of Civil Engineering English reading was delivered to 50 students of the Construction Department. These non-majors did the test within the time frame given (60 minutes). Then the test papers were collected, and then were marked, analysed, and interpreted. Doing these things did point out how many students did the test well, how many performed badly, the most frequent scores the testees got, how these scores ranged, how many scores deviated from the mean, etc.
2.5.Limitations of the research
Like in any other studies, some limitations cannot be avoided in this one. Firstly, because of the limitation of time as well as of ability, the author could design only one reading test to be conducted on 50 students, which might not be a large number. Yet, it is hop...