constructing a good test. According to a number of scholars in testing like Bachman (1990),
Henning (1987), Harrison (1987), Bachman and Palmer (1994), Harris (1969), Bracey
(2000), Morrow (1998), and Heaton (1989) all tests possess four main characteristics:
validity, reliability, practicality. Among these qualities, validity and reliability are essential
in the development and use of language tests.
2.1.2.1. Validity
From Bachman’s point of view (1990), the most important quality to consider in the
development, interpretation, and use of language test is validity. The American
Psychological Association (1985) defines validity as the “appropriateness, meaningfulness,
and usefulness of the specific inferences made from test scores” (as cited in Bachman, 1990,
p. 243). On the other hand, Henning (1987) and Heaton (1989) state that a test is said to be
valid to the extent that it measures what it is supposed to measure. Likewise, Bracey (2000)
asserts that a test has validity if it measures what it says it is measuring.
Different types of validity are defined by test experts. Two of four types of validity
suggested by While Heaton (1998) are face validity, content validity.
Content validity refers to what goes into the test. Specifically, the test content must be
decided whether it represents an adequate sample of the syllabus and reflects all the areas to
be assessed in proper proposition. On the other hand, face validity is concerned with what
teachers and students think of the test. It answers the question if the test appears reasonable
or too easy or too difficult.
In addition, among various types of validity, content and face validity are considered to be
most important for teachers to consider when constructing his own tests (Harrison, 1987).
2.1.2.2. Reliability
The reliability of a test is its consistency (Harrison, 1987; Heaton, 1989; Bachman &
Palmer, 1994; Bracey, 2000, Brindley, 2001). Henning (1987) proposes that reliability is the
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obtaining of similar results when measurement is repeated on different occasions or with
different instruments or by different persons. In other words, if a group of people took a test on
two different occasions, they should get pretty much the same scores both times (assuming that
no memory of the first occasion carries over to the second). If people scored high at time one and
low at time two, we can’t say that the test is reliable (Bracey, 2000, p. 10)
Furthermore, Bachman (1990) states that while validity is the most important of test use,
reliability
is a necessary condition for validity in the sense that test scores which are not reliable
cannot
provide a basis for valid interpretation and use (p. 289). On the other hand, a test can be
reliable
without being valid. For instance, a multiple choice test of vocabulary could be reliable but
it is
not valid if used to measure students’ ability to use this vocabulary productively.
There are four aspects of reliability:
Reliability and sire:
Reliability is achieved through size: though a large numbers of test items within the test
and
through piloting the test with large number of candidates.
Reliability and test item level of difficulty:
Reliable test items ensure that between one or two third of the candidates will get it right,
that
is, individual test items are not too hard or too easy for everyone. Tests, which have
appropriately
one third scoring between 45% - 65% and one third scoring between 65% - 100%, are
reliable
tests are reliable tests.
Reliability and marking:
A test can be unreliable sometimes because of the way it is marked. The maarks may be
affected
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by the markers’ subjective opinions.
Reliability and syllabus:
How much the test is based on passages and questions taken directly from the textbook
and how
much it is based on the syllabus within the textbook, not the book itself, may have some
influences on the reliability of the test as well.
2.1.2.3. Practicability
The question of practicability is administrative. That is, a test ought to be practical-
within the means of financial limitations, time constraints, ease of administration, scoring
and interpretation of scores. A test constructor has to take into considerations how long the
test will take, what special arrangements have to be made, whether any equipment is
needed or how the scoring is carried out. Harrison (1987, p. 13) states that tests should be as
economical as possible in time (preparation, sitting and marking) and in cost (materials and
hidden costs of time spent)
2.1.3 Test types and test items:
2.1.3.1. Test types: There are four types of test:
Proficiency tests: Proficiency tests give a general picture of a student’s knowledge and
ability. They are frequently used as stages people have to reach if they want to be admitted to
a foreign university, get a job, or obtain some kinds of certificate. These tests have a
profound backwash effect since, where they are external exams, students obviously once to
pass them, and teachers’ reputations sometimes depend upon how many of them succeed.
Diagnostic tests: Diagnostic tests aim to diagnose a particular aspect of a language. It can be
used to expose learner difficulties, gaps in their knowledge, and skills deficiencies during a
course. Thus, when we know what the problems are, we can do something about them.
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Placement tests: Placement tests are used to put students into appropriate level of language
curriculum. The aim of these tests is to see what students are good at and what they need to
improve. . Certain Proficiency tests and diagnostic tests can act in the role of placement
tests.
Achievement tests: Achievement tests relate directly to classroom lessons, unit or total
curriculum. They are given out at the end of the course to see how successful each individual
student has been in taking the course. They only work if they contain item types, which the
students are familiar with. Achievement tests at the end of a term should reflect progress not
failure. They should reinforce the learning that has taken place, not go out of their way to
expose weaknesses. They can also help us to decide on changes.
2.1.3.2. Test items:
All the test items can be classified into Subjective or objective, recognition or reproduction.
Subjective tests: marked by an English expert. The “marking scheme” may be given out but
the final decision comes from the marker own head, which makes the marks sometimes
unreliable. Oral exam and composition type writing exam are put in Subjective type items.
Objective tests: can be marked by a non-English speaker (a clerk) basing on the provided
answer keys. That’s why Objective tests can be “clerically” marked. Placement tests in
Multiple-choice format and all computer-marked tests are objective in this way.
Recognition type test items: Test-taker only has to “choose” or “recognize” the right answer.
This kind of test items doesn’t take students much time to do and it is easy to mark. It can
test various language items at the same time. However, it is likely to test the memory only; it
can help strong students to show their ability in producing the language. Moreover, students
can easily discuss and copy the answer from others, so it is occasionally unreliable. Multiple-
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choice, True or False, Underline the mistake, Circle the unnecessary word, etc. These are all
Recognition tests items.
Reproduction type test items: require the test- takers to ‘produce” the answer for themselves
by filling missing words, answers, sentences, dialogues, paragraph or essays and includes
both spoken and written text. This type of test help rank students as it is where strong
students can show their language ability, but it may be difficult for weak students and it
makes students write a lot. It also takes more time than recognition one to mark and correct.
2.2. Procedures of the project:
2.2.1. The purpose of the test:
Requests of Hanoi Education and Training Department for tests: Every 45- minute tests have
to be applied :
• 20% of vocabulary;
• 20% - 25% of grammar and structure;
• 20% of reading skill;
• 20% of writing skill
• 15%-20% listening skill.
Test takers: Students in grade 8 at Trung Vuong secondary school. These classes are at level
with about 20% strong students, 70% of the students standing in the middle and 10% weaker
ones.
Course book (English 8- Educational Publishing House): It is the third book of four books
for the students in every secondary school in Vietnam. It was written on Thematic Approach.
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All the themes in the book are developed in spiral principles; therefore students can
consolidate and develop their ability in language skills. It has a clear syllabus:
Unit Topic Competencies/
vocabulary
Language focus/
grammar
1 My friends
Pa
ge 10
-Introduce/ Describe people
-Respond to introductions
-Write about oneself & other
people.
- Present simple.
- (not) adjective + enough
+ to- infinitive.
2 Marking
arrangements
Pa
ge 18
- Talk about intentions.
- Use the phone to make &
confirm arrangements.
- Take a telephone massage.
- Future with be going to.
- Adverbs of place.
3 At home
Page 27
-Describe places / situations.
- Ask for and hive reasons.
- Write a description of a
room.
- Reflexive pronouns.
- Modals: have to, ought
to
- Why- because.
4 4- Our past
Page 38
-Talk about past events.
- Express feeling.
- Distinguish between facts
and opinions
- Write a short imaginary
story.
- Past simple.
- Prepositions of time:
on, in, at , after, before,
between
- used to
5 Study habit - Give instructions and advice.
- Express obligation.
- Write a letter to a friend.
- Adverbs of manner.
- Modal: should.
- Commands, requests and
advice in reported speech.
6 The young
pioneers club
- Talk about the future.
- Ask for favors and offer
assistance.
- Write a letter telling about a
future plan.
- Present simple with
future meaning.
- Gerunds.
- Modals: may, can,
could.
7 My neighborhood - Make comparisons.
- Ask for information and
assistance.
- Write a community notice
- Present perfect with for
and since.
- Comparison with like,
(not) as…as, (not) the
same as, different from.
8 Country life and
city life.
- Talk about differences/
future events and changes.
- Write a letter to a friend
- Present progressive to
talk about future.
- Comparative and
superlative adjectives.
9 A first- aid course. - Make and respond to offers, - Future simple.
10
promises and request.
- Give a thank- you note
- In order to, so as to.
- Modal will to make
requests, offers and
promises.
10 Recycling - Give and respond to
instructions.
- Talk about feelings.
- Write a set of instructions.
- Passive forms.
- Adjectives followed by:
- An infinitive.
- A noun clause.
11 Traveling around
Viet Nam
- Express interest.
- Make and respond to formal
requests.
Make suggestions
- -ed and -ing
participles.
- Requests with :
Would /Do you mind
if…? Would/ Do you
mind+Ving
12 A vacation abroad - Make plans
- Make, accept and decline
invitations
- Write a postcard
- Past progressive with
when, while and always.
13 Festivals - Ask for explanation of
events
- Give an account of
something
- Write a paragraph about
what was done
- Passive form
- Compound words
- Reported speech
14 Wonders of the
world
- Seek information
- Recognize and correct
mistakes
- Write a letter to a friend
- Passive form
- Indirect questions with
if and whether
- Question words before
to-inf
- Verb + to- inf
15 Computer - Express opinions
- Complete a flow chart
- Write a set of instructions
- Present perfect with yet
and already
- Comparison of present
perfect and past simple
16 Inventions - Say what something was like
- Talk about processes
- Write about a process
- Passive form
- Sequence markers
- Testing content: General English around the knowledge of three topics: Festival / Wonders
of the world / Computer and four skills of English covered five units 1, 2, 3, 4, 5.
- Testing time: At the end of the second semester.
- Time allowance: 45 minutes.
- Type of test: Achievement test.
- Purpose of the test:
+ To assess students’ achievement at the end of the second semester.
+ To identify students’ abilities on learning vocabulary, reading skill, writing skill,
listening skill, grammar points and structures.
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+ To evaluate the effectiveness of teaching methods currently employed.
2.2.2. Test items: Basing on the above –cited test purpose, I use these test items.
The following grid will clarify all items in the test:
Test items Objective Subjective Recognition Reproduction
Choosing the different pronunciation
Gapfilling by the correct word form
Multiple-choice questions
Sentence transformation
Writing sentences with the word cues
Reading and answering questions
Filling information (listening)
2.2.3. Test specification Grid:
Focus
Language
elements
Language
skills
Input
Response/
Item type Marks Weights
Pronunciation 4 questions:
Syllable stress
Multiple-
choice
1pt / 10 10%
Vocabulary 4 questions Gapfilling 1pt / 10 10%
Grammar
10 questions:
- Derect and
inderect speech
- Passive voice
- Present perfect
- Past and past
continuous
Multiple-
choice 1pt / 10 10%
Sentence
transformation
1,5pts / 10
15%
Writing 4 questions Building
sentence
2 pts/ 10 20%
Reading
A 100-word
reading text and
4 questions
Reading and
answering
questions
2pts/ 10 20%
Listening
A 100-120 word
listening text
with 6 questions
Filling
information 1,5pt/ 10 15%
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2.2.4. Sample test:
Grade 8
The second semester English test
Time allowance: 45 minutes
A. Vocabulary (2pts )
I/ Circle the word whose underlined part is pronounced differently from the other
words:(1 pt)
1. A. manual B. facsimile C. glassware D. canoe
2. A. jungle B. gist C. grind D. emigrate
3. A. elevate B. deposit C. emergency D. remove
4. A. crush B. pulp C. adjust D. rural
II) / Fill in the blanks with the correct form of the words : (1 pt )
1. The place is now a …………. center .RELIGION
2. There were two ……………… yesterday: fire-making and rice cooking. COMPETE
3. Always wear a crash helmet to …………… the danger of head injures.
MINIMUM
4. The nurse is giving Lan some first-aid ………………… INSTRUST
B. Grammar ( 2,5 pts )
I/ Multiple choice: (1 pt)
1. He_____________ in the pub when his wife______________ him.
A. is sitting/sees B. sits/sees C. was sitting/saw D. sat/saw
2. It is difficult_____________ all the instructions at the same time.
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A. to remember B.remember C. remembering D.to
remembering
3. Would you mind_____________ for a few minutes?
A. to wait B. wait C.waiting D. be waiting
4. This is the first time I___________ his mother.
A. meet B. am meet C. met D. have met
II/ Rewrite the following sentences as directed:(1,5 pts)
1. Tam told his mother that he had to leave for school right away. (Turn into direct
speech)
_____________________________________________________________________
2. He hasn’t been back to his home town for over 20 years now. (Rewrite this sentence
using SINCE)
_____________________________________________________________________
3. I think they should offer Tom the job. (Turn into passive voice)
______________________________________________________________________4.
He climbed tree so that he could pick some fruit. (Rewrite this sentence using IN
ORDER TO)
______________________________________________________________________
5. Lan said to me: “Remember to learn by heart all new word” (Turn into inderect
speech)
_____________________________________________________________________
6. A bride has been declared unsafe. It was built only 2 year ago. (Combine these
sentences into one using V-ed participle)
_________________________________________________________________________
C. Writing ( 2pts )
Write sentences based on the given cues:
1. A new library / open / yesterday / the mayer of the city
_________________________________________________________________________
2. He wondered / you like / go camping with him or not
_________________________________________________________________________
3. I not know / what choose / red dress / blue dress
_________________________________________________________________________
4. Little boy / punish / not do homework / by parents
_________________________________________________________________________
D. Reading ( 2pts )
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