H A N O I U N I V E R S I T Y

Km 9 Nguyen Trai Road, Thanh Xuan, Hanoi, Vietnam

Tel ephone: (84 -4 )38 54 4338; Fax: (84 -4 ) 3854 4550

E-mail: hanu@hanu.edu.vn; Website: www.hanu.edu.vn

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Graduate Diploma Assignment Cover Sheet

Family Name: First Name:

Luong Khanh Toan
Vu Cong Dien
Unit Title: Language Testing and Assessment

Assignment Title: Language Testing and Assessment Final Assignment

Name of Lecturer: Đặng Ngân Giang, PhD. Class:
1PGN51

Date Submitted: Student Contact Telephone No./Student Email Address:

May 26th, 2024 luongtoan0901@gmail.com
0355217501 / Vucongdien1995@gmail.com

STUDENT DECLARATION

I DECLARE THAT THIS ASSIGNMENT IS ORIGINAL AND HAS NOT BEEN SUBMITTED FOR ASSESSMENT ELSEWHERE.
I DECLARE THAT THIS ASSIGNMENT IS MY OWN WORK AND DOES NOT INVOLVE PLAGIARISM OR COLLUSION.
I GIVE MY CONSENT FOR THE ELECTRONIC VERSION TO BE EXAMINED BY RELEVANT PLAGIARISM SOFTWARE
PROGRAMS.

I HAVE MADE A PHOTOCOPY OR ELECTRONIC COPY OF MY ASSIGNMENT, WHICH I CAN PRODUCE IF THE ORIGINAL
IS LOST FOR ANY REASON.

SIGNED: DATED: 26/5/2024

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Lecturer’s Signature: ..…………………… Date: ………………....

Table of contents

Table of contents ............................................................................................................... 3

1. Introduction ............................................................................................................. 4

2. Literature review ..................................................................................................... 5

3. Test design ............................................................................................................ 12

References ........................................................................................................................ 20

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 1. Introduction

In the realm of English language education, the assessment of reading comprehension

skills holds significant importance, serving as a critical tool for evaluating learners' linguistic

proficiency and guiding instructional strategies (Brown, 2004). This essay explores the

multifaceted process of designing a comprehensive reading comprehension achievement test for

Grade 4 Vietnamese students. Grounded in the principles of validity, reliability, authenticity,

practicality, and impact, this endeavor integrates theoretical insights from Bachman and Palmer

(1996) and practical guidelines from the Ministry of Education and Training (MOET) in

Vietnam. As Brown (2004) highlights, assessment plays a crucial role in informing pedagogical

decisions and promoting language learning outcomes. Therefore, the development of an effective

reading comprehension assessment for Grade 4 Vietnamese students holds promise for

enhancing instructional practices and fostering language proficiency in the Vietnamese

educational context.

The envisioned achievement test targets Grade 4 Vietnamese students, marking the

culmination of knowledge after Units 19 ("What animal do you want to see?") and 20 ("What are

you going to do this summer?"). It aims to assess their reading comprehension abilities,

specifically focusing on vocabulary acquisition, skimming, and scanning skills. These

competencies align with MOET standards, reflecting the educational objectives set forth by the

Vietnamese curriculum. In Vietnam, English language education has gained prominence as a

vital component of the national curriculum, with an emphasis on fostering communicative

competence and language proficiency (Nguyen & Gu, 2020). As such, the development of a

robust reading comprehension assessment for Grade 4 students holds significant implications for

both learners and educators. By aligning with MOET standards and addressing the specific needs
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of Vietnamese learners, the proposed assessment endeavors to support language learning

initiatives and contribute to the broader goals of English language education in Vietnam.

2. Literature Review

2.1. Model of Test Usefulness by Bachman and Palmer

Bachman and Palmer (1996) propose a comprehensive model for evaluating the

usefulness of language tests, emphasizing five key dimensions: validity, reliability, authenticity,

practicality, and impact. These dimensions serve as foundational pillars in the design and

implementation of effective language assessments.

Validity, the cornerstone of assessment, encompasses various facets including construct,

content, criterion-related, and face validity. Construct validity ensures that the test accurately

measures the intended linguistic constructs, while content validity guarantees comprehensive

coverage of the targeted content domains. Criterion-related validity assesses the test's predictive

and concurrent validity, corroborating its efficacy in forecasting future performance and

correlating with established measures. Face validity, on the other hand, pertains to the test's

perceived effectiveness in the eyes of stakeholders and test takers, reinforcing its acceptability

and relevance.

Reliability, a fundamental prerequisite for assessment, refers to the consistency and

stability of test scores over time and across different administrations. Test-retest reliability, inter-

rater reliability, and internal consistency reliability constitute essential facets of reliability,

ensuring the dependability and replicability of assessment outcomes. Strategies to enhance

reliability encompass the clarification of task instructions, the inclusion of multiple assessment

tasks, and the standardization of scoring procedures.

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 Authenticity, another pivotal dimension of assessment, underscores the alignment

between test tasks and real-world language use. Authentic assessments mirror authentic

communicative situations, featuring natural language, contextualized tasks, and meaningful

topics that resonate with learners' experiences. By incorporating authentic materials and tasks,

assessments can effectively gauge learners' language proficiency and foster genuine language

acquisition.

Practicality underscores the feasibility and efficiency of test development and

administration. It entails judicious allocation of human, material, temporal, and financial

resources to ensure the seamless implementation of assessments. Practical considerations

encompass the streamlining of test procedures, optimization of resource utilization, and the

minimization of administrative burdens.

Impact evaluates the broader consequences of assessments on individuals and society,

encompassing washback effects on teaching and learning practices, as well as broader societal

implications. Positive impacts include the enhancement of learning outcomes and instructional

practices, while negative impacts may entail undue stress, curriculum distortion, or inequitable

outcomes.

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 2.2. Test development cycle

Test development encompasses several interrelated stages, each crucial for ensuring the

validity, reliability, and practicality of the assessment instrument. These stages include defining

the test's purpose, criterion, and constructs, as well as designing test tasks and items in

accordance with established specifications (Brown, 2004; Hughes, 2002).

Defining Test Purpose: At the outset, it is essential to clarify the overarching objectives

of the assessment. In the case of the Grade 4 reading comprehension test, the primary aim is to

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evaluate students' ability to comprehend written English texts, with a focus on vocabulary

acquisition, skimming, and scanning skills. By clearly delineating the test's purpose, educators

can ensure alignment with curriculum goals and instructional priorities (Brown, 2004).

Establishing Test Criterion and Constructs: Once the test's purpose is established,

attention turns to defining the specific criteria against which student performance will be

evaluated. This entails identifying the key constructs or skills that the test aims to measure, such

as vocabulary knowledge, reading fluency, and comprehension strategies (Hughes, 2002). For

the Grade 4 reading comprehension test, criterion-referenced standards set by MOET provide

valuable guidance, helping to delineate the expected proficiency levels for students at this grade

level.

Designing Test Tasks and Items: With the test's purpose and criteria in mind, the next

step involves designing test tasks and items that effectively measure the target constructs. This

process begins with the development of detailed test specifications, outlining the content

domains to be covered, the format of test items, and the scoring procedures (Hughes, 2002). In

the case of the reading comprehension test, this may include selecting authentic reading

passages, crafting comprehension questions, and determining appropriate response formats (e.g.,

multiple-choice, short answer).

Test specifications serve as a blueprint for item development, ensuring consistency and

coherence across the assessment instrument. Test items should be carefully crafted to align with

the intended constructs and provide meaningful insights into students' abilities (Brown, 2004).

Additionally, considerations such as item difficulty, discrimination, and bias must be taken into

account to maintain the test's psychometric integrity (Brown, 2004).

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 By following a systematic approach to test development, educators can create

assessments that effectively measure students' language proficiency while also providing

valuable feedback for instructional purposes (Hughes, 2002). Moreover, ongoing evaluation and

refinement of the test design based on empirical evidence and stakeholder feedback are essential

for ensuring the validity and reliability of the assessment instrument over time (Brown, 2004).

2.3. Testing reading skills

Types of reading operations

Urquhart and Weir (1998) delineate various types of reading operations, highlighting the

diverse cognitive processes readers employ to interact with texts effectively. These operations

offer insights into the multifaceted nature of reading comprehension and provide a framework

for understanding how readers navigate and engage with textual material. Here are the key types

of reading operations based on Urquhart and Weir:

1. Skimming: Skimming involves rapidly moving through a text to obtain a general

overview or impression of its content. Readers skim to identify main ideas, key points, and

overarching themes without delving into every detail. Skimming is particularly useful for

previewing texts, determining relevance, and making decisions about whether to read a text more

thoroughly. This approach allows readers to grasp the structure and essence of a text quickly.

2. Scanning: Scanning entails searching a text for specific information or details. Readers

scan for keywords, dates, names, or other targeted elements, using visual cues such as headings,

subheadings, or formatting to locate relevant information efficiently. Scanning is valuable when

readers need to find answers to specific questions, verify facts, or extract data from a text swiftly.

This approach enables readers to pinpoint desired information within a text without reading it

comprehensively.
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 3. Intensive Reading: Intensive reading involves a meticulous and detailed examination

of a text, focusing on understanding the finer nuances, complexities, and intricacies of the

content. Readers engage in intensive reading to extract specific information, analyze arguments

or evidence, and comprehend complex ideas or concepts deeply. This approach requires readers

to read carefully, paying close attention to language use, textual features, and contextual clues to

construct meaning effectively.

4. Extensive Reading: Extensive reading entails reading a large volume of texts for

pleasure, enjoyment, or general understanding without scrutinizing every detail. Readers engage

in extensive reading to develop fluency, expand vocabulary, and reinforce comprehension skills

through exposure to a wide range of texts. This approach emphasizes quantity over depth,

encouraging readers to read widely and explore diverse genres, topics, and styles. Extensive

reading fosters a love of reading and promotes language acquisition by providing opportunities

for meaningful engagement with authentic texts.

Arthur Hughes (2003) outlines several types of reading operations that readers employ to

comprehend and interact with texts effectively. These operations encompass a range of cognitive

processes and strategies, each serving a distinct purpose in the reading process. Here are the key

types of reading operations based on Hughes' framework:

1. Expeditious Reading Operations: Expeditious reading operations involve rapid

processing of text to obtain essential information efficiently. These operations focus on quickly

extracting main ideas, identifying key points, and gaining an overview of the text's content.

Expeditious reading encompasses strategies such as skimming, scanning, and rapid information

retrieval, allowing readers to navigate texts swiftly and make informed decisions about further

engagement.
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 2. Careful Reading Operations: Careful reading operations entail detailed examination

and thorough comprehension of text. These operations emphasize close analysis of language,

structure, and meaning, as well as critical evaluation of ideas and arguments presented in the

text. Careful reading involves strategies such as deep reading, critical analysis, and inferential

reasoning, enabling readers to extract nuanced information, discern underlying themes, and

evaluate the text's implications thoughtfully.

3. Global Reading Operations: Global reading operations involve approaching a text from

a broad perspective, focusing on overarching themes, main ideas, or general concepts rather than

specific details. These operations emphasize understanding the overall meaning and structure of

the text, identifying central themes, and making connections between different parts of the text.

Global reading encompasses strategies such as identifying main ideas, recognizing patterns, and

synthesizing information, facilitating readers' comprehension of the text's overall message and

purpose.

4. Local Reading Operations: Local reading operations entail examining specific details,

examples, or textual features within a text in depth. These operations involve close analysis of

language use, textual elements, and contextual clues to extract detailed information and

understand nuances or subtleties within the text. Local reading encompasses strategies such as

identifying textual evidence, analyzing language features, and interpreting figurative language,

allowing readers to appreciate the richness and complexity of the text's content.

In conclusion, by utilizing frameworks such as those proposed by Arthur Hughes and

other scholars, educators can effectively design reading tests that comprehensively assess

learners' reading skills.

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 3. Test design

3.1. Test Specification

• Test Context and Purpose

The assessment is an achievement test administered after the completion of Units 19

("What animal do you want to see?") and 20 ("What are you going to do this summer?") of the

English language curriculum for Grade 4 Vietnamese students.

• Target Language Use Domain

Upon completion of the test, students are expected to demonstrate their ability to

comprehend and interact effectively with English language materials and texts encountered in

various everyday scenarios. This may include reading and understanding informational texts and

navigating English language resources such as books, websites.

• Definition of Constructs to be Measured:

The key constructs to be measured include: Vocabulary acquisition related to animals and

summer activities. Reading comprehension skills, including skimming and scanning for main

ideas and specific information.

• Characteristics of Test Takers

The test takers are typically 9 to 10-year-old Grade 4 students in Vietnam with varying

levels of English language proficiency. Many students may have been exposed to English as a

foreign language for several years within the school curriculum, while others may have limited

exposure outside of the classroom. Despite differences in language background, all test takers

have completed Units 19 and 20 of the English language curriculum and are expected to possess

basic knowledge of English vocabulary and grammar related to animals and summer activities.

• Test Structure and Sequence

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 The assessment includes 4 sections in a structured and sequential manner, guiding them

through a series of tasks designed to assess their language skills and comprehension abilities.

Section 1 and 3: Vocabulary Assessment

For the students, the assessment journey begins with the vocabulary assessment, where

they encounter familiar words and phrases related to animals and summer activities. Presented

with word prompts or images, students are prompted to select the correct vocabulary item from a

list of options. This section provides an opportunity for students to demonstrate their knowledge

and understanding of key vocabulary, allowing them to showcase their lexical competence and

familiarity with the language.

Section 2 and 4: Reading skills Assessment

Following the vocabulary assessment, students embark on the reading comprehension section,

delving into a series of engaging texts that explore topics related to animals and summer

activities. Through a variety of reading tasks, such as skimming for main ideas and scanning for

specific information, students navigate the texts with purpose, actively seeking to understand and

interpret the content. As they engage with the passages and respond to comprehension questions,

students demonstrate their ability to extract meaning, infer information, and comprehend written

English texts effectively.

• Task types

This table presents a comprehensive overview of the task types included in the reading

comprehension assessment, outlining the specific skills learners are expected to demonstrate and

providing sample tasks for each task type.

Question no. Elements Task Prompt Skills Learners Sample Tasks

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 Should

1, 2, 3, 4 Recognize and

Ability to understand

understand and vocabulary Multiple

recognize words Choose the odd related to choices

and phrases one out animals questions

Recognize and

Ability to understand

understand and vocabulary Multiple

recognize words Fill in the related to choices

10, 11, 12, 13, 14 and phrases blanks summer holiday questions

5 Skim for main

What it the ideas and Multiple

Reading for main main idea of the discourse choices

ideas passage? topics. questions

Scan for

Reading for specific Answer these specific words

6,7,8,9,15,16,17,18 information questions. or phrases. Short answers

19 Make

inferences Multiple

Does the writer about character choices

Inferencing like summer? actions or questions

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 feelings.

20 How would you Summarize the Multiple

summarize the main points of choices

Summarizing passage? the text. questions

• Rating Scales:

Each correct answer is worth 0.5 point.

• Test Usefulness Qualities:

Validity: The assessment's validity is ensured through its alignment with clearly defined

objectives and learning outcomes. By focusing on objective measures such as multiple-choice

questions and fill-in-the-blank exercises, the test accurately evaluates students' mastery of

specific language skills and content knowledge. Each correct answer is awarded 0.5 points out of

a total score of 10, reflecting the extent to which students have achieved the intended learning

objectives.

Reliability: The assessment demonstrates high reliability by employing standardized

scoring procedures and objective scoring criteria. With each correct answer uniformly valued at

0.5 points, the scoring process is consistent and replicable across different administrations of the

test. This ensures that students' scores accurately reflect their performance on the assessed

language skills, without the influence of subjective factors or human judgment.

Impact: The test's impact extends beyond individual assessment outcomes to inform

instructional planning and curriculum development. By providing objective data on students'

language proficiency levels, the assessment empowers educators to identify areas for

improvement and tailor instruction to meet students' specific learning needs. Additionally,
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aggregate data from the assessment can be used to evaluate program effectiveness and inform

educational policies aimed at enhancing English language learning outcomes.

Practicality: The assessment's practicality is evident in its efficient administration and

scoring processes. With a focus on objective question formats such as multiple-choice and fill-in-

the-blank, the test can be easily administered to large groups of students within a reasonable

timeframe. Moreover, the straightforward scoring system, where each correct answer earns 0.5

points, streamlines the scoring process and ensures timely reporting of results.

Test Delivery

The test will be administered in a classroom setting under controlled conditions to ensure

fairness and consistency.

Test marking

Teachers collect paper test response and mark them using the 10-point grading system.

Each correct answer is valued 0.5 point.

3.2. Test design

Task: Choose the Odd One Out

Question 1

A) dog

B) cat

C) elephant

D) apple

Question 2

A) lion

B) tiger
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C) giraffe

D) banana

Question 3

A) fish

B) dolphin

C) shark

D) bicycle

Question 4

A) bird

B) summer

C) snake

D) monkey

Read this passage and answer the following questions

My name is Mai. Today, my family and I are visiting the zoo. We are excited to see all the

different animals. My younger brother, Tuan, loves tigers. He thinks they are strong and brave.

My sister, Linh, is fascinated by monkeys. She enjoys watching them swing from tree to tree. As

for me, I am most interested in the elephants. I find their gentle nature and intelligence

captivating. My parents are fond of bears. They admire their strength and agility. Overall, we are

looking forward to a wonderful day at the zoo.

Questions 5

What is the main idea of the passage?

A) Mai and her family are visiting the zoo.

B) Mai's brother loves tigers.

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C) Mai's sister is fascinated by monkeys.

D) Mai is most interested in elephants.

Question 6. What animal does Mai's younger brother like? Why?

Question 7. What animal does Linh like?

Question 8. What animal is Mai most interested in? Why?

Question 9. What animal do Mai's parents like?

Fill in the Blanks

During our summer (10) _________my family and I visited a beautiful bay. The sparkling blue

waters and golden sandy beaches were breathtaking. We decided to have a picnic by the (11)

______ and enjoy some delicious (12) __________dishes. After lunch, we spent the afternoon

building a (13) ____________on the shore. It was a fun and relaxing day, but we were surprised

by how (14) ________________ the seafood was at the local restaurant.

seafood sandcastle holiday bay expensive

Read this passage and answer the following questions

Summer is a special time of year when the weather is warm, and school is out. During summer,

you can do many fun things like playing at the park, swimming in the pool, and having picnics

with your family. The sun shines brightly, and you can wear your favorite shorts and t-shirts to

stay cool. Sometimes, you might even go on a trip to visit new places and make new friends.
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Summer is a time for laughter, adventures, and making happy memories that you will cherish

forever.

Question 15. What season is described in the passage?

Question 16. Name one fun thing you can do during summer.

Question 17. What do you wear to stay cool during summer?

Question 18. What is mentioned as a summer activity with your family?

Question 19. Does the writer like summer?

A. Yes B. No

Question 20. How would you summarize the passage?

A) Mai's family visits the zoo and each member has a favorite animal.

B) Mai's brother loves tigers, while her sister is fascinated by monkeys.

C) Mai finds elephants captivating, and her parents admire bears.

D) Mai and her family want to invite reader to visit the zoo.

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References

Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and

developing useful language tests. Oxford University Press.

Brown, H. D. (2004). Language assessment: Principles and classroom practices. Pearson

Education. Hughes, A. (2002). Testing for language teachers. Cambridge University Press.

Nguyen, H. T., & Gu, M. (2020). English language education in Vietnam: Policy reforms and

challenges. Asia-Pacific Education Researcher, 29(4), 345-357. https://doi.org/10.1007/s40299-

020-00554-0

Urquhart, A. H., & Weir, C. J. (1998). Reading in a second language: Process, product and

practice. Longman.

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