Language testing and

assessment
Group 1:
Tran Nguyen Ngoc Hoang Phung –
2091401112053
Doan Thi Nhu Quynh – 2091401112058
Nguyen Pham Ngoc Ha – 2091401112020
Vo Phuong Vy - 209140111207
 Table of Contents
Intro &
01 rationale 02 General
description of
the test

03 Qualities
of the test
04 Alternative
assessment

05 conclusion
I.Introduction and rationale of the project
- The practice and knowledge of listening, reading, and speaking are all essential
components of writing acquisition when it comes to language teaching and learning
(Vo, 2019)
- Writing skills are more complicated than the other three skills (Aktas, 2018) -> require
a structured and scheduled manner of presenting ideas
- Writing assessment could be used to assess the other 3 skills
Þ Need to get insight into students’ writing so that the teaching and learning process can
be appropriately planned and managed (Vo, 2019)
- Assessment of grammartical ability
+ Viewed as a linguistic resource
+ Foundational to communication
+ Considered an effective at predicting communicative abilities (Purpura, 2013)
 General description of the
II. test
1. Purposes of the test 2. Description of test
- Measure proficiency in grammar takers 3. Test level
rules
- Diagnose strengths and - Grades: 7-8 - A2-B1
weaknesses in writing competence - Ages: 13-14

4. Time allocation
- Total: 55’
5. Required
 Handling out test paper: 5’
resources/ materials
 Working time: 45’ (MC: 10’, sentence
- Unit 5 - Coursebook
building: 10’, guided writing: 25’)
 Collecting test paper: 5’
 II
Qualities of the test
Types
I. content TEST TASKS

Testing areas
Multiple the differences in using
choice Might, present continuous, (might/present continuous/be going
be going to +verb to + verb) to describe
questions plan and arrangement

Sentence use of superlatives in

Superlatives
building questions and answers

Guided Writing a short paragraph

ability to describe a favorite
sport after vocabulary &
writing reading lessons of “sports” topics
 Multiple Choice Questions
The differences of the
Might (c)/ three structures
present continuous
(a)/
be going to + verb
(b)

 One key answer & two distractions

 Time-saving for other section
 Focusing on testing grammar point
Test item  high validity and reliability
 Sentence Building
complete
statements by
superlatives
and their own
ideas

Similar
requirements

 performing the target

task  to maintain the
Test item
validity of the test
 Guided writing

Ideas about
sports

No writing lesson
Personalize the
input

 opportunity to engage
individual opinion and
experiences in the test
 interactiveness
Test item
 Scoring Criteria
&
The
Appropriateness
of Scoring Method
Test weighting:
1 - Multiple choice:
2.5 points (10 items X 0.25 point)
2 - Sentence building:
2.5 points (5 items X 0.5 point)
3 - Guided writing:
5 points
Rubrics
 IVAlternative Assessment
Teaching Portfolio
Performance-based Assessment
Observations
Rubrics
 V. Conclusio
n
- The project is used to provide diagnostic feedback to teachers
with information => help Ts improve their course and exam for
the specific needs of learners => develop curricula and
assessments
- language testing is often intended to provide information to assist
in making informed choices about future courses of action
(Fulcher, 2010)
- After completing this group project, the experience was gained
through the process of developing a test that must be consistent
with the objectives and the course learning outcomes to reinforce
 Reference
s
Bachman, L. F. & Palmer, A. S. (1996). Language testing in
Practice: design and developing useful language tests.
Oxford: Oxford University Press.
Chan, C. (2009). Assessment: Multiple Choice Questions, Assessment Resources@HKU, University of Hong
Kong [http://ar.cetl.hku.hk]: Available: Accessed: DATE
Fulcher, G. (2010). Practical language testing. London: Hodder Education.
Kenneth. W., Stevens. E. (2007) The Role of Rubrics in Advancing and Assessing Student Learning. The
Journal of Effective Teaching. 2007; 7(1); 3-14.
Ministry of Education and Training.
CREDITS: (2014,
ThisJanuary 24th).template
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Issue the 6-level
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proficiency framework for including icons by Flaticon, infographics &
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images by Freepik
https://moet.gov.vn/giaoducquocdan/day-va-hoc-ngoai-ngu/Pages/chi-tiet-van-ban-quy-pham-phap-luat.
aspx?ItemID=954
Purpura, J. E. (2013). Assessing grammar. The companion to language assessment, 1, 100-124.
Shepard, L. (2001). The role of classroom assessment in teaching and learning.