language assessment evaluative essay analyze the targets of all the questions in the exam paper the tasks in all the skills assessment and the question writing techniques

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
VIETNAM NATIONAL UNIVERSITY
----------------

LANGUAGE ASSESSMENT
Evaluative Essay
Pair 12:
Nguyễn Minh Ngọc – 19040154
Phạm Đỗ Nguyên Hương – 19040101

Lecturer: Cao Thúy Hồng

Hanoi, December 2021


TASK
● Analyze the targets of all the questions in the exam paper, the tasks in all the skills
assessment, and the question writing techniques.
● Evaluate the given exam paper based on prescribed criteria in the rating scale below.
● Estimate the match between the exam paper (targets, tasks) and the contents (targets, tasks)
that students have learned in the 9th grade, second-semester English textbook.
RESPONSE
In this essay, we would perform an analysis and evaluation of the chosen test - an
end-of-term II exam paper for Vietnamese 9th graders. This essay would explore the assessment
targets of the test tasks, and analyze the test in terms of five language assessment principles and
question-writing techniques.
I.

Assessment targets
There are six units included in the coursebook (Tieng Anh 9 - Volume 2), namely Recipes

and eating habits, Tourism, English around the world, Space travel, Changing roles in society, and
My future career. For each unit, six components are covered, which are vocabulary, grammar,
listening, reading, writing, and speaking.
The table below demonstrates the assessment targets of the test according to the six
components mentioned above.
Table 1. Assessment targets
Performance
levels

Target
contents

Genres

Topics

Conditions

VOCABULARY
(covered in II. Reading - Exercise 1; III. Writing - Exercise 1; IV. Speaking - Exercise 1)

Recognize

meanings of a
range of
words and
phrases

Apply

forms,
meanings and
uses of a
range of
words and
phrases

about the
difficulty of
learning
English

in a text of around 150 words in
length, in which about 15 % of
the words are above A2 level
(CEFR).

about tourism

in constructing sentences
provided that all the lexical
items have been taught in the
course and parts of the
sentences are given.


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Apply

forms,
meanings,
uses of a
range of
words and
phrases

in responses
to
open-ended
questions

about personal
eating habits

provided that all the lexical
items have been taught in the
course.

LISTENING (covered in I. Listening)

Identify

Identify

specific
information

general ideas

in 2 talks

provided the audio is around
about the
150-200 words in length, in
number of
which about 10 % of the words
English
are above A2 level (CEFR);
speakers and
speech is delivered relatively
teaching career slowly and clearly in standard
dialect.

in a talk

provided the audio is around
200 words in length, in which
about the
about 15 % of the words are
teaching career above A2 level (CEFR); speech
is delivered relatively slowly
and clearly in standard dialect.

READING (covered in II. Reading)

Identify

- general ideas
in a

- specific
paragraph
information

Identify

- specific
information
- lexical
inferences

in a
paragraph

about the
difficulty of
learning
English

provided the text is around 150
words in length, in which about
15 % of the words are above A2
level (CEFR).

about space
travel

provided the text is around 200
words in length, in which about
37 % of the words are above A2

level (CEFR).

WRITING (covered in III. Writing, Exercise 2)

Construct

about a trip
that the student in 100-120 words, provided that
remember the
some cues are given.
most

a paragraph

SPEAKING (covered in IV. Speaking)
Produce

Produce

responses

a conversation

to five
open-ended
questions

about personal
eating habits

provided that related lexical
items have been taught in the
course.

about the
information of
cooking clubs

provided that context is made
clear and adequate prompts are
given.

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In summary, from the given test tasks, it can be concluded that this test aims at assessing 1
language component - vocabulary, and 4 language skills. Pronunciation can be deduced as more or
less incorporated in the speaking assessment. Abovementioned assessment targets cover some
important learning targets such as vocabulary, speaking, listening, reading, and writing (See
Appendix A), but noticeably miss out on assessing grammar. Specifically, as an achievement test,
assessing the depth of vocabulary (Unit 7, 8, 9) is integrated in the assessment of reading, speaking
and writing skills. In addition, listening tasks touch upon the assessment of two major sub-skills in
the syllabus, which are listening for general and specific information (Unit 9, 12). Regarding
reading skills, the tasks display a comprehensive coverage of 3 crucial sub-skills for 9th graders:
reading for general and specific information, and making lexical inferences (Unit 9, 10).
Concerning writing skills, the assessment target is questionable with the choice of irrelevant topic
compared to the learning targets. This, accompanied with the exclusion of the subject matter in Unit
11, shows a marked discrepancy between assessment targets of the test and learning targets of the

textbook. The effects of this will be discussed in the following sections.
II.

Qualities of the test
To deduce the quality of this assessment, this section will analyze the test tasks against five

benchmarks of a language assessment, namely reliability, validity, authenticity, washback, and
practicality.
1. Reliability
A test is considered reliable when a consistent result is recorded on different occasions of
administration (Brown, 2004). While the factor of test administration and the students themselves
cannot be measured, test/retest and rater reliability can be examined based on the given test tasks.
Specifically, this test showcases a considerable level of test unreliability.
Firstly, the 45-minute time allowance seems too constricted considering the coverage of four
language skills, which total 13 selected-response items, 12 limited-response items and 3
extended-response tasks. Furthermore, the mismatch between learning targets and assessment
targets can cause test unreliability as students are expected to revise according to the predetermined
lesson objectives only. In addition, poorly written test items such as writing task 2, which will be
discussed later, can interfere with the interpretation of students’ performances, leading to test
unreliability.
Besides, the reliability of the test is influenced by human errors and subjectivity in the
scoring process (Brown, 2004). While inter-rater reliability is not an issue since this type of test is
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rarely graded by more than one teacher, problems might arise within the scoring process itself, also
known as intra-rater reliability. In this test, the inclusion of 3 selected-response tasks and 3
limited-response tasks (See Table 2) entails higher intra-rater reliability. However, the objectivity in

scoring of the latter can be compromising as alternative answers might occur. Additionally, 3
performance tasks in the writing and speaking sections are subject to scoring subjectivity if marking
rubrics are not well-constructed. The grading of students’ competencies then lays at the sole mercy
of the scorer, impeding the impartial assessment of the students. In this case, since there is only a
sample writing for reference, and no marking rubrics provided, it is of limited power for us to
further assess the test’s rater reliability.
2. Validity
A test is considered valid if it successfully measures the targets it sets out to measure
(Hughes, 2003).
Regarding the construct validity, which refers to the extent to which a test score can be
interpreted to assess the target language proficiency (Bachman & Palmer, 1996), the test tasks are
partly construct-invalid. To begin with, the reading and speaking tasks, which are selected-response
and performance tasks, are relatively well-suited to assess the learning targets clarified in the
textbook (See Appendix A) such as identifying general and specific information, and delivering a
talk or conversation about the given topics. Meanwhile, the listening and writing tasks show
substantial room for improvement. For the listening tasks, the writing of gap-filling items in Q1-2
of task 2 underrepresents the target skill of listening for specific information. Simultaneously, the
recording, which supposedly consists of 2 talks, is modified into scripted monologues, losing the
natural characteristics of the target situations. As for the writing tasks, while the sentence
completion task matches the target of assessing vocabulary, the paragraph writing task fails to
clearly communicate the expected outcome to the students regarding the genre and topic of the
writing. These shortcomings prove the test to be construct-invalid, which might hinder the
interpretation of the test scores in evaluating students’ performances.
In addition, the test is also partially content-invalid. While sufficient tasks are provided to
assess vocabulary and four language skills on a range of topics, grammar - a crucial language
component - is not assessed in any tasks. Besides, the content of Unit 11 is not covered in any parts
of the test. This lends itself to inadequate representativeness of the learning targets, which reduces
the content validity of the test. Furthermore, the sentence completion task can be seen as an indirect
testing of vocabulary, which might lower the content validity as well (Brown, 2004). At the same
time, Q4 of this task seems out of place since it touches on a grammatical point that is not included

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in the curriculum, and does not serve any meaningful assessment target in the entirety of the task.
Writing task 2 also touches on a topic that is not the target of writing clarified in the textbook (See
Appendix A). Generally speaking, content validity is severely underperformed in this test.
3. Authenticity
Authenticity is the degree to which test materials and test conditions present what happens
in the real target situation (Brown, 2004). In terms of authenticity, Brown (2004) suggested several
criteria to precisely evaluate the authenticity of a test, namely language use, items, topics, thematic
organization and resemblance to real-life situations. Taking these into consideration, the listening
recording shows an appropriate use of language; however, it is adapted into scripted monologues
with little intonation and relatively slow speaking pace. For the reading section, although Task 1
Q2-3 are contextualized to measure students’ sub-skill of inferring the meaning of unknown words
from the context, both of the texts are not provided with an authentic source. Regarding the
speaking part, it successfully resembles real-world tasks in which students have to perform their
learned knowledge and skill. In addition, one advantage that the four parts have in common is the
topics of the tasks, which are meaningful and relevant to the course.
4. Washback
Washback is the effect of testing on how students prepare for the test (Brown, 2004). There
are two types of washback: positive and negative, based on whether it has beneficial or undesirable
effects on educational practices (Hughes, 2003). In this case, the analyzed test has a somewhat
positive washback as it thoroughly covers a sizable portion of learning targets identified in the
texbook. However, the test fails to assess grammar as well as knowledge learned in Unit 11:
Changing roles in society. Therefore, students might be perplexed when their preparation is not
reflected on the test, potentially resulting in demotivation for students in later assessment.
5. Practicality
Practicality is the relationship between the resources that will be required and the resources

that will be available (Bachman & Palmer, 1996). The chosen test requires reasonably priced
printing materials and well-prepared equipment such as speakers and exam papers, which cannot be
practically measured. The only criterion that can be evaluated is the impracticality of the time
allowance. It is challenging for students to successfully complete the test within the set time frame
of 45 minutes. To elaborate, the test includes a 7-minute long recording, 150-200-word texts, and 3
performance tasks, which might be impractical for teachers to administer and for students to finish
the test in the time limit. Moreover, as the test does not contain an evaluation system and the
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procedure on how teachers can administer the two speaking tasks, it is difficult to evaluate the
practicality of this part in particular and the test in general.
III.

Question writing techniques
The analyzed test encompasses two types of assessment methods, which are

selected-response assessment, and constructed-response assessment. The specifics of the question
types are presented in the following table:
Table 2. Assessment methods
Assessment methods

Selected-response

Limitedresponse

Constructed
-response

Extendedresponse

Frequency

Multiple Choice
(covered in II. Reading - Exercise 1)

1

True/False Statements
(covered in II. Reading - Exercise 2)

1

Sequencing
(covered in I. Listening - Exercise 2 - Q3-6)

1

Gap-filling
(covered in I. Listening - Exercise 1; 2 - Q1-2)

2

Sentence Completion
(covered in III. Writing - Exercise 1)

1

Performance:

- Paragraph Writing
(covered in III. Writing - Exercise 2)
- Interview: Response to open-ended questions
(covered in IV. Speaking - Exercise 1)
- Paired test
(covered in IV. Speaking - Exercise 2)

3

TOTAL

9

Accordingly, all questions in the analyzed test will be closely examined in terms of the
characteristics of their corresponding assessment methods, the construction of tasks’ instructions,
input and vocabulary level, and their achievement of the expected assessment targets.
1. Listening
The listening tasks are constructed in the forms of gap-filling (Task 1, Q1-5; Task 2, Q1-2)
and sequencing tasks (Task 2, Q3-6). The former’s task items are designed with little modifications
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from the tapescript while the latter are synthesized to fit with the aims of listening for general ideas.
With this construct, both tasks allow minimal guessing probability and highly subjective scoring.
Besides, the instructions for both tasks are written clearly with a brief description of the context.
However, there is no direct instruction on how to note the order of events in the sequencing task,
which might pose an unnecessary challenge for students in achieving the task requirement.
Regarding the input, gap-filling items of task 1 (Q1-5) are efficiently designed in a table with

reasonable intervals in between. This allows students to track the items easily and have enough time
to fill in one gap before the next item is mentioned. Meanwhile, the writing of gap-filling items in
task 2 (Q1-2) is of little service to the purpose of listening for specific information, but rather just to
testing the recognition of words in use. Vocabulary wise, all words and phrases in the tasks are
largely within the A2 level (roughly 90% in task 1 and 85% in task 2). Those of higher levels are
mostly taught previously, such as although (B1) and combine (B2). Advanced level words (C1, C2),
accounting for 5% in task 2, might hinder the comprehensibility of the recording.
2. Reading
Both instructions for these two tasks are written clearly and briefly, which ensures the
effectiveness of the instruction. The test designers also make great use of action verbs (read,
complete, circle) as well as clarify the task requirements (decide if the statements are true or false).
In terms of the topics chosen, both are relevant to the content of the course as they demand the
knowledge learned in Unit 9 and Unit 10.
Besides, there are noticeable differences between the two reading tasks. Reading task 1 is a
multiple choice assessment, which contributes to the subjectivity of the rating process. However, as
the answers for Q4-5 are directly taken from the passage without being paraphrased, there is a fair
chance that students can guess the answers correctly without regard to the comprehension of the
text. In terms of the input, approximately 20% of the words in passage 1 are above A2 level with
only 1 word above B2 level (See Appendix C). Given the majority of those are included in the
syllabus, the chosen passage is generally comprehensible to the targeted learners. Meanwhile,
reading task 2 takes the form of a true/ false assessment, thus requiring students’ understanding of
the text and enabling subjective grading. Regarding the input of text 2, although approximately 23%
and 12% of the words are at B1 and B2 level respectively (See Appendix C), the majority of the
words at B2 level have already been taught to students in Unit 10 such as launched, missions,
telescopes (See Appendix B), which improves the comprehensibility of the text. However, there are
several spelling and grammatical mistakes shown in the text, such as accommodate, flybies, serve as
space environment… In terms of layout, task 2 has an effective layout as it requires students to
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circle the correct answers instead of writing them down, which creates the uniformity and
subjectivity for the answers.
3. Writing
Writing task 1 is designed as a sentence completion task with given prompts. This type of
task can only assess writing ability to a narrow extent. Instead, it concerns the assessing of the depth
of vocabulary, which is often the focus of assessing writing for students of low level (Brown, 2004).
The instruction and wording of items are also clear and straightforward with an example provided.
However, Q4 seems redundant as it tests the grammatical point (present perfect) not included in the
textbook (See Appendix A). Besides, all the tested lexical items (breathtaking, affordable, break the
bank, full board) have been taught in Unit 8 (See Appendix B), and no grammatical mistakes are
recorded.
Writing task 2 is an extended-response assessment in the form of paragraph writing. This
type of task is suitable for evaluating higher cognitive skills such as analysis and production
(Florida Center for Instructional Technology, n.d.). However, the construction of this task reveals
several problems. First, the instructions fail to clarify the specific genre of the writing task such as a
blog or a description paragraph. Moreover, the topic of the writing does not represent any learning
targets identified in the textbook. This raises a question regarding the content validity and reliability
of the test tasks. It is highly likely that students will struggle to deliver the requirements of the task
since task specifications are not clearly communicated. Apart from that, the cues provided are
sufficient and contain simple languages appropriate for students of A2 level.
4. Speaking
There are several problems that need adjusting in the instructions of the speaking section.
Both of them are unclear, informal, and lengthy, which might cause confusion to the test-takers. A
clear context for the role-play in task 2 is also missing. In response, task 2 should include an
example as its requirement is rather complicated and might cause students difficulty performing it.
Regarding the assessment method, task 1 is designed as an interview, requiring students to respond
to open-ended questions while task 2 is a paired test in which two students have to carry out a
conversation with given prompts. These two formats are particularly well-suited for assessing the

grasp of vocabulary and speaking skills set out in the targets. Nevertheless, the test designers should
elaborate more on how the examiners can successfully conduct the tasks given the tense time limit
of the test. Besides, both speaking tasks contain simple vocabulary, which is suitable for students of
A2 level. In terms of topic, the focus is placed upon Unit 7: Recipes and eating habits, which is
relevant to the course and interesting to students.
language.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniques


language.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniques

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). Principles of Language Assessment. In Language Assessment: Principles and
Classroom Practices (pp. 19-41). Pearson Education, Inc.
Florida Center for Instructional Technology. (n.d.). Classroom Assessment - Constructed Response.
Florida Center for Instructional Technology. Retrieved from:
/>Hughes, A. (2003). Validity. In Testing for Language Teachers (2nd ed., pp. 26-35). Cambridge
University Press.

language.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniques


language.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniques

APPENDIX
A. Learning targets identified in Tieng Anh 9 (Volume 2)
Performance
levels

Target
contents

Genres

Topics

Conditions

VOCABULARY
-

Forms, meanings and uses of words and phrases related to the topics of recipes and eating
habits, tourism, English in the world, space travel, changing roles in society, and my future
career.
Pronunciation: Tones in statements with varied purposes.
GRAMMAR

-

Quantifiers.
Modal verbs in conditional sentences type 1.
Articles.
Conditional sentences type 2.
Relative clauses.
Past simple and past perfect.
Future passive.
Despite/ In spite of.
Verbs + to-inf/ Verbs + V-ing.
LISTENING

about personal
eating habits

provided the audio is ~200
words in length, in which about
11 % of the words are above A2
level (CEFR); speech is
delivered relatively slowly and
clearly in standard dialect.

in a lecture

about the benefits
of tourism to an
area/country

provided the audio is ~170
words in length, in which about
33 % of the words are above A2
level (CEFR) (most of them are
taught in the curriculum);
speech is delivered relatively
slowly and clearly in standard
dialect.

- general
ideas
- specific
information

in a talk

about some
students’
experiences in
learning and
using languages

provided the audio is ~210
words in length, about 11 % of
the words are above A2 level
(CEFR); speech is delivered
relatively slowly and clearly in
standard dialect.

- general
ideas

in a talk

about some space
tourism services

provided the audio is ~180
words in length, about 18 % of

detailed and
specific
information

Identify

specific
information

in a radio
show
interview

language.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniques


language.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniques

- specific
information

specific
information

- general
ideas
- specific
information

the words are above A2 level
(CEFR); speech is delivered
relatively slowly and clearly in
standard dialect.

provided the audio is ~160
words in length, about 27 % of
about the changes
the words are above A2 level
that women in
(CEFR) (most are taught in the
Kenya are going
curriculum); speech is delivered
through
relatively slowly and clearly in
standard dialect.

in a talk

in a
conversation

about choosing
future jobs and
reasons for these
choices

provided the audio is ~210
words in length, about 15 % of
the words are above A2 level
(CEFR) (most are taught in the
curriculum); speech is delivered
relatively slowly and clearly in
standard dialect.

READING
- general
ideas
- specific
information
- general
ideas
- specific
information
- lexical
inferences
Identify

- general
ideas
- specific
information
- lexical
inferences
specific
information

specific
information

in an article

about Japanese
eating habits

provided the text is about 210
words in length, in which about
25 % of the words are above A2
level (CEFR).
provided the text is about 220
words in length, in which about
23 % of the words are above A2
level (CEFR).

a passage

about a tourist
attraction

in a text

about English as
a means of
international
communication

in a text

provided the text is about 160
about two famous
words in length, in which about
astronauts’ space
11 % of the words are above A2
travel
level (CEFR).

in a passage

about the
changing roles of
women in society
and its effects

provided the text is about 220
words in length, in which about
21 % of the words are above A2
level (CEFR).

provided the text is about 200
words in length, in which about
36 % of the words are above A2
level (CEFR).

language.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniques


language.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniques

- general
ideas
- specific
information
- lexical
inferences

in an article

about choosing a
career

provided the text is about 210
words in length, in which about
28 % of the words are above A2
level (CEFR).

WRITING

Construct

a description

about a
with 100-120 words in length,
classmate’s eating following a suggested writing
habits
plan.

a discussion paragraph

about the
negative effects
of tourism

with 100-120 words in length,
accompanied with a suggested

outline and suggested cohesive
devices.

a descriptive paragraph

about the uses of
English in
everyday life

with 120-140 words in length,
following a suggested writing
plan.

a short advertisement

to advertise some
products

following the structure of a
given sample.

a discussion paragraph

about the roles of
teenagers in the
future

with 120-140 words in length,
following a suggested writing
plan.

a discussion paragraph

about the
qualities to do a
job well

with 120-140 words in length,
following a suggested writing
plan.

SPEAKING

Produce

a short presentation

on Vietnamese
eating habits

with suggested cues and
contexts.

a talk

on choices of
holiday

- following a given sample
- with suggested ideas

a conversation

on learning and
using English

- following a given sample
- with suggested ideas

a role-play

about solving
problems in the
space station

- with suggested cues and
contexts.

a talk

on changing roles
in the future

- following a given sample
- with suggested ideas

a talk

on skills and
abilities to do a

job

- following a given sample
- with suggested jobs.

language.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniques


language.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniques

B. Vocabulary learned in Tieng Anh 9 (Volume 2)
UNIT

VOCABULARY

Unit 7: Recipes and eating
habits

Different dishes: lasagne, steak pie, curry, Cobb salad, fajitas,
beef noodle soup, sushi, mango sticky rice
Ways of preparing and cooking: whisk, grate, chop, sprinkle,
slice, dip, spread, marinate, stir-fry, deep-fry, roast, grill, bake,
steam, stew, simmer
Extra vocabulary: purée, shallot, garnish, cube, tender

Unit 8: Tourism

Tourism: trip, travel, expedition, resort, tour, tour guide, visit,
environment, holiday, book, guides, pleased, excursion,
reasonable

Compound nouns: jet lag, drawback, stop over, check in, bus
stop, swimming pool, touchdown, checkout, pile-up, mix-up,
full board
Extra vocabulary: breathtaking, affordable, not break the bank

Unit 9: English in the world

Languages: bilingual, fluent, rusty, pick up a language,
reasonably, get by in a language
Language use and learning: guess the meaning of a word,
know what a word means, have an accent, make mistakes,
translate from your first language, correct a mistake, imitate
other speakers, look up a word in a dictionary

Unit 10: Space travel

Astronomy and space travel: astronaut, mission, microgravity,
astronomy, habitable, altitude, satellite, meteorite, universe,
spacecraft, rocket, telescope, land, orbit, train, experience,
launch, a flight suit, spacewalks, operate, good health, parabolic
flights, planets
Extra vocabulary: attach, rinseless, maintenance, Mission
Control Centre

Unit 12: My future career

Jobs, careers, and factors affecting career choice:
housekeeper, tour guide, lodging manager, event planner,
customer service staff, biologist, opera singer, architect,
mechanic, fashion designer, pharmacist, businesswoman,

craftsman, physicist, career, job, profession, career path
Extra vocabulary: can’t stand, make a bundle, burn the
midnight oil

language.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniques


language.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniques

C. Vocabulary level of reading texts (Part III. Reading - Exercise 1 and Exercise 2)
LEVEL

TEXT 1

TEXT 2

Number (words)

Percent (%)

Number (words)

Percent (%)

A1

57

64.77

43

35.54

A2

16

18.18

13

10.74

B1

8

9.09

28

23.14

B2

3

3.41

15

12.40

C1

1

1.14

1

0.83

C2

0

0

1

0.83

Unlisted

3

3.41

20

16.53

language.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniques


language.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniques

language.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniqueslanguage.assessment.evaluative.essay.analyze.the.targets.of.all.the.questions.in.the.exam.paper.the.tasks.in.all.the.skills.assessment.and.the.question.writing.techniques