skkn vấn đề và đề xuất trong kiểm tra và đánh giá kết quả học tập môn tiếng anh của học sinh thpt

SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI
TRƯỜNG THPT PHÚ NGỌC
µ
SÁNG KIẾN KINH NGHIỆM
VẤN ĐỀ VÀ ĐỀ XUẤT TRONG KIỂM TRA VÀ
ĐÁNH GIÁ KẾT QUẢ HỌC TẬP MÔN TIẾNG
ANH CỦA HỌC SINH THPT
Người thực hiện: Nguyễn Thị Hoa
Bộ môn: Tiếng Anh
Lĩnh vực nghiên cứu:
- Quản lý giáo dục
- Phương pháp dạy học bộ môn: Tiếng Anh

Có đính kèm: Các sản phẩm không thể hiện trong bản in SKKN
1 Mô hình1 Phần mềm 1 Phim ảnh 1 Hiện vật khác
Năm học: 2013 - 2014
SƠ LƯỢC LÝ LỊCH KHOA HỌC
I/ THÔNG TIN CHUNG VỀ CÁ NHÂN:
1. Họ và tên: Nguyễn Thị Hoa
2. Ngày tháng năm sinh: 16/ 04/ 1985
3. Giới tính: Nữ
4. Địa chỉ: 3/5, Ấp I, Xã Phú Ngọc, Huyện Định Quán, Đồng Nai
5. Điện thoại: 0915978138
6. E-mail:
7. Chức vụ: Giáo viên
8. Đơn vị công tác: Trường THPT Phú Ngọc
II/ TRÌNH ĐỘ ĐÀO TẠO:
- Học vị (hoặc trình độ chuyên môn, nghiệp vụ) cao nhất: thạc sỹ
- Năm nhận bằng: 2012
- Chuyên ngành đào tạo: giảng dạy ngoại ngữ (Tiếng Anh)
III/ KINH NGHIỆM KHOA HỌC:

- Lĩnh vực chuyên môn có kinh nghiệm: Giảng dạy ngoại ngữ
Số năm có kinh nghiệm: 4
- Đã thực hiện các chuyên đề trong quá trình học cao học: Đánh giá sách giáo
khoa tiếng Anh THPT, Cách dạy lớp có học sinh thuộc nhiều khả năng trình
độ khác nhau, sự khác nhau của tiếng Anh khi được sử dụng ở các nước tiêu
biểu trên thế giới, …
Dong Nai Department of Education and Training
Phu Ngoc High School
µ
Topic:
Two Issues in Assessment of
High School Student
Performance in English
Full Name : Nguyen Thi Hoa
Aspect of Research: Language Teaching and Testing
School Year: 2013 – 2014
CONTENT
Introduction
A) Problem Area in Assessment
B) A Review of Relevant Literature
B1) Assessing Grammar Knowledge
B2) Assessing Oral Skills
C) Recommendations for The Current Case
Conclusion
References
Introduction
The issues of teaching English have widely discussed and researched since
English now becomes an international tool for communicating among people around
the world, even among people in the same community. Individuals with a variety of
professionals, age, ethnics and purposes try hard not only to achieve a certain level of

but also to get a required certificate of English. In other words, “language tests play a
powerful role in many people’s lives, acting as gateways at important transitional
moments in education, in employment, and in moving from one country to another”
(McNamara, 2000, p.4). Hence, the issues of testing one’s ability of English have
attracted great attention of language experts. From the point of view of an English
educator, the author of this paper aims to discuss two issues in assessment of high
school student performance in English, specifically which of the twelfth grade
students. Then, in an attempt to find best solutions to the involving case, the author
reviews relevant literature, comparing various possible answers. The last part of this
paper is devoted to identifying the most suitable solution to the two mentioned
problems, detailing specific recommendations.
A) Problem Area in Assessment
As you can find a typical test attached with this paper, tests during the twelfth
school year, even in other school years, are mainly aimed to measure students’ ability
of grammar. However, the required level of grammar is quite high. It is obviously that
exceptions of grammar rules are tested for often. One can claim that such a high level
is unnecessary and causes many problems for students and relevant educators as well.
Learners and teachers spend a lot of valuable time practicing all that grammar stuff
even though it is clear to them that what they are struggling for is hardly ever applied
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in communication. Making students pay much attention to grammar also affects their
later process of learning English. They certainly become less fluent, even less
confident once they are too conscious of grammar rules. This negative effect is
obviously shown in reality as at the end of a seven-year high school course students
are rarely able to communicate in ordinary conversations in English.
The lack of balance of measurement among four macro skills is another
problem area in assessment that this paper aims to cover. Oral and aural skills are
completely neglected during the period of seven years of learning English at high
school. Therefore, no one can find even a single part which is devoted to testing
speaking or listening skills in any out of twelve tests in the twelfth grade. Meanwhile,

speaking ability is a very key indicator of one’s English competence. Also, listening
skill receives very little attention. Hence, one can claim that measuring listening and
speaking skills is absent from the assessment of student performance. Practicing all
four skills in English is officially required in almost English courses in high school so
it is necessary that aural and oral skills receive much more attention in language
testing.
B) A Review of Relevant Literature
B1) Assessing grammar knowledge
Penny Ur (1996, p.75) over-simply defines grammar as “the way words are
put together to make correct sentences”. However, one can “apply the term
‘grammatical’ to units smaller than sentences” (Ur, 1996, p.75) as grammar is “the
rules in a language for changing the form of the words and joining them into
sentences” according to Oxford advanced learners’ dictionary, seventh edition.
Grammatical competence “will be understood to include knowledge of lexical items
2
and of rules of morphology, syntax, sentence-grammar semantics and phonology”
(McNamara, 2000, p.93). The question on the adequate level of grammar which
should be achieved by high school students has been an issue of debate for many
years. Some argue that the superficial knowledge of grammar can make no significant
contribution towards achieving the communicative aim. Hence, there is no point in
setting the target grammatical level for high school students unnecessarily high. In
contrast, one may fear that “a lack of grammatical knowledge can severely limit what
is understood or produced in communication” (Purpura, 2004, p.4). In reality, each
educational institution requires a certain grammatical level of their learners. Thus, it is
the teacher’s responsibility for guiding students to acquire the grammar necessary and
to meet the grammatical requirement of that teaching situation. High school students
in this case demonstrate their grammar ability only through language tests designed
by their own teachers. Arthur Hughes (2003) has stated that all we would be looking
for is some general indication of the adequacy of the student’s grammar knowledge so
“the test should be guide do-able; not too difficult” (Ur, 1996, p.42). Moreover, the

grammar part of the test must provide more context than only single sentences.
Unfortunately, the achievement test discussed here uses a list of single sentences to
check the grammar knowledge. Besides traditional tests, there are a variety of
alternative assessments like class observation, portfolio or class activities which can
be applied for the author’s teaching situation. These alternative ones require students
to be able to produce grammatical responses and apply grammar to some
communicative purpose (Purpura, 2004, p.2). In other words, assessments of grammar
should require students to demonstrate not only their memory capacity of grammar
forms but also their language ability of understanding and applying them.
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B2) Assessing oral skills
Hughes (2003) believes that language abilities are not easy to measure and it
has been widely recognized that speaking is the most difficult skill to assess. It is
absolutely true to the author’s teaching situation. In reviewing earlier work, this paper
concludes that testing speaking skill consists of the testing of pronunciation, spoken
grammar, spoken vocabulary, and even sociolinguistic applications of speech. Hughes
(2003) claims that the most common format for assessing speaking ability is the
interview. Besides, interaction with fellow candidates and responses to audio- or
video-recordings are also widely applied for testing oral skills. However, “a frequent
problem for teachers is when there are so many learners in one class that it seems to
make it unrealistic to assess speaking” (Scrivener). The teachers who designed the
discussed test are also in that situation. Their class size generally ranges from thirty to
fifty and each class lasts forty-five minutes per time so it is unlikely possible to assess
all students’ performance at a time. In this case, this assessment should be done
through classroom activities, group presentations during class periods of the school
year. An underlying problem in testing speaking in this educational case is its scorer
reliability. As Mead and Rubin (1985) confirm that “a major aspect of any rating
system is rater objectivity: Is the rater applying the scoring criteria accurately and
consistently to all students across time? The reliability of raters should be established
during their training and checked during administration or scoring of the assessment”.

In some cases, it would be more reliable if students’ performance is double rated. Not
only marking learners’ performance but the teacher should provide them with a grid
containing a list of specific criteria with comments. As Hughes (2003) concludes that
the accurate measurement of oral ability is not easy and it takes considerable time and
effort, including training, to obtain valid and reliable results.
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C) Recommendations for the current case
It cannot be denied that grammar contributes an essential part to one’s
linguistic competence. However, the too much emphasis on the mastery of
grammatical structures may decreases students’ fluency. Thus, under the discussed
circumstance, the test designers should aim to a lower level of grammar which is
widely considered an adequate level for high school students. Specifically, exceptions
of grammar rules need to be tested with care and are used only to distinguish
outstanding individuals rather than to check ordinary students’ grammar ability. One
more thing to make this test authentic is that texts for checking grammar ability
should not be in isolated sentences but in a specific context. The teachers in charge of
designing tests should be in an emphasis on grammar meaning rather than on
accuracy of form. Therefore, the answer to the question whether grammar tests that
focus only on sentence level accuracy can be justified (Rea-Dickins, 2001) is
absolutely no. Moreover, the format for measuring students’ control of grammar
should be varied. It can be separately tested with multiple-choice questions, matching
or sentence transformation, etc. at a time and through writing tasks at other time, for
example. In short, more effort and investment should be put into designing tests,
especially into the grammar part.
In regard to speaking and listening skills, it is strongly advisable to include
their measurement sessions among tests, at least in one test, during the school year
because “the motivating power of tests appears clear: learners who know they are
going to be tested on specific material next week will normally be more motivated to
study it carefully than if they had simply been told to learn it” (Ur, 1996, p.279).
Under the author’s educational situation, teachers may encounter difficulties in

measuring these skills but it is worth great effort to manage them. The author of this
5
paper is in favor of covering the measurement of the oral skill through class activities
and observation such as pair work, group work or group discussion. In terms of the
aural skills, they can be included in a fifteen-minute test. At the early stage of the
semester, students should be noticed that their speaking and listening skills will be
assessed during the class time and the criteria that the teacher would focus on.
Moreover, the teachers should give their learners comments on their oral performance
in parallel with a specific score after the testing progress comes to end. In short,
although speaking ability is the most difficult one to measure, “where there’s a will,
there’s a way”.
Conclusion
In this paper, the author has identified two issues in assessment relevant to her
own teaching situation, reviewing related literature and finally detailing specific
recommendations. It should be repeatedly noticed that grammar tests should be guide
do-able; not too difficult and testing speaking and listening skills at least once during
the school year is essentially done. Also, various alternative assessment ways which
are more effective than the traditional tests are already presented in the paper. It
would be ideal if teachers could combine those assessing methods. The testing issue
obviously plays a vital part in test-takers’ learning process, especially in which of
high school students. Thus it is vital that test designers are aware of making assessing
student performance more valid and reliable.
6
References:
Harmer, J. (2007). The Practice of English Language Teaching. England: Pearson
Education Limited.
Hughes, A. (2003). Testing for Language Teachers. Cambridge: Cambridge
University Press.
Mead, Nancy A. & Rubin, Donald L. (1985). Assessing Listening and Speaking Skills.
Eric Digest. Retrieved 26 May 2011, from />923/speaking.htm

McNamara, T. (2000). Language Testing. Oxford: Oxford University Press.
Purpura, J. E. (2004). Assessing Grammar. In Anderson, J. C. & Bachman, L. F.
(Eds.), Cambridge Language Assessment series. Cambridge University Press.
Rea-Dickins, P. (2001). Fossilization or evolution: The Case of Grammar Testing. In
Elder, C., Brown, A., Grove, E., Hill, K. … O’Loughlin, K. (Eds.), Studies in
Language Testing 11: Experimenting with Uncertainty: Essays in Honour of
Alan Davies (pp. 22-32). Great Britain: Cambridge University Press.
Scrivener, J. One Stop English: Skills: Assessing Speaking Skills. Retrieved 26 May
2011, from />work/skills-assessing-speaking-skills/146607.article
Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge:
Cambridge University Press.

SỞ GD & ĐT ĐỒNG NAI KIỂM TRA HỌC KỲ II LỚP 12, NĂM HỌC 2012-2013

Môn: ANH VĂN
Thời gian làm bài: 60 phút, không kể thời gian giao đề
(Đề thi có 04 trang)
Họ, tên thí sinh: ……………………………………
Số báo danh: ……………………………………….
ĐỀTHI GỒM 50 CÂU (TỪQUESTION 1 ĐẾN QUESTION 50)
Choose the option that best completes each of the following sentences or that best
substitutes the given sentence.
Question 1. Daisy was angry that she ___________ a book which _________.
A. had been given / was badly damaged B. has been given / badly damaged
C. was giving / is badly damaged D. has given / damaged badly
Question 2. The town _________ almost solely on the tourist trade.
A. expands B. improves C. advances D. depends
Question 3. No student in the school is noisier than I am.
A. I am the noisiest student in the school.
B. I am noisier than no student in the school.

C. I am most noisiest student in the school.
D. I am the most noisiest student in the school.
Question 4. Sea turtles eggs ___________ to protect from ________ by other animals.
A. buried / to be eaten B. are buring / eating
C. are buried/ being eaten D. be buried / eaten
Question 5. The marriage performed in the church was an ________ ceremony.
A. impression B. impressed C. impressing D. impressive
Question 6. Tom cooked a meal. It was delicious.
A. Tom cooked a meal, which was delicious.
B. Tom cooked a meal what was delicious.
C. Tom cooked a meal, that was delicious.
D. Tom cooked a meal which was delicious.
Question 7. This country is rich in natural ________.
A. property B. treasure C. materials D. resources
Question 8. It is great to learn ______ English on _____ Internet./
A. / an B. an / the C. / D. / the
Question 9. If Mary ___________ so long on the computer last night, her eyes ______ red now.
A. did not work / do not get B.had not worked / would not have got
C. had not been working / would not get D. were not working / did not get
Question 10. After three months’ practice, Peter can run ________.
A. morer and more fastly B. faster and faster C. fast and fast D. more and more fast
Question 11. Governments have ______ laws to protect wildlife from commercial trade
and overhunting.
A. given B. enacted C. had D. taken
Question 12. What wiil we do today? – Let’s go for a walk, _______?
A. don’t you B. shall we C. do we D. do you
Question 13. She had to give ____ her job because she could not find a babysitter to
look ____ her children.
A. away / at B. up / after C. off / for D. in / into
Question 14. It is not ______ for him to go to school while he is still sick.

A. advisable B. advised C. advise D. advice
Question 15. If Mark hadn’t been nervous, he worldn’t have failed his driving test.
Mã đề thi AV102
ĐỀ CHÍNH THỨC
A. Mark doesn’t fail because he isn’t nervous.
B. Mark won’t fail because he isn’t nervous.
C. Mark wasn’t nervous so he didn’t fail the driving test.
D. Mark failed his driving test because he was nervous.
Question 16. I’ll be back in a minute, Jane. I just want to ______ out my new tape recorder.
A. give B. look C. try D. turn
Question 17. “It was nice of you to invite me to your birthday party. Thank you very
much.”, said Mike.
A. Mike thanked me for inviting him to my birthday party.
B. Mike said it was nice of him to invite me to his birthday party.
C. Mike told me that it was nice to invite him and said thank you.
D. Mike insisted on inviting me to the birthday party.
Question 18. Please _______ this form and post it.
A. take up B. write to C. look for D. fill in
Question 19. Since our arrival, we _________ very well.
A. are being looked after B. are looking after
C. have been looked after D. have looked after
Question 20. How do I look tonight? – Wow! ______________.
A. I have no idea. B. What a beautiful dress you have on!
C. You should look out. D. What would I say?
Question 21. I prefer scuba-diving ___________.
A. than windsurf B. than windsurfing C. to windsurf D. to windsurfing
Question 22. I’m so sorry. I didn’t mean to upset you. - _____________.
A. No, I don’t mind it B. Oh, that’s all right.
C. Oh, you shouldn’t say so D. Yes, you are too kind
Question 23. We have chosen Helen as the new president.

A. The new president has been chosen Helen.
B. Helen has been chosen as the new president.
C. Helen was chosen as the new president.
D. The new president has chosen Helen.
Question 24. Be careful. The footpath is very icy. You ____ slip.
A. should B. must C. ought to D. may
Question 25. _________ cigarettes you smoke, ________ your health becomes.
A. The many / the bad B. The most / the worst
C. The more / the worse D. The more/ the worst
Question 26. He prefers ___________ a walk to ________ TV at home.
A. taking/ to watch B. take / watching C. taking / watching D. take / watch
Question 27. He came to the party _________ he hadn’t been invited.
A. in case B. in spite of C. though D. even
Question 28. The money _____________ soon after I receive my salary.
A.will give Peter B. will be given to Peter
C. will be given D. will have given to Peter
Pick out the word with the underlined part pronounced differently from that of the rest in each set.
Question 29. A. chewed B. advanced C. proposed D. endangered
Question 30. A. elephants B. athletes C. chemicals D. earthquakes
Question 31. A. book B. bamboo C. chew D. tsunami
Pick out the word whose stress pattern is different from that of the other words.
Question 32. A. digest B. goalie C. famine D. swallow
Question 33. A. survive B. reserve C. leopard D. defend
Question 34. A. wilderness B. disaster C. habitat D. penalty
Question 35. A. enthusiast B. rhinoceros C. technology D. fascinating
Identify the word or phrase that is grammatically incorrect.
Question 36. The news from the destroyed villages were so bad.
A B C D
Question 37. All of us had been waiting for half an hour when the bus finally arrive.
A B C D

Question 38. Her book, that was published last year, became a best seller.
A B C D
Question 39. I don’t like this flat. I think I will be happier if I lived in a house in the country.
A B C D
Question 40. Thank you very much. It’s very good at you to help me.
A B C D
Read the passage carefully and choose the best answer
Sources of Energy
When man first appeared on earth, his greatest source of power was his own
physical strength. As he grew wiser, he learned to make animals supply power for him.
Then, many centuries later, he discovered that wind and water were even better power
sources than animals. Still later he found that power from steam, coal and oil was often
even better than these.
In the latest search for improved living, physicists – scientists who study energy and
matter – have been led to the study of the atom. The physicists have found that atomic
energy can do sich things as supplying electricity to cities, blasting our harbors, running
ships and submarines, and many soon provide energy for space flights.
Finding ways to make the atom work for us is a new science. It just started in the
twentieth century. However, by working with atoms, scientists have found that these tiny
storehouses of energy can both help and, unfortunately, harm mankind.
Question 41. Which of the following is the main idea of paragraph 1?
A. Man’s greatest sources of power. B. Man’s earlier sources of energy.
C. Man’s own physical strength D. Man’s most recent source of power
Question 42. The word wiser in paragraph 1 probably means _________.
A .being older and weaker B. having more experience and knowledge
C. having ability to make things D. being richer and more powerful
Question 43. The word these in paragraph 1 refers to _________.
A. coal and oil B. animals C. power sources D. steam and coal
Question 44. According to paragraph 2, which of the following is NOT tru about atomic energy?
A. It is the newest source of energy. B. It was discovered by physicists.

C. It was discovered too late. D. It can be used for various purposes.
Question 45. What can br implied in paragraph 3?
A. Atomic energy is a new science.
B. Atomic energy can be used for bad purposes.
C. Atomic energy began in the 20
th
century.
D. Atomic energy is not welcomed by scientists.
Fill in each blank with the most suitable word or phrase.
SPORT
Someone once said that there are three kinds of people who are (46)_________ in
sport: People who take part, people who watch, and people who watch (47)_________
television. It’s very easy to make fun of stay-at-home sports fans, but on the other hand,
television does enable us to enjoy all kinds of (48)__________events. We can watch a
racing car overtake another, see a cyclist (49)___________ the finishing line, or enjoy the
goals of our favorite football (50)____________.
Question 46. A. playing B. interested C. really D. succeed
Question 47. A. with B. on C. by D. from
Question 48. A. sport B. sports C. sportman D. athlete
Question 49. A. overtake B. reach C. come D. cross
Question 50. A. team B. class C. band D. group
Sở GD&ĐT Đồng Nai
Trường THPT Phú Ngọc

CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập - Tự do - Hạnh phúc
µ
Định Quán, ngày 24 tháng 05 năm 2013
PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM
Năm học: 2013 - 2014

–––––––––––––––––
Tên sáng kiến kinh nghiệm: VẤN ĐỀ VÀ ĐỂ XUẤT TRONG KIỂM TRA ĐÁNH
GIÁ KẾT QUẢ HỌC TẬP MÔN TIẾNG ANH CỦA HỌC SINH THPT
Họ và tên tác giả: Nguyễn Thị Hoa - Chức vụ: Giáo viên
Đơn vị: Trường THPT Phú Ngọc
Lĩnh vực: (Đánh dấu X vào các ô tương ứng, ghi rõ tên bộ môn hoặc lĩnh vực khác)
- Quản lý giáo dục 1 - Phương pháp dạy học bộ môn: Tiếng Anh 1
- Phương pháp giáo dục 1 - Lĩnh vực khác: ……
1
Sáng kiến kinh nghiệm đã được triển khai áp dụng: Tại đơn vị 1 Trong Ngành 1
1. Tính mới (Đánh dấu X vào 1 trong 2 ô dưới đây)
- Có giải pháp hoàn toàn mới 1
- Có giải pháp cải tiến, đổi mới từ giải pháp đã có 1
2. Hiệu quả (Đánh dấu X vào 1 trong 4 ô dưới đây)
- Hoàn toàn mới và đã triển khai áp dụng trong toàn ngành có hiệu quả cao 1
- Có tính cải tiến hoặc đổi mới từ những giải pháp đã có và đã triển khai áp
dụng trong toàn ngành có hiệu quả cao 1
- Hoàn toàn mới và đã triển khai áp dụng tại đơn vị có hiệu quả cao 1
- Có tính cải tiến hoặc đổi mới từ những giải pháp đã có và đã triển khai áp
dụng tại đơn vị có hiệu quả 1
3. Khả năng áp dụng (Đánh dấu X vào 1 trong 3 ô mỗi dòng dưới đây)
- Cung cấp được các luận cứ khoa học cho việc hoạch định đường lối, chính
sách: Tốt 1 Khá 1 Đạt 1
- Đưa ra các giải pháp khuyến nghị có khả năng ứng dụng thực tiễn, dễ thực
hiện và dễ đi vào cuộc sống: Tốt 1 Khá 1 Đạt 1
- Đã được áp dụng trong thực tế đạt hiệu quả hoặc có khả năng áp dụng đạt hiệu
quả trong phạm vi rộng: Tốt 1 Khá 1 Đạt 1
Phiếu này được đánh dấu X đầy đủ các ô tương ứng, có ký tên xác nhận của
người có thẩm quyền, đóng dấu của đơn vị và đóng kèm vào cuối mỗi bản sáng kiến
kinh nghiệm.

XÁC NHẬN CỦA BAN CHUYÊN MÔN
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THỦ TRƯỞNG ĐƠN VỊ
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