Chuyên đề: Đánh giá và xếp loại E11

Methodology-E.11- Intensive Program
Testing
Presented by Lê Kim Tường

TESTING & ASSESSMENT

Questions for discussion
1.State what you know about innovation/change in
testing and assessment.
2.List some test types you usually give your 11-grade
students.
3.Suggest what should be done to make fair tests.

Follow-up activity
In groups, choose one point to be tested (either
language skills or vocabulary or grammar or
pronunciation). Design a 45-minute test with key
answers.

Innovation/Change in Testing

In traditional language teaching, formal and informal tests are
given to students by their teachers.

Nowadays, based on student-centered approach, language
testing includes tests, continuous/continual assessments.
- Formal tests are given to students at the end of a semester/
school year, marked, and assessed by teachers.
- Continuous/continual assessments are informal tests given
regularly to students during the course. They are assessed by

teachers( teacher assessment), or classmates (peer
assessment), or the student himself/ herself (self-assessment).

Note to the teacher
PEER OBSERVATION & EVALUATION ( for advanced
discussion skills only)
According to Green (2002:225), peer evaluation may be carried out
in one, two, or all of three main ways:

Observer ring. While a group conducts its discussion, the
observer-evaluators sit with the discussion group and monitor
the proceedings. Observers need to complete observation and
evaluation sheet.

Shadowing. Shadowing provides for intensive one to one
evaluation. A specified member of the partner group sits next to
or behind a discussion group participant. At a prearranged point
in the discussion, the shadow may substitute for the participant
and adopt his/her line of argument

Using video and audio recorders. The recording of each group
should be made away from the classroom in a quiet space to
obtain excellent results.

Testing and Assessment

“…Testing is one kind of assessment. One which is typically
used at the end of a stage of instruction to measure student
achievement. Assessment is a broader concept: it is part of the
whole educational process of teaching and learning…”


“…Whilst tests can be used as a ‘bolt-on’ procedure at end-
points in a learning program, assessment is integral to the whole
process of teaching and learning…”

Assessment is undertaken and for different purposes. The first
purpose is pedagogically motivated, i.e. formative assessment.
The second one is to measure learner achievement, i.e.
summative assessment.
Source: Hedge, T. (2000). Teaching and Learning in the Language
Classroom, OUP .(pp 336-337)