Xây dựng một số công cụ đánh giá năng lực đọc hiểu của học sinh lớp 9 trong môn ngữ văn tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

TRAN THI KIM DUNG

DEVELOPING SOME ASSESSMENT TOOLS
FOR GRADE-9 STUDENTS’ READING
COMPENTENCY IN LITERATURE
Major:

Theory and Methodology of Teaching

Code:

9 14 01 11

SUMMARY OF DOCTORAL THESIS

HA NOI, 2019


This research is completed at:
The Vietnam National Institute of Educational Sciences

Supervisors:
1. ASSOC. PROF. DR. Nguyen Thi Hong Van
2. ASSOC. PROF. DR. Nguyen Thi Hanh

Reviewer 1: ....................................................................
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Reviewer 2: ....................................................................
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Reviewer 3: ....................................................................
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This thesis shall be defended at the Thesis Examination Committee at Institute
level, The Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao
street, Ha Noi at ……… ……… dated ……… year ………

This thesis is available at:
- National Library of Vietnam
- Library of the Vietnam National Institute of Educational Sciences


INTRODUCTION
1. Reason for choosing the topic
1.1. In the early decades of the 21st century, there was an urgent demand for the
implementation of the fundamental and comprehensive renovation in the education and
training, and human resources development in our country. In the Resolution of the 8th
plenum of the 11th Central Committee, it was stated that: “Radically renovate the forms
and methods of examinations, tests and assessment of educational, training outcomes to
guarantee the integrity, objectivity. The examination, testing and assessment of
educational, training outcomes need to be implemented step by step in accordance with the
advanced criteria trusted and recognized by the society and international community.
Combine the assessment result in learning process with the end-of-term, end-of-year
assessments; teachers’ assessment with students’ self-assessment; schools’ assessment
with family and society’s assessment.” On the implementation of this task, the Ministry of
Education and Training has required the entire sector to carry out the renovation in testing
and assessment towards competency approach, considering this as the breakthrough in the

process of teaching and learning renovation.
1.2. Students’ performance assessment is an essential component in the teaching and
learning process. Systematic assessment following the learning objectives will promptly
provide necessary information for students to re-adjust their learning activities and
feedback for teachers to adjust, refine their teaching activities, thereby improving the
teaching and learning quality in the general schools. When the curriculum, text books have
been determined toward competency development, the assessment of students’
performance should be in compliance with this approach. However, in the current general
schools, the assessment of students’ performance in the subjects in general and Literature
in particular still has limitations and shortcomings. Teachers who have approached the
trend of assessment renovation towards competency development still find it confusing to
implement, especially when it comes to how to establish appropriate tools ensuring
technical requirements.
1.3. Reading comprehension is a component competency of the group of professional
competencies that need forming and developing in the Literature. However, the
assessment of reading competency still has limitations, including the issue of developing
the assessment tools. The question is what kind of renovation does Literature in
Vietnamese schools need to achieve the goal of competency assessment? Besides the
common assessment tools that teachers have been using for a long time, how can we
develop tools to assess students’ reading competency accurately and objectively? For such
educational phrases of significant meaning as fundamental educational phrase (ends at
grade 9), how should the assessment of Literature performance be implemented for the
best improvement of teaching quality?

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For the above-mentioned reasons, the following research topic was chosen:
“Developing some assessment tools for grade-9 students’ reading competency in
Literature”.

2. Literature review
The assessment of students’ competency in general and reading competency in
particular has been an attractive topic for numerous researchers. In the scope of the thesis,
the author focused on the four main aspects in terms of: 1) Assessment tool development;
2) Regular assessment at schools; 3) Summative assessment at schools; 4) Assessment tool
development and Literature reading competency assessment
2.1. Research on assessment tool development
By studying some major documentations such as Classroom Assessment:
Principles and Practice for Effective Standards-Based Instruction (James.H McMillan);
Qualities of Effective Teachers (James H.Stronge); Measurement and Assessment of
Learning Activities at School (Lam Quang Thiep); Assessment of learners’ development,
opportunities, challenges and solutions (Nguyen Thi Lan Phuong et al.); Establishing a
common knowledge framework for educational assessment (Duong Thu Mai), etc. we
found that the authors had affirmed the essential role of assessment in the improvement of
teaching and learning quality, put emphasis on the significance of tools for different forms
of assessment, initially proposed the ways to develop and use assessment tools (including
regular written tests; observation slips, question paper; questionnaires).
The authors emphasized that it was important to model the differences between
assessment tools and test design process to illustrate the relationship between assessment
purposes (continuous assessment to reinforce the learning process, review students’
strengths and weaknesses or summative assessment to provide feedback for learners,
teachers, management levels, etc.), and assessment method, tools, and objectives.
2.2. Research on continuous assessment at school
With regard to this matter, we studied such documents asClassroom assessment:
concepts and applications (Airasian, P. W); Assessment Literacy (Boyles, P); Principles
and Practice for Effective Standards-Based Instruction, (James H. McMillan); Classroom
Assessment Technique (Thomas A.Anges, K Prtricia Cross); Initial Renovation in
Assessing Grade-6 Students’ Academic Performance (Tran Kieu); Testing and Assessing
Syllabus in Teaching (Sai Cong Hong, Le Thai Hung, Le Thi Hoang Ha, Le Duc Ngoc));
General Education Curriculum (Ministry of Education and Training, 2018); Renovation in

teaching method and testing and assessing academic performance of subjects in general
schools (Ministry of Education and Training, 2016, 2017, 2018 Teacher Training
Materials), etc.
In general, the documents have significantly resolved some radical issues in terms

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of continuous assessment such as concept, purpose, role/meaning, methods, primary
means/tools; focused on the importance of continuous assessment: assessment for learning
activities with the purpose of finding and interpreting information for learners, teachers to
determine their position on the learning path, thereby adjusting teaching and learning
activities to strive for the best. Although these issues have mostly been addressed in terms
of general theory initially with some examples associated with the subject, we consider
these as important foundation to continue researching and applying to fulfill the task of the
thesis.
2.3. Research on summative assessment at school
Summative assessment is also a matter of great interest, some of the main works
that the author had access to are Classroom Assessment Techniques (Thomas A.Anges, K
Prtricia Cross), Assessment and Teaching of 21st Century Skills: Methods and Approach
(Patrick Griffin, Esther Care), Guidance for Teachers to Achieve High Results in
Assessing Students in the Classroom (Niko, Hasu), Measurement and Assessment of
Learning Activities at School (Lam Quang Thiep), Research and propose a common
knowledge framework for educational assessment and focus on each relevant subject
(Duong Thu Mai),…
These documents have analyzed and clarified some of the important concepts of
summative assessment, purpose of summative assessment, tools used in summative
assessment. In addition, the authors also expressed some opinions showing the new
approach (compared to Vietnam) in the test/examination paper design in order to develop
students’ competency: focusing on the problem-solving task with pragmatic scenarios,

minimizing the task of knowledge identification, creating opportunities for students to
express their personal competency. Through these research, we have also clearly identified
some basic characteristics of the two forms of assessment (continuous assessment and
summative assessment).
2.4. Research on the development of assessment tools for students’ reading competency
in Literature/and similar subject in foreign countries
To study the above matter, we focused on some main works, which are Literature
Teaching at General Schools (Hoang Hoa Binh - Editor); Renovation in Academic
Performance Assessment Meeting Competency Development Requirements (Do Ngoc
Thong); Assessment Renovation in Literature Framework Following Competency
Development Orientation (Bui Manh Hung); Proposal on Structure and Standard of
Reading Competency (Nguyen Thi Hong Van); Reading Competency Standard (Nguyen
Thi Hanh); Assessment of Students’ Literature Competency, (Pham Thi Thu Huong); A
Brief on Curriculum, Teaching Method, Assessment Method of Literature in Some
Countries (Nguyen Thi Hong Nam, Vo Huy Binh),…

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A similarity in these works is that the authors clarified and affirmed the important
role of the academic performance assessment in general and students’ reading competency
assessment in Literature in particular. Some works conducted in-depth research on tools
used in the assessment, development technique and how to use these tools in accordance
with the characteristics in many learning aspects. These works enabled us to gain an
insight of the objective of teaching reading; the method and technique for teaching
reading; testing and assessment of students’ reading competency. Some works put
emphasis on the identification of the components of reading competency, establishment of
behavioral indicators, proposal for reading competency assessment standard.
The “Literature General Education Programme” promulgated on 26 December
2018 by the Ministry of Education and Training also clearly identified that the necessary

requirements of reading are the outcomes of competency standard. These requirements are
specifically analyzed for each text genre (literary text, argumentative text, informative
text). The analysis of educational results also stated specific guidelines playing the role of
compass helping teachers realized the nature of students’ academic performance
assessment following the competency development orientation. However, the mentioned
issues in this thesis are only the guidelines, specific applied studies are required for
practical implementation and application.
Some foreign documentations namely Technique to Raise Questions in Reading
Competency Assessment (Juliette Mendelovits, Ron Martin Dave Tout); Teaching the Best
Practice Way: Methods that Matter : (Harvey Daniels và Marilyn Bizar); Teaching
reading and writing (Johnson, A.P), etc. focused on discussing the important role of
reading competency assessment, initially introduced assessment tools for reading
competency, levels of reading competency needs assessing.
In general, both domestic and foreign researchers have studied and introduced some
guidelines for using the assessment tools for students’ reading competency from different
perspectives. However, some issues in terms of how to design and use some assessment
tools such as questionnaires, observation slips, academic records to improve the teaching
and learning quality have not been studied comprehensively and systematically. That is
the gap that the thesis will proceed on reseaching.
3. Research purpose
To develop some assessment tools for grade-9 students’ reading competency in
Literature to contribute to the renovation of academic performance assessment in
Literature following learners’ competency development orientation.

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4. Research tasks
- To determine the theoretical, practical basis of the development of some
assessment tools for grade-9 students’ reading competency in Literature in two forms,

which are continuous assessment and periodical assessment.
- To determine principles, process to develop assessment tools, standards for grade9 students’ reading competency, thereby designing some assessment tools for grade-9
students’ reading competency on such basis.
- To conduct pedagogical experiment, to initially affirm the feasibility, efficiency
of the proposed tools in the thesis.
5. Research scope
- Objective scope: Assessment tools for grade-9 students’ reading competency
- Practical research scope: Some secondary schools in some provinces/cities: Ha Noi,
Thai Nguyen, Quang Ninh
- Experimental scope: Pilot some representative tools for two assessment forms
(continuous assessment and periodical assessment).
6. Research method
The thesis adopted the theoretical research methods (analysis, summary, comparison,
etc.) and practical ones (observation, investigation, survey, pedagogical experiment).
7. Scientific hypothesis
If it is possible to develop and use some tools that ensure the scientific
characteristic to assess grade-9 students’ reading competency in Literature contributions
will be made to achieve the objective of developing students’ reading competency.
8. New contributions of the thesis
- Theoretically: Contributing to systematize some theoretical issues relating to the
assessment in accordance with competency development; proposing standard for assessing
grade-9 students’ reading competency based on requirement of the programme.
- Practically: Determining necessary assessment tools in two forms of continuous
assessment and periodical assessment; proposing some assessment tools for grade-9
students’ reading competency, making contributions to implement the new Literature
General Education Programme.
9. Structure of the thesis
In addition to the Introduction and Conclusion, the thesis is divided into three chapters:
Chapter 1: Scientific basis of the development of some assessment tools for grade-9
students’ reading competency in Literature

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Chapter 2: Designing assessment tools for grade-9 students’ reading competency in
Literature
Chapter 3: Pedagogical experiment, reviewing the efficiency and feasibility of the
proposed assessment tools for grade-9 students’ reading competency.

CHAPTER 1: SCIENTIFIC BASIS OF THE DEVELOPMENT
OF SOME ASSESSMENT TOOLS FOR
GRADE-9 STUDENTS’ READING COMPETENCY IN LITERATURE
1.1. Rationale
1.1.1. Assessing educational outcomes following competency development orientation
1.1.1.1. Assessing educational outcomes
Educational assessment means the process of gathering information, analyzing and
interpreting the reality of students’ learning, identifying the cause to propose measures to
improve the teaching and learning so that students can make progress and achieve the set
out learning objectives. In accordance with the “General Education Programme”,
educational outcomes are measured with qualitative and quantitative forms through
continuous, periodical assessment at educational facilities, assessment on a large scale at
national, local level and international assessment. The results of optional subjects are used
to assess students’ general academic performance in each academic year and in the entire
learning process.
1.1.1.2. Forms of educational outcomes assessment
There are two forms of assessment, based on continuity and period which are
continuous assessment and periodical assessment. The continuous assessment (also called
process assessment) is the assessment that takes place in the teaching process, provides
feedback for teachers and students to improve teaching and learning activities. The
periodical assessment (also called summative assessment) is the assessment that takes

place after a period of teaching conducted with tests in the class for all students to get
results as a basis for student classification or by means of end-of-year examinations or
examinations by educational agencies outside the schools to affirm students’ academic
performance.
1.1.1.3. Assessment tools
Assessment tools are means used in the process of assessment in order to achieve
the assessment goals. The basic feature of the assessment tools is the basis to gather
information about students’ academic performance, provided to teachers and students in

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the process of assessment and self-assessment. The selection of assessment tools depends
on the purpose and method of assessment.
1.1.1.4. Methods of educational outcomes assessment
Article writing method: This method of assessment is used in both continuous and
periodical forms, but the periodical assessment may prevail. Some tools that are often used
in the article writting method are tasks/requests to write reflection, journal, article, thesis,
etc.
Multiple-choice method: This method includes objective and writing multiple-choice
tests, that can be used in both continuous and periodical forms. The mainly used tools in
the multiple-choice method are simple multiple-choice questions, complex multiple-choice
questions, filling in, matching;
Oral exam: In this method, teachers ask questions and students answer the questions
to draw conclusions and gain new knowledge that students need to understand or to
summarize, reinforce, test, extend knowledge that students have learned. Some tools that
are used in the oral exam are questions, oral comments, learning appraisals (experience
exchange, interview and sharing).
Observation method: The observation included tracking or reviewing students’
activities (observation of progress, skills) or commenting a product made by students

(observation of product). The tools used in the observation method consist of: Observation
slips; Academic transcripts; Teaching diaries (short record, daily record), etc.
Practical method: It is the method where teachers organize students to carry out
practical activities, write reports on the practical results; focus on the process of carrying
out activities and final products; help students differentiate what they have known from
what they have done. Tools that are often used in the practical method are short questions
and exercises associated with specific situations, learning tasks that need resolving,
experiments, academic records.
1.1.1.5. Concept of competency
There are different concepts of competency; however, there are still similarities.
From our perception, competency is a combination of personal attributes showing a
smooth consolidation of knowledge, skills and biological - psychological conditions of an
individual (demand, emotion, will, personal positiveness, etc.) to effectively conduct an
activity in accordance with requirement and goals that are practically established;
competency is formed and developed based on existing qualities and through the process
of learning, training of each person.
1.1.1.6. Competency assessment
The trend of assessment with the following characteristics: 1) Paying more
attention to each person’s improvement and capacity expressed during the learning

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process and applying what they have learned to the practice; 2) Focusing on summative
assessment contents, associated with the resolution of practical situations; 3) Determining
assessment levels on a wide spectrum to achieve accurate and specific classfication of
learners’ competency.
1.1.1.7. Some scales in competency assessment
The thesis studied on: (1) B.S. Bloom’s cognitive scale, (2) Dreyfus’s skill
assessment; (3) Boleslaw Niemierko’s thinking levels, (4) Biggs and Collis’s behavioral

scale - the SOLO taxonomy, (5) Singer’s competency classification, (6) Scale of specific
areas by PISA (reading, mathematics, science).
1.1.2. Reading competency and assessment of students’ reading competency In Literature
1.1.2.1. Concept of reading competency
On the basis of selective inheritance of concepts by previous scientists, it is our
perception that: Reading comprehension is a part of reading competency, showing the
ability to apply knowledge of text (author, context, structure, etc.) and the ability to read
the text with a positive attitude, willingness and reader’s effort to study/explore the text, to
discover information, critical meaning from the text to solve a learning task or a liferelated problem. The reading competency include the following main components:
Gathering and extracting information; Analyzing, interpreting information; Reflecting the
information analysis and applying the read information in real life.
1.1.2.2. Objectives of improving reading competency
Reading comprehension plays an essential role because it relates to the perfection of
human personality, creating a cultural foundation for human. When mastering the reading
skills, forming and developing the reading competency, people will expose themselves to
opportunities with essential, diversified education and source of experience that are
beneficial for them and contribute to community development .
1.1.2.3. Reading competency assessment
The assessment of reading competency should meet the requirements of the
Curriculum including understanding content of the text; understanding form/art of the
text; understanding extension, connection, relevant documents out of the text. These
requirements are concretized into three tasks: gathering information; analyzing,
interpreting, connecting information; responding, connecting and scaling up. We divided
each task into 3 levels of competency, then analyzed in the frame of reference the
requirements established in the curriculum.
1.1.2.4. Requirements of competency assessment of literary, argumentative, informative
text reading
In the 2018 Literature Programme, types of text for reading include: literary text,

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argumentative text, informative text. When identifying the requirements to meet in terms
of text reading, in addition to the common requirements, there are specific requirements
associated with the characteristics of each genre of text. Therefore, when identifying the
requirements of reading competency assessment in Literature, it is important to pay
attention to general requirements and specific requirements for each genre of text.
1.1.3. Some assessment tools that are mainly used for students’ reading competency in
Literature
1.1.3.1. Some assessment tools used in continuous assessment
Questions, exercises: The boundaries between questions and exercises are relatively
determined by the manner in which they are raised and resolved. An exercise may consist
of one or more questions. Questions, exercises are the most popular tools to assess
students’ progress; attract their attention easily and effectively, get them engaged in the
lesson. Questions/exercises may enhance students’ reasoning and comprehension ability
by helping them thoroughly and verbally express their ideas. There are different ways of
classifying questions/exercises. In the thesis, the question, exercises system to assess
students’ reading competency will be categorized into 3 types, according to 3 tasks carried
out by students when reading the text.
Feedback: Feedback is a critical tool that teachers often use to encourage students.
The feedback shall be effective when consisting of 6 following characteristics:
Associating the implementation with assessment standard, Showing students’ progress;
Demonstrating how to correct mistakes; Being regular and prompt; Describing in detail;
Focusing on major mistakes. Positive feedback does not only help students strengthen
their knowledge, skills, realize their correct/incorrect points when carrying out the tasks,
therefore discovering the way to change/adjust to improve academic performance but also
provides students with motivation to try harder.
Observation slips: The tools consist of specific requirements that need to be noted
down during the observation to track, review students’ implementation of the activities
(process observation) or comment on a product made by students (product observation).

The observation slips have flexible structure, depending on the assessment purpose. In
their simplest form, the observation slips may be merely short notes of teachers when
observing students. In their more scientific form, it can be structured in specific format,
typically with three parts: The introduction with the subject, location, time and date of
observation, the observer; the Content with specific requirements of noting or recording
when observing; the Supplements are often predictions or notes to clarify some rogue
information when observing.
Questionnaire: A set of questions that is conducted simultaneously with many
people. Respondents (usually students) answer their opinions by checking the

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corresponding boxes or writing answers according to a certain rule. Through students’
answers, teachers can be informed about their academic performance, strengths and
weaknesses. The classification of questionnaire depends on the subject (students, parents).
Questionnaire is mostly used in continuous assessment. Sometimes in large-scale
assessment program (national assessment, international assessment), questionnaire is also
used as a supporting tool to further clarify issues that expert reviewers are interested in.
Academic records: A deliberate and organized collection of students’ works
accumulated in a period of time, showing their effort, progress and what they have
achieved. Teachers use these records to assess the entire learning process and progress
with completed works, and final products. Some types of academic records: progressive
record, target students, students with achievements, etc.
1.1.3.2. Tools used in periodical assessment
Periodical assessment is conducted through tests or written examinations.
Examinations and tests may be in the form of writing (one or many questions); it is
possible to combine objective multiple-choice form (including objective multiple-choice
questions) with writing form. Due to the nature of reading content flow, in periodical
assessment we chose and focused on analyzing two tools which are tests and research

exercises/learning projects. The reasons for this choice was that we wanted to continue,
develop the implementation of the existing program and the new program.
1.2. Practical basis
1.2.1. Administrators and teachers’ awareness of assessing students’ reading
competency in Literature
1.2.1.1. Administrators and teachers’ awareness of academic performance assessment
following competency development orientation
The above content was analyzed with the following criteria: being aware of
characteristics, nature of the assessment of students’ reading competency; taking a
scientific approach to reading competency assessment; applying knowledge of assessment
to renovate the testing and assessment in the direction of competency development. The
survey result showed that a majority of administrators, teachers had proper awareness of
the above issues.
1.2.1.2. Administrators and teachers’ awareness of renovation in assessing students’
reading competency in secondary-school Literature.
This content was studied on the following specific perspectives: Accurate
identification of assessment purpose, assessment implementation process, tools used in the
assessment and design of assessment tools. The result showed that a majority of teachers
were not aware of the different assessment tools that could be used to assess students’

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reading competency such as: Questionnaires, Observation slips, Academic records, Scales,
etc. Some teachers heard about it but had never used or seen their colleagues using them.
This is a shortcoming that is worth paying attention to in order to overcome the limitations
in the existing assessment.
1.2.2. The practice of tools that are used to assess students’ reading competency in
Literature
1.2.2.1. Tools used to assess students’ reading competency

The survey showed that the most popular assessment tool was questions and
exercises, in addition to the advantages of this tool, there were more reasons such as
limited sources of materials for assessing students’ academic performance in subjects,
difficulties encountered by teachers in terms of timing, working pressure; sometimes,
these materials were limited at the general guidelines without specific ones for teachers to
apply in the subject, because of foreign language qualifications, information technology,
levels of proactive enthusiasm, teachers’ lack of attention to progressive assessment.
1.2.2.2. Preliminary evaluation of the tool quality
Currently, most teachers are using questions and exercises in the form of
examination/tests as assessment tool for reading competency. Therefore, to survey this
content, we only focused on reviewing the examinations/tests designed by teachers. From
the 40 reading tests that were collected, we conducted statistical analysis, analyzed to
review the types of knowledge mentioned, the result showed that the assessment tools
were not really good in terms of technical standards, the effectiveness of the assessment
was still narrow, information gathered by the tools was not very helpful for the
improvement of teaching and learning quality.
SUBCONCLUTION OF CHAPTER 1
We focused on analyzing the issues relating to the assessment of reading
competency. This is a very important premise, the basis to design assessment tools for
students’ reading competency. We conducted practical survey and found that a majority of
teachers were properly aware of the renovation in assessment in the direction of
competency development, however, the application of the approached theories in the
practice still encountered obstacles so the achieved results were still limited. The main
reasons were difficulties in getting access to high quality materials in terms of assessment
renovation, pressure in daily work of teachers, manipulation of important examinations,
etc. The use of different tools to diversify the assessment forms was still neglected. This is
the essential theoretical and practical basis guiding the development of some assessment
tools for grade-9 students’ reading competency in the chapter 2.

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CHAPTER 2: DESIGNING AND USING SOME ASSESSMENT TOOLS FOR
GRADE-9 STUDENTS’ READING COMPETENCY
IN LITERATURE
2.1. Proposing principles and process of developing assessment tools for reading
competency
2.1.1. Principles of developing assessment tools for reading competency
- To guarantee systematic, accurate and scientific assessment of students’ reading
competency
- To describe in detail the requirements identified in the reading content of grade-9
students
- To be in line with biological and psychological characteristics of students
- To meet the practical requirements of Vietnam and integrate with the world
2.1.2. Steps to develop assessment tools for grade-9 students’ reading competency in
Literature
- Identify the assessment purpose
- Identify the assessment standards
- Establish the assessment matrix
- Develop the assessment tool
- Appraise the assessment tool
- Adjust and complete the assessment tools
These steps are mostly implemented in tests/examinations, other tools like
questionnaires, observation slips may also be conducted (if possible) or simplified,
combined appropriately. The appraisal will depend on the nature of the tools (used on a
narrow or large scale, in continuous assessment or periodical assessment) to be conducted
with different scales, requirements.
2.2. Proposing assessment standard for grade-9 students’ reading competency
2.2.1. Proposing assessment standard for reading competency (common standard for
three genres of text)

The thesis proposed a common assessment standard for three genres of text. This
common standard is the foundation to design specific standards for each genre of text,
according to its typical characteristics. The common standard is identified in two focuses:
The first focus is three reading comprehension tasks (according to PISA): Gathering and
extracting information; Connecting, interpreting and analyzing information; Responding,

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evaluating, connecting with reality; the second focus is three levels of assessment from
easy to hard (from level 1 to level 3).
2.2.2. Proposing standard for assessing the competency of reading literary text
Based on the common standard and characteristics of the literary text, the thesis
proposed a standard for assessing the competency of reading literary text. Some typical
factors to be focused on are: figurativeness, expressiveness, aesthetics. Reading tasks and
levels of competency are determined as common standard.
2.2.3. Proposing standard for assessing the competency of reading argumentative text
Based on the common standard and characteristics of the argumentative text, the
thesis proposed a standard for assessing the competency of reading argumentative text.
Some typical factors to be focused on are: logicality, coherence, persuasiveness. Reading
tasks and levels of competency are determined as common standard.
2.2.4. Proposing standard for assessing the competency of reading informative text
Based on the common standard and characteristics of the informative text, the
thesis proposed a standard for assessing the competency of reading informative text. Some
typical factors to be focused on are: topicality, applicability, formality. Reading tasks and
levels of competency are determined as common standard.
2.3. Developing some assessment tools for grade-9 students’ reading competency
2.3.1. Some assessment tools for grade-9 students’ reading competency in Literature
2.3.1.1. Questions/exercises:
The thesis designed a system of questions and exercises for continuous assessment

after teaching the text Chuyen nguoi con gai Nam Xuong (The Married Woman of Nam
Xuong) (by Nguyen Du). With a total of 10 questions, including both multiple-choice and
open questions. Multiple-choice questions also included different types such as: Simple
objective multiple-choice questions, complex objective multiple-choice questions,
matching questions. This system of questions and exercises carried out three tasks as
stated in the standard for assessing the competency of reading literary text with different
difficulty levels; focused on strengthening the type of question connected with reality. By
answering the questions, students would have chance to practice on how to read and
comprehend literary text (tale in this context): learn about the characteristics of the genre
and ideological views of the author; remember main events; connect, analyze the events,
details in the tale to explain the content, meaning of the story; recognize the effects of the
mythical details in the story, relate the problems posed in the story with reality to draw
lessons on self-awareness and self-action. Through students’ answering these questions,
teachers could assess the students’ reading competency, be aware of the good points and
obstacles to take measures promptly, gradually achieve the paramount goal: know how to

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read and comprehend tales. Consequently, students can actively, confidently read other
tales, which means know how to read extensively to form and develop the reading
competency.
2.3.1.2. Feedbacks
The thesis illustrated the continuous assessment tools - feedback - based on six
major characteristics: 1) Being associated with specific requirements; 2) Recording
progress; 3) Instructing how to adjust; 4) Being consistent with timing and extend; 5)
Being detailedly described; 6) Focusing on important mistakes. The answers of some
questions in the item 2.3.1.1 are considered as basis to produce feedback. After each
illustrative example, there is an explanation of tools for easy observation (purpose,
meaning, and note when using).

2.3.1.3. Observation slips
The thesis illustrated the assessment tools for students’ reading competency with a
observation slip used when teaching the poem “Dong chi” (“Comrade”) (by Chinh Huu).
The observation slip was designed with specific criteria, associated with three tasks of
reading literary text. Each criteria was described at three levels of competency (A, B, C in
which A was the highest level). Based on the specific manifestation of students when
performing learning tasks, teachers would assess students’ level of achievement to observe
and collect necessary information in line with the purpose of assessment as basis to
develop teaching strategies for individuals or team.
2.3.1.4. Questionnaires
The thesis illustrated the assessment tools for students’ competency to read modern
poems after learning the poem Mua xuan nho nho (A little spring) (by Thanh Hai). The
questions in the Questionnair relied on K-W-H-L-A-Q strategy (which derived from the
K-W-L chart proposed by Donna Ogle in 1986). This reading strategy could be
summarized in 6 main activities with following respective objectives: (1) Identifying
students’ existing knowledge of the subject/text (sentence 1); (2) Identifying objective of
reading activities (sentence 2, 4); (3) Identifying measures, ways to find out the answer
(sentence 3, 5); (4) Finding the answer, systematizing knowledge, self-supervising the
reading-comprehension process (sentence 6); (5) Creating opportunities for students to
express their personal thoughts, ideas beyond the text boundaries (sentence 7); (6)
Facilitating students to continue searching, exploring creatively about the subject/text
(sentence 8). This Questionnaire may be used to strengthen what was done in the lesson to
inculcate the method of reading modern poems into students.
2.3.1.5. Academic records
The thesis presented the academic records as the tool to assess grade-9 students’
reading competency. Products in the record include 10 types: 1) Questionnaire for students

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about matter relating to reading preferences; 2) Reflective article (in the form of personal
opinion) after reading some texts (beyond the curriculum) about the modest personality of
President Ho Chi Minh; 3) Oral presentation about the consequences of war/the risk of
nuclear war in some countries in the world today (audio recording or video clip); 4) Text
summarizing some article about children encountering difficult lives in need of
community help; 5) A group draft to help the most suffering students among the difficult
children that they know; 6) Summary of two other stories by Nguyen Du in the work
Truyen ki man luc (Collection of Strange Tales) that were also written about women; 7)
Summary of Truyen Kieu (The Tale of Kieu) in students’ own way of reading; 8) A
summary text of a critical article on The Tale of Kieu; 9) A synopsis of the movie Luc Van
Tien; 10) Summary of some articles about the present-day Luc Van Tien examples and
students’ comment. The specific products in the academic record were diversified,
however, it was necessary to rely on the practical tasks assigned to students by teachers to
determine, select products to include in the record.
2.3.2. Some assessment tools for grade-9 students’ reading competency in Literature
that are used in the periodical assessment
2.3.2.1. Tests
The illustrative test included 20 questions, focusing on assessing grade-9 students’
reading competency (literary text and informative text) with three reading tasks that
students needed to perform and behavioral levels of specific competency standard
identified in the test matrix. In order to diversify the question types, we designed 14
objective multiple-choice questions of the following types: simple multiple-choice
questions, complex multiple-choice questions and 6 open-ended questions. The openended questions aimed to assess how students applied their knowledge, skills of reading
text, associated with practical situations or simulated practice so as for students to train
and develop integrally the ability to solve problems. Two literary materials were selected,
one was available in grade 9 Literature text book (the poem Dong chi (Comrade) – by
Chinh Huu) and the other (informative text) beyond the text book but the appropriateness
for grade-9 students was still guaranteed (in terms of topic, volume, language, etc.). The
poem “Dong chi” was used to connect with the content of the Observation slip. We chose
similar criteria between these 2 tools in the expression of students’ reading competency as

the “bridging” content. The assessment criteria of Test and Observation were developed in
accordance with these requirements: Gathering, extracting information; Explaining,
analyzing, connecting information; Responding, reviewing, relating to reality. With
Observation slip, we had additional information about the students’ spirit, attitude, interest
when learning the poem “Dong chi”; with Test, there was additional questions about
informative text.
2.3.2.2. Research exercise

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The thesis illustrative analyzed a research exercise (The beauty of revolutionary
soldiers shown in some poems during resistance war against France and America that
were learned or read by students) from the perspectives: purpose for using research
exercise, method of designing research exercise, structure of research exercise. The
illustrative research exercise could be used to assess students’ competency to read modern
poems at the end of the first term, grade 9 (students were taught some poems like Dong
chi - Chinh Huu, Tieu doi xe khong kinh (The fleet of glassless trucks) - Pham Tien Duat
and other extensive texts of the same topic). This exercise belonged to literary
argumentative type but had higher requirements than the regular literary argumentative
exercise in the current process of learning and teaching. Getting familiar with research
exercise will help students practice writing a scientific essay (including specific items such
as research purpose, scope, reason and conclusions drawn after researching). This kind of
research exercise is an effective way to enhance the value of text reading, to practice
deeply two stages of engaging with the text and author; thereby stepping out of each text
to judge with both consciousness and emotion about issues presented by each author or the
way each author presented in each text.
2.3. Using information collected from assessment tool
2.3.1. Using information from the assessment tools to review students’ academic
performance and progress

Information from the assessment (both continuous and periodical) will provide
teachers with evidence of students’ academic performance and progress, this issue should
be of particular interest in the continuous assessment so as for teachers to adjust the
teaching activities promptly. From the information about the result of continuous
assessment, teachers was able to determine what students were capable of doing and
generalize their current position. It was important to train teachers about how to use teach
diary as an effective supporting tool for the task of assessing academic performance.
Teachers need to include the feedbacks, assessment, and specific evidence (students’
products) in the Academic records to support discussions during parent-teacher
conferences to show progress and allow monitoring of progress over time; provide an
accurate picture of where each student is on the learning process to help parents monitor
their child's learning.
From the assessment result, teachers need to make constructive comments,
providing information relating to action that may support the learning to not only help
parents see their child’s progress but also to consult on how to support their learning at
home. It is essential to provide precise and unofficial evidence that is collected regularly
and noted systematically to increase the reliability for parents.

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2.3.2. Using information from the assessment tools to classify students to adjust and direct
the way of teaching and learning of students in the following stage
Teachers also need to use the post-assessment information to determine their
pedagogical intervention plan with each students’ zone of proximal development; guide
students how to plan to improve their own achievements; make recommendations for
parents to help students improve their shortcomings. To effectively implement the abovementioned requirements, one of the premise to help teachers analyze the evidence
objectively and scientifically is to rely on Guttman scale which is also called cumulative
scaling or scalogram analysis. It is an ordinal scale for attribute assessment, from which
the initial observations can be copied. The detection of the Guttman scale in data depends

on their multivariate distribution that fits a specific structure. From the Guttman table,
teachers can review, assess in general student group and each student to identify and
classify students according to the expression of competency thereby determining training
plan and content in the following stage, in line with each student group, in accordance
with the theory “zone of proximal development”. The Guttman table is also explicit
information facilitating the self-assessment and peer assessment to help students realize
their strengths and weaknesses to adjust learning strategy.
SUBCONCLUSION OF CHAPTER 2
In chapter 2, the thesis identified the process of designing assessment tools
including 6 steps and 4 principles; proposed assessment standard for grade-9 students’
reading competency, including common standard for three genres of text and specific
standard for each genre. Each standard was measured at three levels to create
differentiation. In order for teachers to actively design assessment tools for students’
reading competency appropriate with the teaching practice, the thesis also proposed ways
of developing, using the tools; designed seven assessment tools for grade-9 students’
reading competency (questions and exercises; feedbacks; observation slips;
questionnaires; 1-period tests, research exercises). In order to overcome the shortcomings
relating to assessment effectiveness, the thesis analyzed two issues about using
information collected after the assessment to review students’ academic performance and
progress and to classify students, adjust the teaching and learning orientation of students in
the following stage.

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CHAPTER 3
PEDAGOGICAL EXPERIMENT
3.1. Purpose
To verify the feasibility of some assessment tools that the thesis had developed

3.2. Content
Experimenting two tools which are Observation slips (continuous assessment) and
Tests (summative assessment) to assess grade-9 students’ reading competency to get
specific specifications, thereby drawing conclusions on the design and use of the proposed
tools in the thesis.
3.3. Experimental tools
Observation slips and Tests (to express the idea of connecting these two tools in the
assessment of students’ reading competency).
3.4. Steps to conduct the experiment
Developing an experimental plan; Conducting experiment; Processing experimental
result of the tools
3.5. Experimental area and objectives
The thesis conducted experiment at 06 secondary schools in three provinces/cities
namely Ha Noi, Quang Ninh, Thai Nguyen on grade-9 students
3.6. Experimental result
3.6.1. Teachers’ feedback on the Observation slips
The observation slips designed by us were used by teachers in the experimental
teaching and reading class of the text Dong chi. The criteria for assessing the Observation
slips include: 1) Are the assessment objectives clear? 2) Is it convenient to use the tool? 3)
Is the tool’s structure appropriate? 4) Are the assessment contents appropriate with the
objectives? 5) Are the assessment contents appropriate with students? 6) Are the
requirements set out in the tool clear? 7) Is the accuracy and science of the tool
guaranteed? 8) Are the assessment, marking criteria clear?
According to teachers’ feedback, although it was the first time using the
Observation slips, they found it relatively convenient to use. Observation slips helped
teacher assessment some students comprehensively, with specific behaviors/evidence.
73% of the surveyed teachers marked the above criteria as very good and good.
3.6.2. Result of assessment on the value and reliability of tests

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The data analysis table showed that the tests had a good reliability calculated in
accordance with the Coefficient Alpha parameter (0.87). The reliability of the
test/examination was calculated with many different formulas. Basically, it was
determined based on the internal stability of the test. This coefficient is acceptable when
reaching from 0.6; it is marked as good when reaching from 0.8 to 1.0.
The analytical data of each question showed that the correlation value of students'
competency and the difficulty of the questions was suitable. That meant most of the
questions in the test were suitable for students to do. The features showing students’
reading competency were well satisfied, students’ level of competency and difficulty of
questions were all in the acceptable range, affirming that the test was built to ensure the
technical criteria, accurately assess students’ competency.
3.6.3. Result of analyzing the correlation between information collected from the
progressive assessment tools (Observation slips) and periodical ones (Tests)
The thesis adopted the Guttman table to demonstrate the result of data analysis
from Tests and Observation slips by selecting students experimented with the Observation
slips when learning the poem “Dong chi” to do the test with content relating to the poem
“Dong chi”. The purpose of this connection is to review the correlation between
information collected from the progressive assessment tools and summative assessment,
thereby proving the effectiveness of the assessment tools. The selected students were put
in a common comparison table. The result achieved by students according to the criteria
for competency assessment was described in the matrix of tests and observation slips.
Thereby, it is possible to identify which competency students are weak at so teachers will
have learning form and strategy for each student.
In general, the comparison table between Tests and Observation slips showed a
relatively similar assessment result between the information collected from Tests and
Observation slips. However, there were still some cases in which the indicators were not
identical between Tests and Observation slips, therefore, teachers need to study further to
explain the causes and help students find a way to adjust their learning strategies in the

future.
3.7. Some conclusions through the experiment
Some assessment tools for reading competency that are proposed by the thesis are
feasible, which can be a positive means in teaching text reading in grade 9, contributing to
the improvement of teaching quality.
Each tool often focused on assessing some competency indicators instead of
assessing thoroughly a student’s competency. Therefore, the use of numerous tools in the
entire process of assessment is necessary. The combination of tools in a suitable way will
provide teachers with precise conclusion in assessing students’ competency.

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The experiment also showed some existing issues in the current situation of
teaching and learning at secondary schools, expressed in the elements of the teaching
process. Therefore, these elements demand for adjustment that is suitable with the practice
but still demonstrates a development trend of an advanced, modern education system in
the open direction.

SUBCONCLUTION OF CHAPTER 3
The experimental process showed that the Observation slips were a new tool but
considered feasible and effective by most teachers; the experimented tests also had a good
reliability. Through the specifications of each question in tests, it can be seen that the tests
are suitable with the capability of grade 9 students, however, there are still some questions
that need adjusting to increase the reliability. The experiment process also helped us to get
a better insight of the backward impact of the assessment on the objects, content, and
teaching methods, thereby determining the basis for making appropriate
recommendations. And the development of assessment tools for students’ reading
competency in both continuous assessment and periodical assessment is a right research
direction, contributing to improving the quality of teaching reading comprehension in

Literature at secondary schools.

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CONCLUSION

1. The new Literature General Education Program recently issued by the Ministry
of Education and Training determined that “reading competency assessment should focus
on the requirement to understand the content, subject of the text, author’s opinion and
intention; identify the characteristics of the expressed perspectives, particularly in terms of
text form, genre and language used; answer questions at different levels of thinking;
arguing, explaining in students’ own way; commenting, evaluating the value and impact of
the text on themselves; showing emotions for issues raised in the text; relating, comparing
texts with those in real life.” (The Ministry of Education and Training, 2018, p.85). To
help realizing this, the author focused on analyzing issues relating to the assessment of
reading competency, the tools used to assess reading competency in two forms, continuous
assessment and periodical assessment, standard for assessing reading competency. The
author also conducted practical survey and found that a majority of teachers were properly
aware of the renovation in assessment in the direction of competency development,
however, the application of the approached theories in the practice still encountered
obstacles so the achieved results were still limited, particularly the diversification of
assessment tools for reading competency and neglect of continuous assessment. This is the
essential theoretical and practical basis guiding the development of some assessment tools
for grade-9 students’ reading competency. In the trend of teaching associated with
competency development, the thesis also tried to emphasize the meaning of creative
teaching with the expectation that teachers would be acutely aware that the paramount
function of assessment in general and continuous assessment in particular is to aim for the
learners’ improvement instead of marks and grading.
2. With a view to experimenting a new direction in assessing grade-9 students’

reading competency, the author identified the process for developing the tools with 6 steps
and 4 principles. These four principles need to be complied with, the steps may be
adjusted in accordance with practice and characteristics of each tool. The thesis also
researched and proposed assessment standard for grade-9 students’ reading competency,
including common standard for three genres of text and specific standard for each genre
learned by students. Each standard was proposed with 3 levels to achieved the
differentiation for each type of question. To facilitate teachers in applying the tools in the
teaching practice, the author continued to study and propose the way of developing, using
and basically structuring each tool. Sticking to the identified scientific basis, the thesis
conducted research to develop an illustration of some assessment tools in respect of the
two forms, continuous assessment and periodical assessment. To clarify the ideas, the
author carefully analyzed the characteristics of each tool, instructed the way to apply in
teaching practice and gave notes to help teachers use these tools comfortably. However,

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the science of assessment was remarkably sophisticated because of its sensitivity
(particularly in Literature), it required not only the accuracy, science, objectivity but also
factors showing the suitable flexibility in accordance with the diversified and messy
practice. Therefore, the aim of these initial tools was to explain the arguments raised in the
thesis, drawbacks were certainly inevitable. We hope that teachers when having the idea
of applying will make thorough consideration of the specific conditions in terms of
students, lesson progress, syllabus, etc. to make suitable adjustments while still adhering
to the core, important objective, which is to assess for the development of grade-9
students’ reading competency.
3. The feasibility of the scientific hypothesis raised by the thesis was shown
through the pedagogical experiment at 3 secondary schools of 3 different regions. The
initial test result revealed that the proposed tools satisfied the basic criteria and were
welcomed by teachers and students; the information processing result in the relationship

between tests and observation slips also recorded the reliability, suitability of the
experimental tests. The achieved results (despite still being modest) laid the foundation to
affirm that the adoption of various tools in continuous assessment, periodical assessment
manners is totally suitable for both teachers and students, can be implemented step by
step, learned from experience for large-scale deployment.
On deploying the thesis, despite the effort to express the ideas in a coherent
manner, the development of assessment tools for grade-9 students’ reading competency
(especially the tools used in continuous assessment such as Questionnaires, Observation
slips, Academic records) was still a unfamiliar and challenging task to the author.
Therefore, the achieved products may not be up to the expectations. However, the author
believed that, this was a right direction, suitable with the modern trend of the world when
it comes to renovating the assessment of reading competency in particular and assessment
of students’ competency in general. The author has tried her best and hopes to achieve
certain results, making a small contribution to the fierce and challenging general education
reform which also provides us with many opportunities.
4. After conducting the research, we realized that in order to implement a new
Literature General Education Programme, one of the decisive factors is to renovate the
assessment of students’ academic performance. It can be seen from the reality that
assessment is the final stage but has a considerable impact on every other stage in the
teaching process such as objectives, content, methods, organizational forms of teaching.
We would like to propose some of the following recommendations
For the Ministry of Education and Training and local authorities:
- Paying attention to fostering to improve teachers’ assessment competency in
Literature in accordance with renovation, particularly in the continuous assessment;

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- Training senior teachers and professional managerial staff about the compiling
technique for continuous assessment tools and periodical assessment tools to assess

students’ reading competency; paying attention to the use of information after assessment
to review students’ progress and develop teaching strategy in order to improve teaching
quality.
- Methodically investing for research on Standard for reading competency
assessment in particular and component competency in Literature in general at all
educational levels as the basis for teachers to compile the assessment tools.
For secondary school teachers:
- Positively, actively self-learning, self-fostering to improve professional
qualification in terms of assessing students’ academic performance following the
competency development orientation.
- Dauntlessly applying, experimenting new direction in assessing students’
academic performance in general and students’ reading competency in particular, paying
special attention to the goal of assessment for learners’ improvement.

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