Phuong phap day hoc mon Anh

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TESTING



I. Questions for

discussion



II. Design a 15 – minute

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QUESTIONS FOR DISCUSSION

1. Why and what should teachers give tests to 
students ?

2. State what you know about innovation / change 
in testing.

3. List some test types you usually give your 
students.

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1.Why and what should teachers give tests 
 to students ?

Regular tests play an important role

because

1.The tests tell the teacher :

* What the students can and cannot do

* How successful the teaching has been

* What areas need to be taught in the

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2. The tests tell the students : 
* How well they are progressing
* Where they need to focus their

attention as learners

* Regular tests also encourage 
students to take their learning

seriously, and give them a series of

definite goals to aim towards. In sum,
* A class test enables the teacher to

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3. A good classroom test helps

* locate the areas of difficulty encountered by the 
class or the individual students.

* enable the teacher to diagnose his students 
weaknesses or difficulties, and ascertain the 
difficulty that lie in any part of the language 
programme.

* provides the students with an opportunity to 
recognize and produce correct forms of the

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What should teachers test?

In testing language, teachers should test :

1. Linguistic elements (grammar, vocabulary, spelling,

pronunciation) to find out what students have learnt

2. Language skills (listening, reading, speaking, writing) to

find out what students can do.

A. Testing receptive skills

B. Testing speaking (oral test)
C. Testing writing

D. Testing vocabulary
E. Testing grammar

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2. 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 : at the end of a semester/ school year, marked, and
assessed by teachers.

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3.Some test types

Teachers might use a variety of test

types which will depend on

The level of students

The skills they want to test

The language points they want to test

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A.

Listening tests

1. Multiple choice
2. True-False

3. Open-ended questions
4. Grid-filling

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C. Speaking tests

1. Prompts/Picture prompts

2. Asking and answering questions
3. A set of topics

B. Reading tests

1. Multiple choice
2. True-False

3. Open-ended questions
4. Grid-filling

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D. Writing tests

 Guided writing tests:

- Gap-filling

- Re-ordering words

- Summary writing based on texts

 Free writing tests:

- Sentence writing
- Paragraph writing
- Essay writing

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4.Some suggestions for making

fair tests

 Ask enough questions to test

accurately.

 Write clear instructions/directions for

the test and use examples.

 Test what has been taught in class.

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 Write clear test items.

Compare the following:

Item 1: Directions: Choose the best

response.

Today it is rather cloudy.

A. It will probably rain.

B. Yesterday the weather was
nice.

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Item 2: Directions: Choose the letter for the

answer which means the same as the statement.
Today it is rather cloudy.

A. The clouds are dark.

B. It is not too sunny today.
C. It might snow tomorrow.
Which item is clear?

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 When writing multiple choice questions, use

realistic distractors.

Distractors are wrong answers. A test will not be reliable
if impossible distractors are used.

Consider the following question:

What color is the sun?

A. Yellow ( This is intended correct answer)
B. Orange ( too close to the correct answer)

C. Soft (not a color & too far from the correct answer)
D. Yes (It is a bad distractor because this is an answer

to a yes/no question)

A better set of answers to test knowledge of 
colors would simply be a list of colors:

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 Score tests consistently with a key.

When scoring, use a key that will help

teachers grade objectively. The key should
have examples of correct answers ( though
other correct answers should be accepted)

and the appropriate points/marks as well.
 Avoid traps for students

A good test should never be constructed in
such a way as to trap the students (testees)
into giving an incorrect answer. All tests

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II. Design:



15 –minute test



45 –minute test

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Phuong phap day hoc mon Anh

<b>TESTING</b>

<b>I. Questions for </b>

<b>discussion </b>

<b>II. Design a 15 – minute </b>

<b>QUESTIONS FOR DISCUSSION</b>

<b>Regular tests play an important role </b>

<b>because</b>

<b>1.The tests tell the teacher : </b>

<b>* What the students can and cannot do</b>

<b>* How successful the teaching has been </b>

<b>* What areas need to be taught in the </b>

<b>What should teachers test? </b>

<b>2. Innovation/Change in Testing</b>

3.Some test types

Teachers might use a variety of test

types which will depend on

The level of students

The skills they want to test

The language points they want to test

<b>Listening tests</b>

4.Some suggestions for making

fair tests

<b>II. Design:</b>

<b> 15 –minute test </b>

<b> 45 –minute test </b>

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