VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FALCUTY OF POST-GRADUATE STUDIES eee Da cs TRAN THUY QUYNH THE CONTENT VALIDITY OF THE CURRENT ENGLISH ACHIEVEMENT TEST FOR SECOND YEAR NON MAJOR STUDENTS AT PHUONG DONG UNIVERSITY (Đánh giá sự phù hợp về nội dung của bài kiểm tra tiếng Anh cuối kỳ dành cho sinh viên không chuyên năm thứ hai "Trường Đại học dân lập Phương Đông) M.A MINOR THESIS Field: ENGLISH TEACHING METHODOLOGY Code: 60-14-10 Course: 18 (2009-2011) Supervisor: M.A Kim Van Tat HA NOI- SEPTEMBER 2011 iw TABLE OF CONTEN Acknowledgement Abstract, List of tables and figures. The table of contents. ed Chapter 1: Introduction 11. Scope ofstudy ee 13.
Aims of study. Methods of study. Design of study Chapter 2: Literature review 2. Definition of language testing.
The roles of language testing.3, Relationship between testing and leaching- learning 2. Major Characteristics of a good test 2. Whal is tes! vã validity? 2. Types of test validity.
What is content valittily?. How to make the test more valid?.3, Relationship between ratiability and validity.5, Diserimination Ww Chapter 3: The study 3. English learning, teaching and testing at Phuong Dong University BLL. 000i eeee ersten cteeererrc tered 3.
The soirao book “New Hosđway Elemenlary- The thirđ cđitiơn”.4, Syllabus and its OÙ€CHVEB. cesses sees dO 3. The final achievement test - - 20 3. The survey questionnaires 21 3.
Analysis of the final achievement test. Analysis of the survey questionnaire for students. Analysis af The survey questionnaire for teachers 30 S5 —“. Chapter 4: Recommendations and conclusions 4.0 ce eee nd: 4.
ccc eee ieee er edd, 4. Limitations 4B References 45 Appendixes Appendix1: The content of the course book 1 Appendix 2: Survey questionnaires for students Ww Appendix3: Survey questionnaires for teachers.V7 Appendix4: Answer key for reading task VI Appendix 5; Answer key for the new final achicvement test. VIZ in terms of its content validity. Basing on what students had leamt in heir ñrst semester and the contcnts of this test, the writer would cxaminc its content validity.
In addition, qualitative methodologies involving data collected through survey questionmaires were employed, Two seis of questionmaires were adminisiered lo both English teachers and students at Phuong Dong University to investigate their evaluative comments on the content validity of the final achievement test and some suggestions for its improvements 1.5, Research questions In this study, the writer tries to answer the two following questions: Question 1: What are the strengths and weaknesses of the final achievement test with reference to the content validity for sccond year non major students at Phuong Dong University? Question 2: What are some suggested solutions for the improvements of the test? 1.6, Design of study ‘The thesis is organized into five major chapters: 1. Chapter 1 INTRODUCTION presents such basic information as: the rationale, the aims, the methods, the research questions and the design of the study. Chapter 2 LITERATURE REVIEW presents a review of related literature that provides the thoorstical basis for cvaluating and buildin a good language test. This review includes background on language testing, criteria of good tests and theoretical issues on test content validity.
Chapter 3 TIIE STUDY mentions the methods used in the research and which shows its detailed results of the surveys including the questionnaires and the analysis of the final achievement test in order to find out its problems with reference to the content validity. Chapter 4 RECOMMENDATIONS AND CONCLUSIONS. Recommendations provide some suggestions for the improvements of the final achievement test basing ơn. the mentioned theoretical and practical study.
Conclusions summarize the matters of research, its findings a5 well as its limitations *mow how much knowledge they have. One important thing is that he points out the relationship between testing and tcaching 2. ‘he roles of language testing Language testing is a forrn of measurement, It helps the teachers. + ‘To assess the leamer’s achievement in a language program, for example, to evaluate the testee’s language knowledge in relalion 10 a given curricular or material which the testee has gone through ina given course.
+ ‘To assess a learner’s proficiency in language in relation to future language use; for example, to find oul if'a porson’s language 1s good cnough for him lo become a tourist guide, This is the future use of the language regardless of what language programs or materials the testee went through. | To diagnose a learner's strengths and weaknesses in a language and (o atlernpt Ja explain why the certain problems occur and what treatments could be used to tackle thase problems +To classify or place the testous in the appropriate language +To measure the testee’s aptitude for learning a language | To evaluate the effectiveness ofa language program ‘This is often done by using experimental and control classes with the same educational objectives but using different methods and materials to achieve these objectives, Brown (2000:5) In another way, Bebecca. Valette (1977:3) comments that classroom tests play three important rols im sccond language teaching program. They arc defining course objectives, stimulating student progress and evaluating, class achievement Iirstly, classroom tests help us to define the course objectives.
Students are quick to observe types of tests given and to study accordingly. Thus, much as the teacher may emphasize oral fluency in the classroom, if any tests are written tests the students will soon concenlrale on perfecting the skills of reading and writing Secondly, tests help stimulating student progress, As much as possible, the time given over to classroom testing should provide a rewarding experience. The test should fwnish an opportunity for the students to show how well they can handle the specific elements of the target language, gone arc the days when the teacher designed a tes! to point performance of English, teachers are supposed to have good knowledge of test writing techniques and testing theorics. Because of all above-mentioned reasons, the writer is encouraged to undertake this sludy entitled: “Content validily of the curtenl English achievernent tesl for second-year- non-major students of English at Phuong Dong University” with aims at finding out the strengths and weaknesses of this test in terms of the content validity and some, if any, suggested solutions for the improvement of it 1.
Scope of study The scope of this thesis is limited to a research on evaluating the final achievement test in terms of its content validity by comparing the objectives, the syllabus and the textbook allocation with the test contents. The study provides investigated and analyzed data of the curently used test and proposes practical suggestions on the improvements of this test Due to the limitations of time, ability and conditions, it is impossible for the writer to cover all the tests. Only some suggestions for the improvements of the test are presented 1. Aims of study The study aims at checking the content validity of the final achievement test for second-year-non-major students at Phuong Dong University.
{t places high emphasis on analyzing the contents of the final achicveiment test. ‘The specific aims of this research are: - ‘To find out the strengths and weaknesses of the currently used test with reference to the content validity - To suggest some improvements for the test. Methods of study In order to achieve the above-mentioned aims, a combination of many methodologies was utilized. Firstly, the writer based herself both on the theories and principles of language testing and major characteristics of a good test with a special focus on test content validity.
From her own reading, many reference materials have been gathered and analyzed to draw oul a thearelical basis lo evaluate the achievernent test being used for second year students *mow how much knowledge they have. One important thing is that he points out the relationship between testing and tcaching 2. ‘he roles of language testing Language testing is a forrn of measurement, It helps the teachers. + ‘To assess the leamer’s achievement in a language program, for example, to evaluate the testee’s language knowledge in relalion 10 a given curricular or material which the testee has gone through ina given course.
+ ‘To assess a learner’s proficiency in language in relation to future language use; for example, to find oul if'a porson’s language 1s good cnough for him lo become a tourist guide, This is the future use of the language regardless of what language programs or materials the testee went through. | To diagnose a learner's strengths and weaknesses in a language and (o atlernpt Ja explain why the certain problems occur and what treatments could be used to tackle thase problems +To classify or place the testous in the appropriate language +To measure the testee’s aptitude for learning a language | To evaluate the effectiveness ofa language program ‘This is often done by using experimental and control classes with the same educational objectives but using different methods and materials to achieve these objectives, Brown (2000:5) In another way, Bebecca. Valette (1977:3) comments that classroom tests play three important rols im sccond language teaching program. They arc defining course objectives, stimulating student progress and evaluating, class achievement Iirstly, classroom tests help us to define the course objectives.
Students are quick to observe types of tests given and to study accordingly. Thus, much as the teacher may emphasize oral fluency in the classroom, if any tests are written tests the students will soon concenlrale on perfecting the skills of reading and writing Secondly, tests help stimulating student progress, As much as possible, the time given over to classroom testing should provide a rewarding experience. The test should fwnish an opportunity for the students to show how well they can handle the specific elements of the target language, gone arc the days when the teacher designed a tes! to point *mow how much knowledge they have. One important thing is that he points out the relationship between testing and tcaching 2.
‘he roles of language testing Language testing is a forrn of measurement, It helps the teachers. + ‘To assess the leamer’s achievement in a language program, for example, to evaluate the testee’s language knowledge in relalion 10 a given curricular or material which the testee has gone through ina given course. + ‘To assess a learner’s proficiency in language in relation to future language use; for example, to find oul if'a porson’s language 1s good cnough for him lo become a tourist guide, This is the future use of the language regardless of what language programs or materials the testee went through. | To diagnose a learner's strengths and weaknesses in a language and (o atlernpt Ja explain why the certain problems occur and what treatments could be used to tackle thase problems +To classify or place the testous in the appropriate language +To measure the testee’s aptitude for learning a language | To evaluate the effectiveness ofa language program ‘This is often done by using experimental and control classes with the same educational objectives but using different methods and materials to achieve these objectives, Brown (2000:5) In another way, Bebecca.
Valette (1977:3) comments that classroom tests play three important rols im sccond language teaching program. They arc defining course objectives, stimulating student progress and evaluating, class achievement Iirstly, classroom tests help us to define the course objectives. Students are quick to observe types of tests given and to study accordingly. Thus, much as the teacher may emphasize oral fluency in the classroom, if any tests are written tests the students will soon concenlrale on perfecting the skills of reading and writing Secondly, tests help stimulating student progress, As much as possible, the time given over to classroom testing should provide a rewarding experience.
The test should fwnish an opportunity for the students to show how well they can handle the specific elements of the target language, gone arc the days when the teacher designed a tes! to point up the students” ignorance or lack of application Tests should be distinctly announced in advance to permit the students to prepare adequately.
