SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI
TRƯỜNG THPT PHÚ NGỌC
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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:

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,

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”.

measuring these skills but it is worth great effort to manage them. The author of this
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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.
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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

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. 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

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
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Năm học: 2013 - 2014

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