VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

VŨ THANH HÒA

AN EVALUATIVE STUDY ON
THE CURRENT FINAL ACHIEVEMENT TESTS FOR NON-ENGLISH
MAJORS AT QUANG NINH TEACHER TRAINING COLLEGE
ĐÁNH GIÁ BÀI KIỂM TRA CUỐI KỲ CHO SINH VIÊN
KHÔNG CHUYÊN NGỮ TRƯỜNG CAO ĐẲNG SƯ PHẠM QUẢNG NINH

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60 140 111

HANOI – 2016


VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

VŨ THANH HÒA

AN EVALUATIVE STUDY ON
THE CURRENT FINAL ACHIEVEMENT TESTS FOR NON-ENGLISH
MAJORS AT QUANG NINH TEACHER TRAINING COLLEGE
ĐÁNH GIÁ BÀI KIỂM TRA CUỐI KỲ CHO SINH VIÊN
KHÔNG CHUYÊN NGỮ TRƯỜNG CAO ĐẲNG SƯ PHẠM QUẢNG NINH

and motivation to complete this thesis.
First and foremost, I am deeply indebted to my supervisor, Dr. Do Thi Thanh Ha,
for her wholehearted guidance, invaluable suggestions, thoughtful comments and
useful materials during the time of writing this thesis.
Second, I would also like to acknowledge my debt of gratitude to the staff members
of the Faculty of Post-Graduate Studies and the lecturers at University of Languages
and International Studies, Vietnam National University-Hanoi for their valuable
lectures, which laid the foundation for this thesis and for their knowledge as well as
their sympathy.
Third, a special thank would also go to the teachers and the non-English majors at
Quang Ninh Teacher Training College, who took part in the research. Without their
participation and cooperation I would not be able to complete this research paper.
Fourth, I should be grateful to the librarians at ULIS for their constant help thanks
to which I was able to access to all materials needed to accomplish the thesis.
Finally but importantly, I would like to express my appreciation to my family and
my friends who have been continuously giving me a lot of support and
encouragement for the fulfillment of this challenging work.

Hanoi, 2016

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ABSTRACT
The study was intended to give an evaluation on the current final achievement tests
for non English majors at QNTTC from perspectives of the teachers and nonEnglish majors at QNTTC. In addition, this study also investigated how the current
final achievement tests for non-English majors at QNTTC aligned to the CEFR.
The study was carried out by means of two sets of survey questionnaires, and
analysis of the current final achievement tests at QNTTC and the CEFR, using
some softwares.

Primary TTI, Quang Ninh Education Management TTI and Quang Ninh Low
Secondary TTI. Having awareness of the importance of English, the college
authorities have paid due attention to the matter of improving the quality of teaching
and learning English.
In the teaching and learning in general and in the teaching and learning foreign
language process in particular, testing and assessment play a significant role. The
importance of language testing is recognised by virtually all professionals in the
language education. Teachers should not be confined to imparting teaching and
learning with testing. Testing is of special importance in educational system that is
highly competitive as testing is not only an indirect stimulus to learning, but plays a
crucial role in determining the success or failure of an individual’s career with
direct implications for his future career. In the World Yearbook of education 1969,
Lauwerys and Seaton state: “Thus, testing is an important tool in educational
research and for programme evaluation, and may even throw light on both the
nature of language proficiency and language learning.”

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Nga (1997:1) shares the same idea: “Tests are assumed to be powerful determiners
of what happens in classrooms and it is commonly claimed that they affect
teaching and learning activities both directly and indirectly”.
It cannot be denied that testing is an important part in teaching and learning
process, but has it been paid enough attention yet? Having taught English for
students at a high school and then at QNTTC for 5 years, the author of this study
has designed tests for both English majors and non-English majors. She has also
administered and marked these tests. Her teaching experience shows that there still
remain some problems that need to be solved such as the test content, the gap
between what is tested and what is taught, the reuse of tests from years to years,
from classes to classes. As a result, tests may lack validity and reliability. Hughes

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37. Đề án chuẩn hóa năng lực ngoại ngữ cho Cán bộ và Sinh viên của Đại học Thái
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