Download miễn phí Luận văn Evaluating the Reliability and Validity of an English Achievement Test for Third-Year Non- major students at the University of Technology, Ho Chi Minh National University and some suggestions for changes CHAPTER 1: INTRODUCTION
1.1 Rationale for choosing this topic
English has already played a specially important role in the increasing development of science, technology and international relations, which has resulted in the growing needs for English language learning and teaching in many parts of the world. English has become a compulsory subject in national education in many countries, among which Vietnam has considered learning and teaching English as a major strategic tool to develop human resources, as a way to keep up with other countries. Therefore, in any level of education, from primary to university or postgraduate degree, learners must learn or want to learn English as a compulsory subject or their target to access to information technology and to find a good job. It is true that English teaching/ learning is essential for job training.
Fully aware of the importance of the English language, the University of Technology, Ho Chi Minh National University has encouraged and required their students to learn it as a compulsory subject during the first three academic years. Therefore, English has been taught at the University of Technology since it was established, aiming at equipping the students with an essential tool to go deeper into the world. However, to evaluate how students acquire when they learn a foreign language, how well they use what they have been taught and at which level of English they are standing is not paid much attention to. The evaluation only counts for calculating the percentage of the number of students who pass English tests, which ; therefore, doesn’t say anything about the validity, reliability or discrimination of the tests. The results of English test are not successfully and completely employed. In addition, during the time I have worked as a teacher of English at the University of Technology, I have heard teachers and learners complaining about the English achievement test in terms of its content, its structure. As a result, the English section has decided to implement the renewal of the item bank in order to make it more valid and more reliable.
Seeing the point, the author is encouraged to undertake this study entitled “Evaluating the Reliability and Validity of an English Achievement Test for Third-year Non- major students at the University of Technology, Ho Chi Minh National University and some suggestions for changes” with the intention to find out how valid and reliable the test is. More importantly, the writer hopes that the result of the study can then be applied to improve the current testing and to create a new really reliable item bank. It is also intended to encourage both teachers and learners in their teaching and learning.
1.2 Scope of study
The scope of this thesis is limited to a research on examining the existing achievement test in terms of its validity and reliability for the third-year non-English major students at the University of Technology, Ho Chi Minh National University. The study gives analyzed statistic data of the currently used test and proposes practical suggestions to improve the test. Due to the limitations of time and research conditions, it is impossible for the author to cover all used achievement tests for third-year students. Instead, only one test is studied.
1.3 Aims of study
The major aim of the study is to evaluate the currently used achievement test of the 3rd year non-English students of technology with a special focus on the test reliability and validity. The specific aims of the research are:
To evaluate the test validity and reliability through initial score statistics obtained from the achievement test result of third-year students,
To pinpoint the strengths and weaknesses of the test, and
To provide practical suggestions for the test improvement.
1.4 Methods of study
In order to achieve the above-mentioned aims, the study has been carried out with the following methodologies.
First, the author based herself both on the theory and principles of Language Testing, major characteristics of a good test, especially test validity and reliability, achievement test and statistic methods used in interpreting test results. From critical reading, the writer has gathered, analyzed and synthesized many reference materials to draw out a theoretical basis to evaluate the used achievement test for the 3rd year students in terms of its validity and reliability.
Then, quantitative methodology was used to collect and analyze data. After collecting data, the author employed statistic software to interpret it and to present suggested findings.
1.5 Research questions
This study is implemented to find answers to the following research questions:
1. Is the achievement test for third-year non-English major students at the University of Technology, Ho Chi Minh National University reliable?
2. Is the achievement test for third-year non-English major students at the University of Technology, Ho Chi Minh National University valid?
3. Is it necessary to make some changes to the test? If yes, what are the changes?
1.6 Design of study
The thesis is organized into four major chapters:
Chapter 1- Introduction presents such basic information as: the rationales, the aims, the method, the research questions and the design of the study.
Chapter 2- Literature Review reviews theoretical backgrounds on evaluating a test, which includes language testing, criteria of good tests and theoretical ideas on test reliability and validity as well as achievement tests.
Chapter 3- The study is the main part of the thesis showing the context of the study and the detailed results obtained from collected tests and findings in response to the research questions.
Chapter 4- Conclusion offers conclusions and practical implications for the test improvement. In this part, the author also proposes some suggestions for further research on the topic.
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