TAÄP HUAÁN XAÂY DÖÏNG MA TRAÄN VAØ BIEÂN SOAÏN ÑEÀ KIEÅM TRA

1. SÔÛ GD - ÑT TP. CAÀN THÔ Chào mừng quý thầy cô về dự lớp TAÄP HUAÁN XAÂY DÖÏNG MA TRAÄN VAØ BIEÂN SOAÏN ÑEÀ KIEÅM TRA Ngày 11 – 12/08/2011

2. Contents • What to test? • How to design Vocabulary / Grammar / Reading / Writing / Listening Questions • How to design test questions in accordance with the levels of thinking • How to design the test matrix

3. Discussion • Please give some reflection on your own test construction in your teaching. • What principles do you base your tests on? • Do you write your own test questions or do you use outside sources? If so, what are the criteria for selection?

4. Part I What to test?

5. Speaking Reading Skills Listening Writing WHAT to test? Knowledge Language lexis semantics Grammar morphology syntax

6. Listening WHAT to test? Subskills Identify main facts & details, Relate cause & effect Identify sequence of events, predicting outcomes inferring meaning from contextual clues

7. Speaking quality quantity vocabulary Sentence complexity Content / ideas Language WHAT to test? clarity syntax grammar fluency confidence Pronunciation Presentation skills Organization accuracy style Eye contact appropriacy format

8. Reading WHAT to test? Reading aloud Silent reading Subskills pronunciation Identify main facts & details, Relate cause & effect Identify sequence of events, predicting outcomes inferring meaning from contextual clues Stresses & intonation

9. Writing compound complex quantity clarity Simple quality voc Sentence complexity Content / ideas Language WHAT to test? syntax accuracy Organization Paraphrasing appropriacy Supportive sentences Topic sentence

10. Grammar WHAT to test? Syntax (sentence structure) Mechanics: e.g Punctuation, capital letter, comma, etc.. pronouns nouns Rules of grammar tenses verbs prepositions subject & verb agreement comparatives adjectives adverbs

11. Part II HOW TO DESIGN VOCABULARY QUESTIONS

12. Which steps should be taken in writing multiple choice completion items?

13. Multiple-choice completion The following steps should be taken in writing multiple choice completion items: • Select the words to be tested. • Get the right kind of sentence to put each word in • Choose several wrong words to put the right word with • Finally, prepare clear and simple instructions.

14. - Where can we select the words? • How can we choose the question types?

15. I. Multiple-choice completion • Vocabulary Choice • From other sources like newspapers, magazines, and textbooks from other reference materials • Only use content words (nouns, verbs, adjectives, and adverbs) • Function words (articles, determiners, prepositions, conjunctions, pronouns, auxiliary verbs) appear in grammar tests. When using words not found in your classroom textbook, be careful of bias.

16. Multiple-choice completion • Context Preparation • More than one sentence is needed to help clarify meaning. E.g.: - "I want to paint, too!” - "All right. Use that _________ over there!' A. brush B. pencil C. broom D. spoon • Find a passage (on your students' level) in which the word appears. - Avoid contexts that are too difficult.

17. What should you avoid when creating distractors?

18. Multiple-choice completion • Distractor Preparation There are two common ways to choose distractors. - Create your own distractors. - Use students’ errors as distractors Teachers who create their own distractors should follow certain guidelines:

19. Multiple-choice completion • Distractor Preparation 1. Make sure the distractors are the same form of word as the correct answer. E.g.: (A poor example) She had to help the ______ old man up the stairs. A. weak B. slowly C. try D. wisdom

20. Multiple-choice completion • Distractor Preparation 2. ALSO be sure you don't give away the right answer through grammatical cues. E.g: She needs to get up earlier so she's buying an ______ clock. A. time B. alarm C. watch D. bell

21. Multiple-choice completion • Distractor Preparation 3. Multiple-choice items for any one question should be about the same level of difficulty, and ideally, the sentence context should not be difficult for students to read. E.g.: They needed lots of training to operate such _______ equipment. A: easy B. sophisticated C. blue D. wise

22. Multiple-choice completion • Distractor Preparation 4. Also be sure not to include more than one correct answer. E.g.: She sent the _______ yesterday. A. letter B. gift C. food D. books

23. Multiple-choice completion • Instruction Preparation • The instructions for your test should be brief . E.g: + "Circle the letter of the right answers" + "Circle the letter of the word that best completes each sentence. - Instructions can be made clearer by one or two examples.

24. Multiple-choice completion Multiple-choice cloze Test • Cloze tests are made from stories or essays by deleting words at regular intervals. • Usually use content words (like school or run) and function words (such as theor in) are deleted. • Cloze tests provide more context – often more than one paragraph.

25. I. Multiple-choice completion Multiple-choice cloze Test E.g.: After the capture of Troy, Ulysses set out for his __(1)__ many miles away. But so many strange __(2)__ happened to him on his journey that ten__(3)__ passed before he reached Ithaca'‘ 1. A. neighborhood B. continent C. homeland D. street 2. A. sights B. things C. places D. people 3. A. years B. timer C. roads D. cities

26. Which steps should be taken in designing Word formation?

27. Word formation Here are the steps: (1) List the prefixes and suffixes that you have taught to your students. Then match these with content words that they have studied (including even their passive vocabulary). (2) Prepare sentences that clarify the meaning of these words. (3) Then write your instructions and examples.

28. Word formation • Adding a prefix or suffix E.g: a) My teach_____ is very helpful. b) Did she teach______ you anything? c) That was a care ________ answer. • So sometimes, more context is needed to clarify which word we mean: E.g.: Yesterday he got on the wrong bus. So today he was care _____ to find the right one.

29. Word formation 2. Stem-first procedure: E.g: She has a __________ new dress. (BEAUTY) An advantage of this type is that many words need spelling changes when suffixes are added.

30. Tasks 1. The following sentences contain examples of distractor difficulties. Identify the weakness in each item. Then correct it. a. Do you need some ______ to write on? A. paper B. pen C. table D. material b. The mouse _______ quickly away. A. very B. little C. baby D. ran c. I think he'll be here in an _________ A. hour B. day after tomorrow C. weekend D. soon d. They _______ me to get up right away. A. asked B. needed C. told D. wanted e. Choose the odd one out. A. pleased B. nervous C. study D. interesting          

31. 2. First, supply a word with a prefix or suffix for each blank in the following sentences. Then prepare word completion items. Example: It was a most ________ mistake. (Answer: deplorable/regrettable/ inexcusable, etc.) (It was a most deplor ________ mistake) • When you write your check, make it ______ to my sister. (____known) 2. Please wipe your __________ hands on that cloth. (dirt__ / __clean) 3. The police arrested him for __________ the riot. (caus_______ / lead _______ ) 4. The _________ of the volcano destroyed several villages. (erupt______ / level___ ) 5. The boy didn't __________ his shoelaces before taking off his shoes. (__tie / __loosen / __fasten)

32. Part III HOW TO DESIGN GRAMMAR QUESTIONS

33. Which steps should be taken in writing multiple choice completion grammar items?

34. Multiple-choice completion Preparing multiple-choice completion grammar items follows about the same procedure as that described in the previous part for writing multiple-choice completion vocabulary items: (1) Choose the grammar points that you need to test; (2) prepare the right kind of sentence context (or stem) for the grammar structure; (3) select three logical distractors; (4) prepare clear, simple instruction.

35. Multiple-choice completion • Grammar Choice • What structures you have taught since the last test. • How to give different "weight" to various grammar points. • How many of each grammar type to include.

36. Multiple-choice completion • Context Preparation • Choose a structure and then use it correctly in a sentence. Remember, a good context is very important! • Sometimes only a few words are enough. E.g: "I don't want _______“ A. go B. to go C. going D. to going

37. Multiple-choice completion • Distractor Preparation - Avoid using too obvious items! E.g.: _______ the ones who know the answers. A. They are B. There C. They're D. Their - Avoid items that test divided usage, or items that only test different levels of formality. E.g.: You can get it from the lady _______ he sold it to. A. which B. who C. whom D. why

38. Multiple-choice completion • Distractor Preparation - Avoid confusing or tiring your students by having them reread unnecessary material. E.g.: If I had a new fur coat, __________. A. I showed it to everyone. B. I'd show it to everyone. C. I've shown it to everyone. D. I'll show it to everyone.  (revised) If I had a new fur coat, ______ it to everyone. A. I showed B. I'd show C. I've shown D. I'll show

39. Multiple-choice completion • Distractor Preparation - Not to mix categories like the following: E.g.: They just bought __________ furniture. A. a few B. several C. some D. with  (revised) They just bought ___________. A. a few furnitures. B. several furnitures. C. some furniture. D. a furniture.

40. Error identification • Remember to have students identify the error, it is also possible to have them give the correct form. E.g..: Peter is saidbeinggoodat English. A B C D

41. Sentence Completion • The Option Form The easiest simple-completion items are like multiple-choice questions with only two options. E.g.: Direction: Complete the following sentences with "do" or "make." 1. He ___________ a lot of money last year. 2. I always _________ my best. E.g.: 1.The women _____ for the tragedy. (was crying, cry) 2. The magician performed some _______ tricks. (astonishing, astonished)

42. Sentence Completion • The Option Form Often there are three or four choices listed, and at times even more. For example, here is a nine-option completion item from an English test. Students choose the best question word from among the following: who, whom, where, what, when, why, how many, how much, how. E.g.: 1) ________ did the clock stop running? - At twelve o'clock. 2) __________ were you late? - We ran out of gas.

43. Sentence Completion • The Inflection Form Testing the mastery of inflections provides for a productive response. These vary from simple comparatives to verb tense questions: E.g.: 1) He's the __________ (tall) person in the class. 2) They ___________ (be) in Colorado last week.

44. Sentence Completion • The Inflection Form • Be careful about context as it may affect students’ responses. This problem can be solved by giving part of the verb or adding more context. E.g.: He ________ (sing) a song • He is ___ing (sing). (or) He ___ singing now. (Add one word.) or "What's Tom doing now?" "Oh, he _______ (sing)."

45. Sentence Completion • The Inflection Form - Another technique is to use a separate blank for each word in the verb phrase. E.g.: He _____ _____ (sing) now.

46. Sentence Completion • The Free-Response Form • Sometimes a few simple terms can be used, if everybody in the class knows what they mean. Example: Add a question tag to these sentences: 1) Hamlet was indecisive, __________? 2) Polonius knew a lot of aphorisms, _________?

47. Sentence Completion • The Free-Response Form It is good to use an example to make sure that no one is confused. Example: a) Write in the missing part of the two-word verb. "What time did he __________ this morning?" b) Write in a two-word verb that has the same meaning as the word provided in the brackets. "Jack __________ (arose) later than usual.'" c) Complete the sentence “You would get better sooner if _____________”

48. Cloze Test The steps in preparing a cloze test are simple: (1) Select an appropriate passage (e.g., from the reading material in your English class); (2) Decide on the words and number of words to take out; (3) Write the instructions and prepare an example.

49. Cloze Test There are a few things to avoid: - Usually we ignore a passage that is full of proper nouns, numbers, and technical words. - We usually do not pick an article containing a lot of quoted material. - Leaving the first sentence or two and the last one intact as they are will help students understand the overall meaning.

50. Bài tập/Tasks 1. Each of the following item has some defect. Indicate what the difficulty is, and then correct it by rewriting the question. a. “Eva nearly won that race!” I “Yes, ________.” A. she ran well, did she?" B. she ran well, wasn't she?" C. she ran well, was she?" D. she ran well, didn't she?" b. While she __ the house, her children were playing outside. A. has been cleaning B. cleaned C. has cleaned D. was cleaning c. He has lived in this town for only a week and he already has _______ friends. A. few B. a few C. not many D. your d. "Mr. Adams, _______ I be excused from class tomorrow?" A. ought to B. can C. may D. wouldn't