B GIO DC V O TO V GIO DC TRUNG HC CHNG TRNH PHT TRIN GIO DC TRUNG HC

TI LIU BI DNG CN B QUN L V GIO VIN V BIN SON KIM TRA, XY DNG TH VIN CU HI V BI TP
MN TING ANH CP TRUNG HC C S
(Ti liu lu hnh ni b)

H Ni, thng 12 nm 2010

Ngi bin son: ng Hip Giang Trn Minh Chu

MC LC
PHN TH NHT: NH HNG CH O V I MI KIM TRA, NH GI ................................... 3 1. nh hng ch o i mi kim tra, nh gi................................................................ 4 2. Mt s nhim v trong ch o i mi kim tra, nh gi .............................................. 6 PHN TH HAI: BIN SON KIM TRA................................................................................................. 13 I K THUT BIN SON KIM TRA ...................................................................... 13 1. K thut bin son cu hi T vng/Vocabulary questions ........................................ 13 2. K thut bin son cu hi Ng php/Grammar questions......................................... 22 3. K thut bin son cu hi c hiu/Reading questions.............................................. 33 4. K thut bin son cu hi Vit/Writing questions ...................................................... 40 5. nh gi kim tra / Evaluating the tests .................................................................. 51 6. Kim tra nh gi theo chun Kin thc K nng ...................................................... 58 7. Cc k nng t cu hi................................................................................................... 60 II KIM TRA MINH HA DNG CHO LM VIC THEO NHM.................... 63 PHN TH BA: TH VIN CU HI V BI TP..................................................................................... 75 1. V dng cu hi ................................................................................................................... 75 2. V s lng cu hi ............................................................................................................. 76 3. Yu cu v cu hi ................................................................................................................ 76 4. nh dng vn bn................................................................................................................ 76 5. Cc bc tin hnh bin son cu hi ca mi mn hc .................................................... 77 6. S dng cu hi ca mi mn hc trong th vin cu hi .................................................. 79 PHN TH BN: HNG DN T CHC TP HUN TI CC A PHNG ................................... 80 PH LC ................................................................................................................................. 82

PHN TH NHT NH HNG CH O V I MI KIM TRA, NH GI Kim tra nh gi kt qu hc tp ca hc sinh nhm theo di qu trnh hc tp ca hc sinh, a ra cc gii php kp thi iu chnh phng php dy ca thy, phng php hc ca tr, gip hc sinh tin b v t c mc tiu gio dc. Theo T in Ting Vit, kim tra c hiu l: Xem xt tnh hnh thc t nh gi, nhn xt. Nh vy, vic kim tra s cung cp nhng d kin, nhng thng tin cn thit lm c s cho vic nh gi hc sinh. Mt s nh nghin cu cho rng: Kim tra l thut ng ch cch thc hoc hot ng gio vin s dng thu thp thng tin v biu hin kin thc, k nng v thi hc tp ca hc sinh trong hc tp nhm cung cp d kin lm c s cho vic nh gi; Kim tra c hiu theo ngha rng nh l theo di qu trnh hc tp v cng c th c hiu theo ngha hp nh l cng c kim tra hoc mt bi kim tra trong cc k thi; Vic kim tra cung cp nhng d kin, nhng thng tin lm c s cho vic nh gi. C nhiu khi nim v nh gi, c nu trong cc ti liu ca nhiu tc gi khc nhau. Theo T in Ting Vit: nh gi c hiu l nhn nh gi tr. Di y l mt s khi nim thng gp trong cc ti liu v nh gi kt qu hc tp ca hc sinh: - nh gi l qu trnh thu thp v x l kp thi, c h thng thng tin v hin trng, kh nng hay nguyn nhn ca cht lng v hiu qu gio dc cn c vo mc tiu gio dc, lm c s cho nhng ch trng, bin php v hnh ng gio dc tip theo nhm pht huy kt qu, sa cha thiu st. - nh gi kt qu hc tp ca hc sinh l qu trnh thu thp v x l thng tin v trnh , kh nng t c mc tiu hc tp ca HS cng vi tc ng v nguyn nhn ca tnh hnh , nhm to c s cho nhng quyt nh s phm ca gio vin v nh trng HS hc tp ngy mt tin b hn. - nh gi c ngha l: Thu thp mt tp hp thng tin , thch hp, c gi tr v ng tin cy; v xem xt mc ph hp gia tp hp thng tin ny v mt tp hp tiu ch ph hp vi cc mc tiu nh ra ban u hay iu chnh trong qu trnh thu thp thng tin; nhm ra mt quyt nh - nh gi c hiu l qu trnh hnh thnh nhng nhn nh, phn on v kt qu cng vic, da vo s phn tch nhng thng tin thu c i chiu vi mc tiu, tiu chun ra, nhm xut nhng quyt nh thch hp ci thin thc trng, iu chnh, nng cao cht lng v hiu qu cng tc gio dc. - nh gi l qu trnh thu thp thng tin, chng c v i tng nh gi v a ra nhng phn xt, nhn nh v mc t c theo cc tiu ch a ra trong cc chun hay kt qu hc tp (m hnh ARC). - nh gi l qu trnh thu thp thng tin, chng c v i tng nh gi v a ra nhng phn xt, nhn nh v mc t c theo cc tiu ch c a ra
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trong cc tiu chun hay kt qu hc tp. nh gi c th l nh gi nh lng (quantitative) da vo cc con s hoc nh tnh (qualitative) d vo cc kin v gi tr. nh gi gm c 3 khu chnh l: Thu thp thng tin, x l thng tin v ra quyt nh. nh gi l mt qu trnh bt u khi chng ta nh ra mt mc tiu phi theo ui v kt thc khi a ra quyt nh lin quan n mc tiu , ng thi cng li m u cho mt chu trnh gio dc tip theo. nh gi thc hin ng thi 2 chc nng: va l ngun thng tin phn hi v qu trnh dy hc, va gp phn iu chnh hot ng ny. Chun nh gi l cn c quan trng thc hin vic nh gi, chun c hiu l yu cu c bn, ti thiu cn t c trong vic xem xt cht lng sn phm. Vic nh gi phi m bo cc yu cu c bn sau y 1. m bo tnh khch quan, chnh xc Phn nh chnh xc kt qu nh n tn ti trn c s i chiu vi mc tiu ra, khng ph thuc vo mun ch quan ca ngi nh gi. 2. m bo tnh ton din y cc kha cnh, cc mt cn nh gi theo yu cu v mc ch. 3. m bo tnh h thng Tin hnh lin tc v u n theo k hoch nht nh, nh gi thng xuyn, c h thng s thu c nhng thng tin y , r rng v to c s nh gi mt cch ton din. 4. m bo tnh cng khai v tnh pht trin nh gi c tin hnh cng khai, kt qu c cng b kp thi, to ra ng lc thc y i tng c nh gi mong mun vn ln, c tc dng thc y cc mt tt, hn ch mt xu. 5. m bo tnh cng bng m bo rng nhng hc sinhthc hin cc hot ng hc tp vi cng mt mc v th hin cng mt n lc se nhn c kt qu nh gi nh nhau. 1. nh hng ch o i mi kim tra, nh gi 1) Phi c s hng dn, ch o cht ch ca cc cp QLGD i mi KT-G l mt yu cu cn thit phi tin hnh khi thc hin i mi PPDH cng nh i mi gio dc. i mi GD cn i t tng kt thc tin pht huy u im, khc phc cc biu hin hn ch, lc hu, yu km, trn c s tip thu vn dng cc thnh tu hin i ca khoa hc GD trong nc v quc t vo thc tin nc ta. Cc cp qun l GD cn ch o cht ch, coi trng vic hng dn cc c quan qun l GD cp di, cc trng hc, cc t chuyn mn v tng GV trong vic t chc thc hin, sao cho i n tng kt, nh gi c hiu qu cui cng. Thc o thnh cng ca cc gii php ch o l s i mi cch ngh,
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cch lm ca tng CBQLGD, ca mi GV v a ra c cc ch s nng cao cht lng dy hc. 2) Phi c s h tr ca ng nghip, nht l GV cng b mn n v t chc thc hin i mi PPDH, i mi KT-G l trng hc, mn hc vi mt iu kin t chc dy hc c th. Do vic i mi KT-G phi gn vi c trng mi mn hc, nn phi coi trng vai tr ca cc t chuyn mn, l ni trao i kinh nghim gii quyt mi kh khn, vng mc. Trong vic t chc thc hin i mi KT-G, cn pht huy vai tr ca i ng GV gii c nhiu kinh nghim, GV ct cn chuyn mn h tr GV mi, GV tay ngh cha cao, khng GV no phi n c. Phi coi trng hnh thc hi tho, thao ging, d gi thm lp rt kinh nghim kp thi, nh gi hiu qu tng gii php c th trong vic i mi PPDH v i mi KT-G: ra kim tra bo m cht lng, kt hp hnh thc t lun vi trc nghim cho ph hp vi c trng b mn. 3) Cn ly kin xy dng ca HS hon thin PPDH v KT-G i mi PPDH v i mi KT-G ch mang li kt qu khi HS pht huy vai tr tch cc, ch ng, sng to, bit t tm cho mnh PP hc tp hu hiu, bit t hc, t nh gi kt qu hc tp. Trong mi trng s phm thn thin, vic thu thp kin xy dng ca HS gip GV nh gi ng v mnh, tm ra con ng khc phc cc hn ch, thiu st, hon thin PPDH, i mi KT-G l ht sc cn thit v l cch lm mang li nhiu li ch, pht huy mi quan h thc y tng h gia ngi dy v ngi hc. 4) i mi KT-G phi ng b vi cc khu lin quan v nng cao cc iu kin bo m cht lng dy hc i mi KT-G gn lin vi i mi PPDH ca GV v i mi PPHT ca HS, kt hp nh gi trong vi nh gi ngoi. cp thp, GV c th dng kim tra ca ngi khc (ca ng nghip, do nh trng cung cp, t ngun d liu trn cc Website chuyn ngnh) KT-G kt qu hc tp ca HS lp mnh. cp cao hn, nh trng c th trng cu mt trng khc, c quan chuyn mn bn ngoi t chc KT-G kt qu hc tp ca HS trng mnh. i mi KT-G ch c hiu qu khi kt hp nh gi ca GV vi t nh gi ca HS. Sau mi k kim tra, GV cn b tr thi gian tr bi, hng dn HS t nh gi kt qu lm bi, t cho im bi lm ca mnh, nhn xt mc chnh xc trong chm bi ca GV. Trong qu trnh dy hc v khi tin hnh KT-G, GV phi bit khai thc li gip HS t nhn r sai st nhm rn luyn PPHT, PP t duy. Ch o i mi KT-G phi ng thi vi nng cao phm cht v nng lc ca i ng GV, u t nng cp CSVC, trong c thit b dy hc v t chc tt cc phong tro thi ua mi pht huy y hiu qu. 5) Pht huy vai tr thc y ca i mi KT-G i vi i mi PPDH Trong mi quan h hai chiu gia i mi KT-G vi i mi PPDH, khi i mi mnh m PPDH s t ra yu cu khch quan phi i mi KT-G, bo m
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ng b cho qu trnh hng ti nng cao cht lng dy hc. Khi i mi KT-G bo m yu cu khch quan, chnh xc, cng bng s to tin xy dng mi trng s phm thn thin, to ng lc mi thc y i mi PPDH v i mi cng tc qun l. T , s gip GV v cc c quan qun l xc nh ng n hiu qu ging dy, to c s GV i mi PPDH v cc cp qun l ra gii php qun l ph hp. 6) Phi a ni dung ch o i mi KT-G vo trng tm cuc vn ng "Mi thy c gio l mt tm gng o c, t hc v sng to" v phong tro thi ua Xy dng trng hc thn thin, hc sinh tch cc. Trong nh trng, hot ng dy hc l trung tm thc hin nhim v chnh tr c giao, thc hin s mnh trng ngi. Hot ng dy hc ch t hiu qu cao khi to lp c mi trng s phm lnh mnh, bu khng kh thn thin, pht huy ngy cng cao vai tr tch cc, ch ng, sng to ca HS. Do , phi a ni dung ch o i mi PPDH ni chung v i mi KT-G ni ring thnh trng tm ca cuc vn ng "Mi thy c gio l mt tm gng o c, t hc v sng to" v phong tro thi ua Xy dng trng hc thn thin, hc sinh tch cc. Cng trong mi quan h , bc pht trin ca cuc vn ng v phong tro thi ua ny s to ng lc thc y qu trnh i mi PPDH v i mi KT-G t c mc tiu cui cng l thc y nng cao cht lng GD ton din. 2. Mt s nhim v trong ch o i mi kim tra, nh gi 2.1. Cc cng vic cn t chc thc hin a) Cc cp qun l GD v cc trng PT cn c k hoch ch o i mi PPDH, trong c i mi KT-G trong tng nm hc v trong 5 nm ti. K hoch cn quy nh r ni dung cc bc, quy trnh tin hnh, cng tc kim tra, thanh tra chuyn mn v bin php nh gi cht ch, hiu qu cui cng th hin thng qua kt qu p dng ca GV. b) lm r cn c khoa hc ca vic KT-G, cn t chc bi dng cho i ng GV ct cn v ton th GV nm vng CTGDPT ca cp hc, t mc tiu cp hc, cu trc chng trnh, chng trnh cc mn hc, cc hot ng GD v c bit l chun KT-KN, yu cu v thi i vi ngi hc. Phi khc phc tnh trng GV ch da vo sch gio khoa lm cn c son bi, ging dy v KT-G thnh thi quen, tnh trng ny dn n vic kin thc ca HS khng c m rng, khng c lin h nhiu vi thc tin, lm cho gi hc tr nn kh khan, g b, dn n kim tra nh gi n iu, khng kch thch c s sng to ca HS. c) va coi trng vic nng cao nhn thc va coi trng i mi trong hot ng KT-G ca tng GV, phi ly n v trng hc v t chuyn mn lm n v c bn trin khai thc hin.

T nm hc 2010-2011, cc S GDT cn ch o cc trng PT trin khai mt s chuyn sinh hot chuyn mn sau y (t chc theo cp: cp t chuyn mn, cp trng, theo cc cm v ton tnh, thnh ph). - V nghin cu Chng trnh GDPT: Chun KT-KN v yu cu v thi i vi ngi hc ca cc mn hc v cc hot ng GD; khai thc chun son bi, dy hc trn lp v KT-G. - V PPDH tch cc: Nhn din PPDH tch cc v cch p dng trong hot ng dy hc, ngh thut bi dng tnh cm hng th hc tp cho HS; pht huy quan h thc y gia i mi KT-G vi i mi PPDH. - V i mi KT-G: cc phng php, k thut nh gi kt qu hc tp ca HS v cch p dng; cch kt hp nh gi ca GV vi nh gi ca HS, kt hp nh gi trong vi nh gi ngoi. - V k thut ra kim tra, thi: K thut ra kim tra t lun, trc nghim v cch kt hp hp l hnh thc t lun vi hnh thc trc nghim cho ph hp vi ni dung kim tra v c trng mn hc; xy dng ma trn kim tra; bit cch khai thc ngun d liu m: Th vin cu hi v bi tp, trn cc Website chuyn mn. - V s dng SGK: GV s dng SGK v s dng chun KT-KN ca chng trnh mn hc th no cho khoa hc, s dng SGK trn lp th no cho hp l, s dng SGK trong KT-G; - V ng dng CNTT: ng dng CNTT su tm t liu, ng dng trong dy hc trn lp, trong KT-G v qun l chuyn mn th no cho khoa hc, trnh lm dng CNTT; - V hng dn HS i mi PPHT, bit t nh gi v thu thp kin ca HS i vi PPDH v KT-G ca GV; Ngoi ra, cn c tnh hnh c th ca mnh, cc trng c th b sung mt s chuyn ph hp, thit thc p ng nhu cu ca GV. d) V ch o ca cc c quan qun l GD v cc trng V PP tin hnh ca nh trng, mi chuyn cn ch o p dng th im, xy dng bo co kinh nghim v tho lun, kt lun ri nhn rng kinh nghim thnh cng, nh gi hiu qu mi chuyn thng qua d gi thm lp, thanh tra, kim tra chuyn mn. Trn c s tin hnh ca cc trng, cc S GDT c th t chc hi tho khu vc hoc ton tnh, thnh ph, nhn rng vng chc kinh nghim tt c kt c. Sau , tin hnh thanh tra, kim tra chuyn mn theo tng chuyn thc y GV p dng v nh gi hiu qu. 2.2. Phng php t chc thc hin a) Cng tc i mi KT-G l nhim v quan trng lu di nhng phi c bin php ch o c th c chiu su cho mi nm hc, trnh chung chung theo kiu pht ng phong tro thi ua si ni ch nhm thc hin mt chin dch trong mt thi gian nht nh. i mi KT-G l mt hot ng thc tin chuyn
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mn c tnh khoa hc cao trong nh trng, cho nn phi ng thi nng cao nhn thc, b sung kin thc, trang b k nng cho i ng GV, ng o HS v phi t chc thc hin i mi trong hnh ng, i mi cch ngh, cch lm, ng b vi i mi PPDH, coi trng hng dn, kim tra, gim st, kim chng kt qu cng c nim tin tip tc i mi. Trong k hoch ch o, phi ra mc tiu, bc i c th ch o i mi KT-G thu c kt qu cui cng, pht ng, xy dng, cng c thnh nn np chuyn mn vng chc trong hot ng dy hc: - Trc ht, phi yu cu v to iu kin cho tng GV nm vng chun KTKN v yu cu v thi i vi ngi hc c quy nh ti chng trnh mn hc v y l cn c php l khch quan tin hnh KT-G; - Phi nng cao nhn thc v mc tiu, vai tr v tm quan trng ca KT-G, s cn thit khch quan phi i mi KT-G, bo m khch quan, chnh xc, cng bng nng cao cht lng dy hc; - Phi trang b cc kin thc v k nng ti cn thit c tnh k thut v KTG ni chung v cc hnh thc KT-G ni ring, trong c bit l k thut xy dng cc kim tra. Cn s dng a dng cc loi cu hi trong kim tra. Cc cu hi bin son m bo ng k thut, c cht lng. y l khu cng tc c tm quan trng c bit v trong thc t, phn ng GV cha c trang b k thut ny khi c o to trng s phm, nhng cha phi a phng no, trng PT no cng gii quyt tt. Vn cn mt b phn khng t GV phi t my m trong vic tip cn hnh thc trc nghim, dn n cht lng trc nghim cha cao, cha ph hp vi ni dung kim tra v c trng b mn, khng t trng hp c tnh trng lm dng trc nghim. - Phi ch o i mi KT-G theo chuyn c chiu su cn thit, coi trng ph bin kinh nghim tt v tng cng tho g kh khn, vng mc thng qua sinh hot t chuyn mn gia cc GV cng b mn. b) Cc cp qun l phi coi trng s kt, tng kt, c rt kinh nghim, nhn in hnh tp th, c nhn tin tin trong i mi KT-G. c) Trong mi nm hc, cc cp qun l t chc cc t kim tra, thanh tra chuyn nh gi hiu qu i mi KT-G cc trng PT, cc t chuyn mn v tng GV. Thng qua , rt ra kinh nghim ch o, biu dng khen thng cc n v, c nhn lm tt, un nn cc biu hin bo th ngi i mi hoc thiu trch nhim, bng quan th . 2.3. Trch nhim t chc thc hin a) Trch nhim ca S Gio dc v o to: - C th ha ch trng ch o ca B GDT v i mi PPDH, i mi KTG, a cng tc ch o i mi PPDH, i mi KT-G lm trng tm ca cuc vn ng Mi thy c gio l mt tm gng o c, t hc v sng to v phong tro thi ua Xy dng trng hc thn thin, HS tch cc, vi mc tiu
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xy dng mi trng s phm lnh mnh v pht huy vai tr tch cc, tinh thn hng th, ch ng, sng to trong hc tp ca HS; - Lp k hoch ch o i mi PPDH, i mi KT-G di hn, trung hn v nm hc, c th ha cc trong tm cng tc cho tng nm hc: + Xc nh r mc tiu cn t c, ni dung, i tng, phng php t chc bi dng, hnh thc nh gi, kim nh kt qu bi dng; lng ghp vic nh gi kt qu bi dng vi vic phn loi GV, cn b qun l c s GD hng nm theo chun ban hnh. + Xy dng i ng GV ct cn vng vng cho tng b mn v tp hun nghip v v i mi PPDH, i mi KT-G cho nhng ngi lm cng tc thanh tra chuyn mn. + Tng cng u t xy dng CSVC, thit b dy hc to iu kin thun li cho vic i mi PPDH, i mi KT-G. + Gii thiu cc in hnh, t chc trao i, ph bin v pht huy tc dng ca cc gng in hnh v i mi PPDH, i mi KT-G. + T chc tt vic bi dng GV: Cn t chc s dng ti liu Hng dn thc hin chun KT-KN ca Chng trnh gio dc ph thng do B GDT ban hnh, sm chm dt tnh trng GV ch da vo SGK nh mt cn c duy nht dy hc v KT-G, khng c iu kin v thi quen tip cn nghin cu nm vng chun KT-KN ca chng trnh mn hc. - Tng cng khai thc CNTT trong cng tc ch o v thng tin v i mi PPDH, KT-G: + Lp chuyn mc trn Website ca S GDT v PPDH v KT-G, lp ngun d liu v th vin cu hi v bi tp, kim tra, gio n, kinh nghim, cc vn bn hng dn i mi PPDH, KT-G, cc video bi ging minh ha; + Th im hnh thc dy hc qua mng (learning online) h tr GV, HS trong ging dy, hc tp, n thi; - Ch o phong tro i mi PPHT pht huy vai tr tch cc, ch ng, sng to trong hc tp v rn luyn o c ca HS, gn vi chng bo lc trong trng hc v cc hnh vi vi phm quy nh ca iu l nh trng. b) Trch nhim ca nh trng, t chuyn mn v GV: - Trch nhim ca nh trng + C th ha ch trng ca B v S GDT v ch o i mi PPDH, i mi KT-G a vo ni dung cc k hoch di hn v nm hc ca nh trng vi cc yu cu nu. Phi ra mc tiu phn u to cho c bc chuyn bin trong i mi PPDH, i mi KT-G; kin tr hng dn GV thc hin, kp thi tng kt, rt kinh nghim, nhn in hnh tin tin v chm lo u t xy dng CSVC, TBDH phc v i mi PPDH, i mi KT-G; + T chc hp l vic ly kin ca GV v HS v cht lng ging dy, gio dc ca tng GV; nh gi st ng trnh , nng lc i mi PPDH, i mi KT9

G ca tng GV trong trng, t , kp thi ng vin, khen thng nhng GV thc hin i mi PPDH c hiu qu; + T chc tt cng tc bi dng GV: (i) Trc ht, phi t chc cho GV nghin cu nm vng chun KT-KN ca chng trnh, tch cc chun b TBDH, t lm dng DH trit chng dy chay, khai thc h s chuyn mn, chn lc t liu lin h thc t nhm kch thch hng th hc tp cho HS. (ii) Nghin cu p dng PPDHTC vo iu kin c th ca lp; nghin cu tm l la tui vn dng vo hot ng gio dc v ging dy. Nghin cu cc KN, k thut dy hc v k nng t chc cc hot ng cho HS. T chc cho GV hc ngoi ng, tin hc lm ch cc phng tin dy hc, ng dng CNTT, khai thc Internet phc v vic hc tp nng cao trnh chuyn mn. (iii) Hng dn GV lp h s chuyn mn v khai thc h s ch ng lin h thc t dy hc, bi dng tnh cm hng th hc tp cho HS. + T chc din n v i mi PPDH, i mi KT-G ca GV, din n i mi PPHT cho HS; h tr GV v k thut ra t lun, trc nghim, cch kt hp hnh thc t lun vi trc nghim sao cho ph hp vi ni dung kim tra v c trng ca mn hc. + Kim tra cc t chuyn mn v nh gi hot ng s phm ca GV: (i) Kim tra cng tc bi dng v t bi dng ca GV, kp thi ng vin mi c gng sng to, un nn cc biu hin ch quan t mn, bo th v x l mi hnh vi thiu tinh thn trch nhim; (ii) Tin hnh nh gi phn loi GV theo chun ban hnh mt cch khch quan, chnh xc, cng bng v s dng lm cn c thc hin chnh sch thi ua, khen thng; + Phi hp vi Ban i din cha m HS qun l hc tp HS nh, bi dng HS gii, gip HS hc lc yu km, gim lu ban, b hc: (i) Duy tr k cng, nn np v k lut tch cc trong nh trng, kin quyt chng bo lc trong trng hc v mi vi phm quy nh ca iu l nh trng, cng c vn ha hc ng to thun li tip tc i mi PPDH, KT-G; (ii) T chc phong tro i mi PPHT thc y tinh thn tch cc, ch ng, sng to v ly kin phn hi ca HS v PPDH, KT-G ca GV. + Khai thc CNTT trong cng tc ch o i mi PPDH, KT-G: + Lp chuyn mc trn Website ca trng v PPDH v KT-G, lp ngun d liu v cu hi v bi tp, kim tra, gio n, kinh nghim, cc vn bn hng dn i mi PPDH, KT-G, cc video bi ging minh ha; + Th im hnh thc dy hc qua mng LAN ca trng (learning online) GV gii, chuyn gia h tr GV, HS trong ging dy, hc tp, n thi. - Trch nhim ca T chuyn mn: + n v t chc bi dng thng xuyn quan trng nht l cc t chuyn mn. Cn coi trng hnh thc t chc cho GV t hc, t nghin cu, sau GV c kinh nghim hoc GV ct cn ch tr tho lun, gii p thc mc, trao i kinh
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nghim. Sau khi nghin cu mi chuyn , cn t chc d gi, rt kinh nghim h tr GV thc hin i mi PPDH v KT-G; + T chc cho GV nghin cu nm vng chun KT-KN ca CT mn hc v hot ng GD mnh ph trch v t chc u n vic d gi v rt kinh nghim, gio dc thc khim tn hc hi v sn sng chia s kinh nghim; tho lun cch gii quyt nhng vn mi, vn kh, pht huy cc hot ng tng tc v hp tc trong chuyn mn; + Yu cu GV thc hin i mi hnh thc KT G hc sinh. Cn a dng ha cc dng bi tp nh gi nh: cc dng bi tp nghin cu; nh gi trn sn phm hot ng hc tp ca hc sinh (tp cc bi lm tt nht ca hc sinh; tp tranh nh hc sinh su tm, cc bi vn, bi th, bi bo su tm theo ch ; s tay ghi chp ca hc sinh); nh gi thng qua chng minh kh nng ca hc sinh (s dng nhc c, my mc...); nh gi thng qua thuyt trnh; nh gi thng qua hp tc theo nhm; nh gi thng qua kt qu hot ng chung ca nhm + xut vi Ban gim hiu v nh gi phn loi chuyn mn GV mt cch khch quan, cng bng, pht huy vai tr GV gii trong vic gip GV nng lc yu, GV mi ra trng; + Phn nh, xut vi nh trng v cng tc chuyn mn v cng tc bi dng GV, pht hin v ngh nhn in hnh tin tin v chuyn mn, cung cp cc gio n tt, kim tra tt cc ng nghip tham kho; + nh gi ng n v xut khen thng nhng GV thc hin i mi PPDH, i mi KT-G c hiu qu. - Trch nhim ca GV: + Mi GV cn xc nh thi cu th, tinh thn hc sut i, khng ch quan tha mn; t gic tham gia cc lp bi dng, t bi dng thng xuyn v sn sng hon thnh nhim v GV ct cn chuyn mn khi c la chn; kin tr vn dng nhng iu hc nng cao cht lng dy hc; + Phn u thc s nm vng ni dung chng trnh, i mi PPDH v KTG, rn luyn k nng, k thut dy hc (trong c k nng ng dng CNTT, khai thc internet), tch ly h s chuyn mn, to c uy tn chuyn mn trong tp th GV v HS, khng ngng nng cao trnh cc lnh vc h tr chuyn mn nh ngoi ng, tin hc; + Thc hin i mi PPDH ca GV phi i i vi hng dn HS la chn PPHT hp l, bit t hc, t nh gi, t ch, khim tn tip thu kin ca ng nghip v ca HS v PPDH, KT-G ca mnh iu chnh; + Tham gia tp hun chuyn mn, nghip v; d gi ca ng nghip, tip nhn ng nghip d gi ca mnh, thng thn gp kin cho ng nghip v khim tn tip thu gp ca ng nghip; t gic tham gia hi ging, thao ging, thi GV gii, bo co kinh nghim chia s, hc hi kinh nghim nhm trau di nng lc chuyn mn. Trong qu trnh i mi s nghip GD, vic i mi PPDH v KT-G l gii
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php then cht nng cao cht lng dy hc ni ring v cht lng GD ton din ni chung. y l mt yu cu va cp bch va lu di, i hi phi ch o cht ch, lin tc v phi ng vin mi s kin tr n lc sng to ca i ng GV, li cun s hng ng ca ng o HS. to iu kin thc hin c hiu qu ch trng i mi PPDH v KT-G, phi tng bc nng cao trnh i ng GV, ng thi tng cng u t xy dng CSVC, nht l TBDH. Cc c quan qun l GD phi lng ghp cht ch cng tc ch o i mi PPDH v KT-G vi vic t chc thc hin cuc vn ng "Mi thy c gio l mt tm gng o c, t hc v sng to" v phong tro thi ua Xy dng trng hc thn thin, hc sinh tch cc tng bc nng cao cht lng GD ton din, p ng yu cu ca s nghip cng nghip ha, hin i ha t nc v hi nhp quc t.

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PHN TH HAI BIN SON KIM TRA I K THUT BIN SON KIM TRA In general, the language components and skills involved in communication are speaking, writing, reading, listening, vocabulary, grammar or syntax and pronunciation. On a higher level of language use, those involved may include communication norms, socio-linguistic etiquettes; pragmatics and even cultural elements from a certain community. Nevertheless, the language requirements or the goals for students at secondary level are quite fundamental according to the Handbook of Standards in Knowledge and Skills for Secondary Education. In testing and evaluation, the components of language are and should be integrated into a unity in order to assess students competences. Due to the limitations of this short training workshop in testing and evalation, the aforementioned components will be dealt with separately for the sake of understanding and undertaking. 1. K thut bin son cu hi T vng/Vocabulary questions The purpose of vocabulary tests is to measure the comprehension and production of words used in language skills. In designing a test question, simply choosing difficult words or random Lists of words doesn't make much sense either. Somehow we need to find out which words our students need to know. The problem can be solved by referring to the Glossary that tells what words must be learned in each unit at the end of the course books. Another way is to record the words that students misuse. These become test items. Still other sources are your textbook, reader, and exercise manual. Finally, do not overlook the words and phrases needed to run the class, such as "Take your seat" or "The assignment for tomorrow." These are useful test items at the beginning level. Deciding how to test vocabulary is related to how we teach it. Most teachers today do not recommend having students simply memorize lists of words. Instead, they teach students to find the meaning of words through the context of the sentence, and they help increase comprehension by teaching important affixes (happy: unhappy/beauty: beautiful). In testing vocabulary, we also need to avoid presenting words in isolation. This part will illustrate a variety of ways to use context cues and word building skills in testing vocabulary. Checking vocabulary mastery can be adjusted to match your emphasis on oral or written skills. Suppose improving conversation skills is your primary objective, you can test vocabulary by using aural cues ("What time is it?") and by requiring responses such as "It's nine o'clock". On the other hand, suppose you are stressing reading, you can offer a written multiple13

choice format "He bought a cake at the (A) bank, (B) bakery, (C) hardware store, (D) bookstore". 1.1. Hon thnh cu nhiu la chn (Multiple-choice completion) A good vocabulary test type for students is multiple choice completion. It makes the student depend on context dues and sentence meaning. This kind of item is constructed by deleting a word from a sentence, for example: She quickly _____ her lunch. (A) drank (B) ate* (C) drove (D) slept (The correct choice is marked with an asterisk "*") After reading the sentence, students look at the group of words and chooses which one best completes what they have read. The following steps should be taken in writing multiple choice completion items: (1) Select the words to be tested. (2) Get the right kind of sentence to put each word in (this sentence creating the context is called the stem). (3) Choose several wrong words to put the right word with (these wrong words are called distractors). Three distractors plus the right word are enough for a written item. (4) Finally, prepare clear and simple instructions. And if this kind of test question is new to your students, it would be recommendable to prepare one or two examples. Vocabulary Choice When selecting vocabulary items, remember the suggestions given earlier. Also, realize that sentence-completion items tend to give you a chance to test passive vocabulary. Since students have to recognize these words but not necessarily produce them, this is a good way to test more difficult vocabulary items than the usual ones that students study in class. But these should still be words or phrases that are useful to your students words, for example, from their reading materials. Of course, words can be chosen from other sources like newspapers, magazines, and textbooks from other reference materials, if you have used these in your English class. Another point to remember is that usually only content words (nouns, verbs, adjectives, and adverbs) are included in vocabulary tests. Function words (articles, determiners, prepositions, conjunctions, pronouns, auxiliary verbs) appear in grammar tests.
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When using words not found in your classroom textbook, be careful of bias. Material from other sources could give students who have experienced them a special advantage (most students may not know the specific vocabulary related from those sources). Context Preparation With suitable words selected, our next step is to prepare contexts for them. Sometimes especially for beginning students more than one sentence is needed to help clarify meaning. You can prepare a two-line mini-dialog like those in the students' books to check the meaning of a word such as (paint) brush: E.g.: "I want to paint, too! "All right. Use that _________ over there!' *A. brush B. pencil C. broom D. spoon Another way is to find a passage (on your students' level) in which the word appears, remembering that some sentences are much more helpful than others. Consider a fairly difficult word - communicate. A passage from an English language reader might begin with the sentence: "Human being communicate in many ways." This shows us only that communicate is a verb and that it can be performed by humans. Another sentence from the same passage limits the meaning of the word: "Some people communicate disapproval by holding their nose between their thumb and forefinger." This second sentence provides a better "frame" for the word. Other verbs such as interrogate, philosophize and investigate can be used as distractors with the second sentence. (An asterisk indicates the correct answer.) E.g.: Some people __________ disapproval by holding their nose between their thumb and forefinger. A. interrogate B. philosophize *C. communicate D. investigate A, B, and D are good distractors because not one of them fits this context. Assume that a second rather difficult word, superstitious, appears only in a general context "Frank is certainly very superstitious." We see that a large number of words (such as old, tall, happy, kind; or ambitious, optimistic, courteous) could fit here. Since a better sentence is not available in the text, we can write one of our own: "Frank is so superstitious that he thinks you'll have bad luck if you break a mirror." Simplified slightly, it reads: Frank is very ________; he says, "Break a mirror, and you'll have bad luck." A. ambitious B. optimistic C. courteous D. superstitious*
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Finally, avoid contexts that are too difficult. The following sentence contextualizes the verb implies, which you may want to test, but notice how difficult it is to understand: "Present an analogy which implies the concept you wish to convey. The vocabulary item is much more easily understood in the following context: "He didn't actually say so, but he implied that you lied." Distractor Preparation There are two common ways to choose distractors. Experienced teachers often create their own. They can do so because they have developed a feel" for the language that is appropriate for their students. But there is a second and equally good way. That is to use student errors as distractors. Teachers who create their own distractors should follow certain guidelines: 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 When distractors are not the same form as the right answer, students might answer the item correctly for the wrong reason. For example, some may know an adjective is needed in this item and they might notice that weak is the only adjective listed. (Note that words like strong, energetic and athletic are distractors that contrast with the old man's weakened condition. On the other hand, words such as wise, kind, pleasant or bent do not contrast as well and are therefore weaker distractors.) 2. ALSO be sure you don't give away the right answer through grammatical cues. Notice the effect of the article in the following example. She needs to get up earlier so she's buying an __________ clock. A. time *B. alarm C. watch D. bell In this question, meaning and grammar indicate that alarm clock is right because an is only used with a word beginning with a vowel sound. One way of correcting this would be to remove an from the sentence and use this form for the choices: A. a time *B. an alarm C. a watch D. a bell. 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
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*B. sophisticated C. blue

D. wise

Students might pick sophisticated simply because it contrasts in difficulty with the distractors or because students can eliminate the three easy choices. 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 Actually, any one of the four choices is acceptable. The item would be improved by changing the verb to mailed. But we know that gifts, food, and books are also mailed. Therefore, we can use unmailable choices such as post office, friend, or courage. Another possibility is to choose a new sentence. But notice how this problem can arise again: She wrote a ________ yesterday. A. letter B. gift C. friend D. book While "D is unlikely, "C" is completely acceptable. So we still have two ''correct'' answers, and of course we should have only one. To eliminate slips like these, have someone else read through your items before you use them on a test. At the beginning of the discussion on distractors it was suggested that you could write your own, or that you could use student errors. One source of student errors is the composition, and another is student speech. These are good because they involve actual communication. The difficulty is that such sources take a lot of time to sort through, and usually much of the information that we want is missing, because students can avoid words that they are not sure of. A more efficient way to find vocabulary errors is to look at homework and classroom exercises on vocabulary. But if the test that you're preparing is important enough, you can collect errors (for distractors) even more systematically: Give the students sentence- completion items without the multiple choice options, and simply have them fill in the blank in each sentence. You can then write down their wrong answers. You will also find some correct alternatives, but naturally you can't use these as distractors. For example, suppose you used "Frank is very ________; he says, 'Break a mirror, and you'll have bad luck."' Besides superstitious, you might get words such as silly, wrong, stupid, liar, because, religious, knowing, lucky. The first three can't be used because they could possibly appear in such a sentence. The last three are adjectives, and so they seem usable. However, liar and because do not match distractor requirements. What do you do with these? You can probably use them anyway, particularly if more than one person wrote them down. Our guidelines are useful generalizations, but the errors made by your students reflect their exact level and their special way of "seeing" the language.
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Distractors chosen from these errors can test your class even better than those that you create yourself. Instruction Preparation The instructions for your test should be brief; students shouldn't have to spend a lot of time reading them. And they should be clear, anxiety can come from poorly worded questions, and resentment from misunderstood directions. Some teachers prefer to give instructions orally, but if any students come late, repeated instructions can distract those working on the exam. Keep in mind that instructions can really become a kind of "test," and oral instructions can amount to an unintended "listening test." If you have used multiple-choice sentence-completion exercises in class, instructions can be very short: "Circle the letter of the right answers" (or) "Circle the letter of the word that best completes each sentence!' Naturally the kind of directions given depends on your students' reading ability and how you want them to mark the test paper. Consider the following: Read each sentence carefully. Then look at the four words below it. Choose the one that completes the sentence correctly. Put the letter of that word (A, B, C, or D) in the blank at the left. You will find it helpful to give both oral and written instructions for students at the beginning level. For classes with very little skill in English, you can even give the instructions in the native language. One final note: Instructions can be made clearer by one or two examples. They are not given for practice. They are given to show how to answer the questions. Therefore, they should be simple enough that everyone can do them without any difficulty. E.g.: They drove to work in their new __________. A, house *B. car C. office D. street If needed, a short explanation can follow the example: 'We circle 'B' because 'car' is the only word that fits into the sentence." Alternative to sentence completion, we can use multiple-choice doze. Cloze tests are made from stories or essays by deleting words at regular intervals. Students have to write in each blank the word that they think belongs there or select the right choice from a group of options given. Multiple-choice cloze tests work like regular multiple-choice sentence completion; but usually content words (like school or run) and function words (such as the or in) are deleted. In addition, cloze tests provide more context often more than one paragraph. Multiple-choice cloze can test vocabulary when only content words are deleted.
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E.g.: After the capture of Troy, Ulysses set out for his (A. neighborhood B. continent *C. homeland D. street) many miles away. But so many strange (A. sights *B. things C. places D. people) happened to him on his journey that ten (*A. years B. timer C. roads D. cities) passed before he reached Ithaca'' Advantages of Multiple-Choice Completion 1. It helps students see the full meaning of words by providing natural contexts. Also, it is a good influence on instruction: It discourages wordlist memorization. 2. Scoring is easy and consistent. 3. It is a sensitive measure of achievement. Limitations of Multiple-Choice Completion 1. It is rather difficult to prepare good sentence contexts that clearly show the meaning of the word being tested. 2. It is easy for students to cheat by copying what others have circled. 1.2. Hon thnh cu vi dng ng ca t cho trc/ Word formation Word-formation items require students to fill in missing parts of words that appear in sentences. These missing parts are usually prefixes and suffixes-for example, the un- in untie or the -ful in thankful. A related task is to use words like the following in a sentence and have students supply missing syllables of any kind, such as the rel- in relative or the -ate in deliberate. We can see, then, that there is a different emphasis in simple-completion tests than in those we have just looked at. Context is still useful, but the emphasis is on word building. Moreover, this is a test of active not passive skills. The steps in preparing a simple-completion vocabulary test are similar to those mentioned in the previous sections, but with one difference: No distractors are needed. 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. If the test is quite important, try it out ahead of time. You can have other teachers take it, or possibly native English speakers. Then revise it and use it in your class. Vocabulary Choice Perhaps your students have studied the -ly ending used with many adverbs (and some adjectives). They might not know adjectives like manly or adverbs like extremely. But quick is part of their vocabulary, and so it can be used in testing
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the suffix (quickly). They might also know the negative prefix un-. Recalling that cooperative is part of their passive vocabulary, you decide to challenge them on the test. You expect to see if they can produce uncooperative in the test. Context Preparation Student success on the exam will depend in part on your sentence contexts. For example, one simple-completion vocabulary test included a stem (base word) requiring -ous. The sentence read, "He was a very nerv___ person." But a number of these rather advanced students wrote in a "y" instead an unexpected but correct ending. They thus produced nervy, which means "bold" or "offensive." The context did not show that the person intended was "worried" or "timid" (nervous), so nervy had to be accepted. It is also possible to check student knowledge of when not to add a prefix or suffix. Compare the following: 1. My teach_____ is very helpful. 2. Did she teach______ you anything? In the first sentence, the suffix -er is required. In the second sentence, no suffix is needed. Such sentences are not left empty; students must put an "X" in the blank. But notice again how careful we must be in writing our sentences: E.g.: That was a care ________ answer. Note that either careful or careless can be used. 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. Another very popular vocabulary test type is stem-first procedure. An advantage of this type is that many words need spelling changes when suffixes are added. Following is an example: She has a beautiful new dress. (BEAUTY) Advantages 1. It reflects teaching approaches. 2. It is generally faster and easier to construct than are items with distractors. Limitations 1. Fewer words can be tested this way than with multiple choice. 2. There is some difficulty in avoiding ambiguous contexts.

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Bi tp/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 A. very A. hour A. asked A. pleased B. pen B. little C. table C. baby D. material D. ran b. The mouse _______ quickly away. c. I think he'll be here in an -. B. day after tomorrow C. weekend D. soon B. needed B. nervous C. told C. study D. wanted D. interesting d. They _______ me to get up right away. e. Choose the odd one out. 2. Prepare five test items from words in your students' text, or use the following vocabulary words: truth/weekend/secret/ridiculous/perfume. a. For each word write a sentence context that reflects the meaning of the word as clearly as possible. b. Prepare three good distractors for each test item. c. Write simple, clear instructions, and include an example. 3. 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) 1. When you write your check, make it __________ to my sister. 2. Please wipe your __________ hands on that cloth. 3. The police arrested him for __________ the riot. 4. The __________ of the volcano destroyed several villages. 5. The boy didn't __________ his shoelaces before taking off his shoes.

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2. K thut bin son cu hi Ng php/Grammar questions Grammar tests are designed to measure student proficiency in matters ranging from inflections (bottle-bottles, bake-baked) to syntax. Syntax involves the relationship of words in a sentence including manners such as word order, use of the negative, question forms, and connectives. As indicated earlier, this material covers vocabulary, grammar, and pronunciation tests. Of these three, grammar ones seem to be the most popular. There are several reasons for this: Much English teaching has been based on grammar; and unlike various measures of communicative skills, there is general agreement on what to test. Grammar items, such as auxiliary verbs, are easy to identify, and errors in grammar can be quickly spotted and counted. As with vocabulary exams, either passive or active skills can be checked. Also, grammar can be tailored to beginners or advanced learners. Of course, in testing grammar, we don't pretend to measure actual communication. But we can do a good job of measuring progress in a grammar class, and we can diagnose student needs in this area. 2.1. Hon thnh cu nhiu la chn (Multiple-choice completion) The test type presented in this part includes an incomplete sentence stem followed by four multiple-choice options for completing the sentence. Here is an easy sample item: E.g.: She is _________ her breakfast. A. eating B. ate C. eats D. eaten While multiple-choice completion is an efficient way to test grammar, teachers need to be cautioned about the temptation to use this bid of item for all of their testing needs. Many people are very excited about objective tests, feeling that multiple choice objective exams in particular should be used to test everything. However, any given test is a kind of tool; it may be very useful for some jabs but not for others. For example, while multiple-choice tests can be used successfully in testing grammar, they don't seem to work as well in testing conversational ability. Preparing multiple-choice completion gmmmar 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; and (4) prepare clear, simple instruction.
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Grammar Choice Choosing grammar points to test is usually rather easy: Just determine what structures you have taught since the last test. The results on quizzes or homework assignments can show those things that students have learnt well and those things that need reviewing. The points they know well can be generally ignored. A few of these, however, could be included at the beginning of the test to encourage students. A related matter is how to give different "weight" to various grammar points. Let's say you spent three times longer on modal auxiliaries than on two-word verbs. You could prepare two or three times as many questions on the modals. This is part of the planning that is necessary. Before starting to write the questions, you need to decide how many of each grammar type to include. Context Preparation Assuming that you have decided what points to test, what multiple-choice type to use, and how many questions to prepare, you are now ready to start writing the items. First, 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, such as "I don't want to go" (in testing 'to plus verb"). But notice how much context is needed for other grammar points. In the following sentence, must is used to express a conclusion or deduction: "Jimmy hasn't eaten anything, and he won't talk or play. He must be ill." When many of your test items require a lot of context like this, you may consider using a twosentence approach. Distractor Preparation We are now ready for distractors. You will recall that these are the incorrect options which we put with the correct word or phrase to complete the sentence. Experienced teachers usually have a good sense for what to use, but inexperienced teachers need some help. For example, "could of' has sometimes been used as a distractor for "could have." This won't work, because it is a native English-speaker error and is almost never made by non-native English speakers. Also, avoid using distractors that sound alike. Look at this item from an inexperienced teacher's test: E.g.: _______ the ones who know the answers. A. They are B. There C. They're D. Their This is really just a spelling item. It might be used on a writing test, but not on a grammar test. Another problem is that both A and C are correct options. It is also a good idea to avoid items that test divided usage, or items that only test different levels of formality.
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E.g.: You can get it from the lady _______ he sold it to. A. which B. who C. whom D. why Debatable items like this just confuse non-native speakers. Notice that choice "C" is in the "correct" case. But choice "B" is closer to what native speakers would actually say. The easiest way of saying the sentence isn't even provided dropping out the relative pronoun altogether You can get it from the lady he sold it to". In addition, the who/whom choices tend to stick out as the obvious pair to choose from; and "why" is a very weak distractor. But even with this help, how can the inexperienced teacher write distractors that sound right! One way is to look at the errors that students make on exercises or doze passages. These errors can be used as distractors. Another source of distractors is errors from students writing. It is good not either to confuse or tire your students by having them reread unnecessary material. Take out any repeated words from the distractors and put these in the stem. E.g.: If I had a new fur coat, __________. A. I showed it to everyone. everyone. C. I've shown it to everyone. everyone. A. I showed B. D. I'd I'll show show it it to to

(revised) If I had a new fur coat, _______ to everyone. B. I'd show C. I've shown D. I'll show Also, it is best not to mix categories like the following: E.g.: They just bought __________ furniture. A. a few A. a few furnitures. C. some furniture. B. several C. some D. with (revised) They just bought ___________. B. several furnitures. D. a furniture.

The example above requires recognition of furniture as a non-count noun and recognition of the right determiner to use with this word. Choice "D" (with) is unsatisfactory because it is a preposition and not a determiner. Alternate Form of Multiple-Choice Completion Unlike previous test items in this section, error identification does not require students to complete a sentence. Instead, they have to find the part containing an error. This kind of test question is particularly useful in testing
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grammar points for which there are few logical options, such as the choice between few and a few, little and a little, some and any, much and many, or this and that, etc. E.g.: Rain is slight acidic even in unpolluted air, because carbon dioxide in the A* C B D atmosphere and other natural acid-forming gases dissolve in the water. In addition to having students identify the error, it is also possible to have them give the correct form Advantages of Multiple-Choice Completion 1. It is impossible for students to avoid the grammar point being evaluated. 2 Scoring is easy and reliable. 3. This is a sensitive measure of achievement (and like other multiple-choice language tests, it allows teachers to diagnose specific problems of students). Limitations of Multiple-Choice Completion 1. Preparing good items is not easy. 2 It is easy for students to cheat. (It is possible to create a second form of the test by rearranging the items, but this is time consuming for the teacher.) 3. It doesn't appear to measure students' ability to reproduce language structures (although in actual fact this kind of test is a good measure of the grammar subskill). I This can have a negative influence on class work if used exclusively. (Students may see no need to practice writing if tests are objective.) 2.2. Sentence Completion Simple-completion items used for testing grammar consist of a sentence from which a grammatical element has been removed. An elementary item would be "He went to chool." A more advanced open-ended item would be "I would have gone if he had invited me. Students may be asked to decide from the context what word or phrase to write in the blank; or they may be asked to write in an option from a list, or to change the form of a key word (such as write to wrote). There are three steps to follow in preparing sentence completion grammar tests: (1) Select the grammar points that need to be tested; (2) provide an appropriate context; and (3) write good instructions. But it is also necessary to decide what kind of sentence-completion question to use. Some are easier than multiple-choice completion, and some are much more difficult. Most of this section
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will deal with the three basic kinds of sentence-completion grammar tests: (1) the option form, (2) the inflection form, and (3) the free-response form. These three forms vary not only in difficulty but also in objectivity and in the degree of active or passive response that is required. As a result, you can tailor the test to the students that you have. Your advance planning will determine which general question type to use. If you need to check mastery of many structures, you will probably select multiplechoice completion. If you have to test sentence combining, word order, or sentence transformation skill, you can use a guided writing procedure. E.g.: Combine these two sentences: She knew something. He loved her. (Answer) She knew that he loved her. But if you want a quick way to check the mastery of a few specific points for only one or two classes of students, simple completion is ideal. E.g.: He ________ (sing) very well when he was a child. 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. This option form can easily be adapted from exercises in your textbook. Sometimes a new pair of options is given for each sentence. E.g.: The women ___________ for the tragedy. (was crying, cry) The magician performed some _______ tricks. (astonishing, astonished) 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.

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E.g.: QUESTION 1) _________ did the clock stop running? 2) __________ were you late? 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. When students have to write in their own answer like this, you have to be careful about context. For example, new teachers might think that if they write a sentence like "He ______ (sing) a song," only "is singing" will fit. If they're testing the progressive, they may be disappointed to find that several other answers are possible, such as sings, sang, has been singing, had been singing, will sing, etc. This problem can be solved by giving part of the verb or adding more context. E.g.: He is ______ing (sing). (or) He ______ singing now. (Add one word.) or "What's Tom doing now?" "Oh, he _______ (sing)." Another technique is to use a separate blank for each word in the verb phrase. E.g.: He _____ _____ (sing) now. The Free-Response Form Sometimes a few simple terms can be used, if everybody in the class knows what they mean. The free-response form illustrates how that common terminology can occasionally be used. Here are some sentences from an English test: Example: Add a question tag to these sentences: 1) Hamlet was indecisive, __________?
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ANSWER At twelve o'clock. We ran out of gas.

2) Polonius knew a lot of aphorisms, _________? It is good to use an example to make sure that no one is confused. Here are some illustrations used widely in English test. Example: Directions: Write in the missing part of the two-word verb. "What time did he get __________ this morning?" Directions: Write in a two-word verb that has the same meaning as the word provided in the brackets. "Jack __________ (arose) later than usual.'" The following example illustrates free response with a minimum amount of contextual control. (Here the conditional is being tested.) You would get better sooner if _____________ These take longer to correct than other completion types, and they also take more language skill to evaluate properly. Consider a few acceptable ways that students could complete example: "if you dressed warmer," "if you'd see a doctor," "if Mother were here," "if we had some medicine for you." Obviously, thislast kind of simple-completion question requires the most real productivity of all. It also provides flexibility; and it is perhaps the most communicative. Advantages of Sentence Completion 1. These are generally easier to prepare than are multiple-choice items. 2. These give the appearance of measuring productive skills because some items permit flexibility and original expression. 3. There is no exposure to incorrect grammatical forms. 4. These provide a sensitive measure of achievement. Limitations of Sentence Completion 1. These are usually more time consuming to correct than are multiplechoice questions. Not only can poor penmanship be a problem but also "irrelevant" errors beyond those being tested. 2. Occasionally students can unexpectedly avoid the structure being tested. Cloze
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Cloze tests are prose passages, usually a paragraph or more in length, from which words have been deleted. The student relies on the context in order to supply the missing words. At the present time, no single test format is more popular than the cloze procedure. It is easy to prepare and rather easy to score. Teachers like it too because it is integrative-that is, it requires students to process the components of language simultaneously, much like what happens when people communicate. Moreover, studies have shown that it relates well to various language measures from listening comprehension to overall performance on a battery of language tests. In brief, it is a good measure of overall proficiency. But as we have seen in the introductory part, proficiency tests such as the cloze do have some limitations. For one thing, they usually don't measure short-term gains very well. A good achievement test could show big improvement on question tags studied over a two-to three-week period. But a proficiency test generally would not show much if any improvement. Fortunately a simple change in the doze format can overcome this problem. The cloze is simply a story or essay from which a number of words have been deleted. We fill in the missing words much as we do while conversing. In a noisy restaurant, we guess at the words that we don't hear by relying on the whole conversation. So in cloze tests, the overall meaning and surrounding grammar help us replace the missing parts. Sentence completion vocabulary and grammar items are similar in a way to cloze tests. Cloze passages simply have much larger contexts. Preparing a 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. The first and most important step is to choose a text of the right level. Choosing a passage that is rather difficult for your students will simply frustrate them. So choose a passage that they can read with little or no difficulty. You can even use something that has already been read and discussed in class. They will not be able to answer the test from memory. The length of the selection depends on the number of blanks you plan to have. But most are not longer than 250 300 words. This means that you will often have to use only part of an article or story. When you do this, be sure your excerpt
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makes sense by itself. You might have to compose a sentence or two of your own to introduce or end your selection. Also there are a few things to avoid: Usually we ignore a passage that is full of proper nouns, numbers, and technical words. When these are left out, it is often impossible to know what to write in. Also, we usually do not pick an article containing a lot of quoted material. The quoted might not be at the same level as the rest of the passage. But if there are only a few trouble spots in a good selection, you can edit or rewrite them. With the passage chosen, you are ready to decide which words to take out. Leaving the first sentence or two and the last one intact as they are will help students understand the overall meaning. How many words need to be deleted altogether? It depends on your students. Get by with 15 to 20 blanks at most. Naturally, the more blanks the test has the more stable and reliable it is. Advantages of Cloze 1. It is easy to prepare and quite easy to score. 2. It is a good measure of integrative English skills. 3. Standard cloze is a good measure of overall ability in English. Limitations of Cloze 1. It is not a sensitive measure of short-term gains. 2. It is difficult for teachers who are non-native English speakers to choose acceptable equivalent words.

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Bi tp/Tasks I- MULTIPLE CHOICE COMPLETION. 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?" C. she ran well, was she?" B. she ran well, wasn't 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 C. may D. your D. wouldn't d. "Mr. Adams, ___________ I be excused from class tomorrow?" A. ought to B. can 2. Construct a multiple-choice completion question for each of the following grammar points. Or choose five grammar points that you have taught to your students. Give the instructions and the answers. a. The subordinator although (as in "Although he was tired, he walked to work"). b. Subject-verb agreement with some form of the verb be (as in "One of the boys was here last night"). c. Since as an expression of time (as in "They've been here since 10:00"). d. A question tag (as in 'She works hard, doesn't she?"). II- SENTENCE COMPLETION 1. Write down as many words as you can (not phrases) that appropriately complete this sentence: "He walked . . . the house." 2. Prepare four two-option form items testing the too/enough contrast (that is, "too big to" versus "big enough to''). Prepare good contexts. Include the answers.

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3. Prepare four verb-inflection items a different verb and verb tense for each item. Include the uninflected form. Supply the answers. (Example: She _______ [drink] it this morning.) 4. Write four free-response items. Each one should test a different grammar point. (One of these can be the conditional as in the example.) Name the grammar points being tested. Include two sample correct answers for each of the four items. III- CLOZE 1. Write out the major problem that you see in the following cloze test. Disregard its short length. There was much conflict in early Vermont. It remained an unbroken wilderness until ________, when a French officer established Fort _________ on Isle La Motte. In 1924 Massachusetts ___________ fearing attacks by the French and _________, built Fort Dummer near the present _________ of Brattleboro. The French forts at _________ and Crown Point were used as ______ for attacks. (Key: 1666, St. Anne, colonists, Indians, site, Chimney Point, bases)

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3. K thut bin son cu hi c hiu/Reading questions Question Techniques for Beginners There are two useful approaches for testing beginning students who can read simple passages. One of these is True-false items, and the other is the matching technique. True-false items are rather easy to prepare, and for beginning students they are easier than regular multiple-choice items. Here is an example: Among the American Negroes in the southern states, work songs played an integral part in fashioning a folk music which was later to become jazz. These had been part of the West African's musical experience at home. And now they were transported to a new environment. In America they were found to be of no little importance to the slaves' output of work. Questions: 1) Jazz is related to the work songs of American blacks. *T F 2) Work songs were not helpful in getting more work done. T *F One problem with true-false questions is that the student might simply guess the right answer. If concerned about this, you can make a correction for guessing: Just subtract the number wrong from the number right. This is their new score. We can see why this is done, when we recall that on a true-false test, a student could get 50 percent of the answers right simply by guessing. In other words, if he knew 50 items on a 100-item test but guessed at the other 50, he might get a score of 75 [50 + 25] that he guessed right. But if we subtract the number that he missed [25] from the number he got right [75], the result is 50-the number of items that he actually knew the answer to. A "guessing correction" can also be made for regular multiple-choice tests. Normally we use a correction only when the test is timed, and many of the students do not have a chance to finish. This encourages guessing. The correction is made by dividing the number of items wrong by the number of distractors and subtracting this from the number of correct answers. For fouroption items this is the number right minus the number wrong divided by 3, or R-w/3. For three-option items, this is R-w/2 [remember that of the three choices, one is the correct answer and two are distractors].)

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A second useful approach for testing beginning students who can read simple passages is the matching technique. This procedure simply has students match material in the passage with material in the question. It is like "copy work" in beginning writing classes. For example, a question such as the following might be written on the "jazz" passage: What played an integral part in fashioning folk music? A. work songs Americans B. jazz C. a new environment D.

Notice that the question and the answer are lifted right from the original passage. This gives some practice in handling questions, but little comprehension is required. A variation on this procedure asks students simple questions on dialogs that they have practiced in class. E.g.: ANN: "Mr. Martin never works in'the garage." KEN: "Yes, he does. He. worked in the garage last Saturday!' When was he working? A. in the garage B. Mr. .Martin *C. last Saturday We can see that short test passages like this often concentrate on grammar or vocabulary. Question Techniques for More Advanced Students Standard Multiple-choice. There are many ways to test reading. One of the best is a reading passage followed by multiple choice questions. We have already mentioned the variety of sources available. Naturally you can use readings from your own English resource, but be careful to give everyone an equal chance to succeed. The number of passages and the length of each depend on your particular test. Let's assume the whole exam is on reading. Multiple-choice questions can be asked on very short passages of 35 to 75 words. Quite a few of these can be answered in one period. Student level and passage difficulty naturally influence how many can be done. Usually longer passages will run from 100 to 300 words. This is sufficient since more than one passage will appear on a single test. Selections for less advanced students will run from about 100 to 200 words. Those for more advanced students will generally range from 150 to 300 words.

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Selections with considerable variety, detail, and contrast are easiest to prepare questions on. Normally you will only be able to write roughly three questions per hundred words, or four at the most. More than this usually results in looking at insignificant details. Fewer than this is inefficient. Finally, in order not to give some students a special advantage, use at least three to five passages from different sources. Students who read fairly well can answer about a question a minute-including the reading of the passage. Slower students and those reading difficult technical material may need almost twice as much time. It is a good idea to try some sample passages in class (of the same length and level of difficulty that you plan to use). This prepares students for the instructions and types of questions on the test, and it helps you decide on how much time to allow. Some students will take all the time you give them, so have the students raise their hand when they have finished the inclass practice test. You can allow time for at least 80 percent to finish. Plan to use a variety of types of questions on your reading test. One very important type is the paraphrase. Look at the following example: Karate is a science of unarmed self-defense and counterattack. It is a sort of "weapon in an empty hand!' In many U.S. cities thousands of young people are developing their minds as well as their bodies by learning karate.' The key portion that we will use for our paraphrase question is "In many U.S. cities, thousands of young people are . . . learning karate." The paraphrase of this is "Karate is being taught to many young Americans." Every word but "karate" is different. Here is the resulting question: In this passage we learn that karate _________. A. is being taught to many young Americans. B. and training for the mind are both being taught. C. can remove a weapon from someone's hand. D. is used to start a fight. A second type of question, the synthesis item, requires integration of ideas from more than one sentence-sometimes from the entire selection. For example, in one simple story used to test reading comprehension, a lady stops at a restaurant to eat. But she looks confused when it is time to pay her bid.

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Then she says, "I can't pay the bill. My purse is gone." At this elementary level, students simply have to complete "The lady couldn't pay for her lunch because. . ." by choosing this option: "her purse was lost." In short, they just need to pull together the information found in the two sentences. For a more advanced example of the synthesis question, we will look at the full version of the "karate" passage: Karate is a science of unarmed self-defense and counterattack. It is a sort of "weapon in an empty hand." In many U.S. cities thousands of young people are developing their minds as well as their bodies by learning karate. "I've been taking karate lessons for five years now," says sixteen-year-old Bobby Hamilton of Columbus, Ohio, "and it's great! I find myself doing things that I thought I could never do!' Paula Jones has just begun taking karate lessons at her high school in Philadelphia. She feels that she has more self-confidence because of the lessons. "I am more aware of myself," she says. "I already have learned so much about self-control. I know everything in life is not going to be easy. Karate helps prepare me for the times when I'll have to meet my problems face to face."' 1) A good title for this selection would be ___________. A. Americans Import a Japanese Sport B. Karate-Weaponless Protection for People of All Ages C. School Children Enjoy a New Kind of Physical Education Class D. Self-Perfection through Self-Protection A third kind of question is the inference item. It requires students to see implications in what they read. Here is another example from an English test: [Two men, Gerard and Denys, were traveling in a forest. They had just been forced to kill a large baby bear in self-defense.] Then Gerard heard a sound behind them. It was a strange sound, too, like something heavy, but not hard, rushing over dry leaves. It was a large bear, as big as a horse, running after them a short

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distance away. As soon as he saw it, Gerard cried out in fear, "The baby bear's mother!' The mother bear was probably running because it ________. A. was afraid of Gerard and Denys and wanted to escape. B. wanted to hurt those who had killed its baby. C. was chasing a horse, a short distance away. D. enjoyed running, like horses and other animals do. Various kinds of problems need to be avoided when preparing reading tests like these for intermediate and advanced students: (1) Tests at these levels should not ask for words or phrases exactly as they appear in the passage. (2) In addition, they should avoid illogical distractors like those in the following item: E.g.: In this study, the high divorce rate was caused by ________.

A. the great kindness of husbands and wives to each other. B. heavy drinking by the mate who was working. C. positive relationships of parents and children. D. having lots of money to pay bills with. (3) They shouldn't be written in such a way that they can be answered from general knowledge: E.g.: In the article, we learn that Adolf Hitler was A. a Russian spy. B. a French ballet dancer. D. a German dictator. C. an American baseball player.

After you prepare an important reading test, you could try it out in the following way: Copy down only the questions and multiple-choice options. Then have another teacher's class or a group of your friends volunteer to "take" the test-without the reading passage. Those items that nearly 50 percent or more get right are probably poorly written: Examinees may be depending mostly on logic or general knowledge. (See discussions of multiple- choice questions in parts 2 and 3 for additional cautions in writing multiple-choice questions.) Advantages of Passage Comprehension

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1. This is the most integrative type of reading test. 2. It is objective and easy to score. 3. It can evaluate students at every level of reading development. Limitations of Passage Comprehension 1. Passage comprehension is more time consuming to take than other kinds of tests. 2. One pitfall in preparing this kind of test is utilizing questions that deal with trivial details. 3. Passage comprehension tests which use questions on trivial details encourage word-by-word reading.

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Bi tp/tasks PASSAGE COMPREHENSION. 1. Read this sample paragraph. Then write multiple-choice distractors for the question below. The question involves implication or inference. Every line in a drawing is significant. Each one contributes to the work of the artist. Straight lines dominate drawings of urban streets with tall buildings. What is the reason? Can you guess? City buildings are often austere, cold, and functional. Space in a city is not at all plentiful. Every foot of space is important. Architects plan urban buildings efficiently and economically? We see in this paragraph that straight lines reflect ___________> *A. the rigidity and economy of city buildings. 2. Find a passage (preferably from an ESL reader used by your students); it should be approximately 200 to 300 words long. Prepare eight to ten multiple-choice questions on the passage. At least four should be paraphrase items, plus two or three items requiring synthesis, and two or three items involving inference. Prepare instructions. (Examples: paraphrase , synthesis, inference.)

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4. K thut bin son cu hi Vit/Writing questions There are many kinds of writing tests. The reason for this is fairly simple: A wide variety of writing tests is needed to test the many kinds of writing tasks that we engage in. For one thing, there are usually distinct stages of instruction in writing, such as pre-writing, guided writing, and free writing. (The stages of instruction in writing can be categorized differently from those presented here.) Each stage tends to require different types of evaluation. Test variety also stems from the various applications of writing. These range from school uses such as note taking and class reports to common personal needs such as letter writing and filling out forms. Besides these, there are specialized advanced applications. Such different writing applications also often call for different test applications. Another reason for the variety of writing tests in use is the great number of factors that can be evaluated: mechanics (including spelling and punctuation), vocabulary, grammar, appropriate content, diction (or word selection), rhetorical matters of various kinds (organization, cohesion, unity; appropriateness to the audience, topic, and occasion); as well as sophisticated concerns such as logic and style. The list is enough to boggle the mind. Limited response As we have indicated, formal tests are not needed for teaching the alphabet or cursive writing. Vocabulary and grammar, however, need attention much longer, and so both need to be evaluated. Growing out of grammar instruction are pre-writing activities such as sentence combining, expansion or contraction of sentence elements, copying, and oral doze. These are only a few of the techniques that can be employed at this stage. The examples that follow illustrate each of these five procedures. 1. Sentence combining, a common prewriting task, takes many forms. We will look at just two of them: combining by adding a connective and combining by putting one sentence inside the other. When .combining sentences by adding a connective, students can demonstrate their understanding of what various connectives mean for example, connectives that indicate addition (and, moreover, furthermore), contrast (but, however, nevertheless), and result (so, consequently, therefore) to name but a few. You can provide simple completion contexts that require each one.
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E.g.: 1) He likes ice cream but he won't eat any. 2) She didn't feel well today so she didn't go to work. (Students will have learned that words like and and moreover are not always interchangeable.) We can use this approach not only with sentence connectors but also with subordinators-for example, those expressing time (after, before, since), condition (if, whether m not, unless), and cause (since, because). Combining sentences by having students make internal changes in the grammar also requires considerable proficiency on the part of students. Often the subordinators and conjunctions are provided as in these examples: E.g.: 1) Some people come late. They will not get good seats. (that) (Answer: People that come late will not get good seats.) 2) I am surprised. Nobody likes her. (It - that) (Answer: It surprises me that nobody likes her) 2. Sentence expansion is another kind of pre-writing evaluation. This can involve simply adding words such as adjectives and adverbs. Or it can require adding phrases and clauses. E.g.: 1) The (________) man hurried (_________) to the (____________) horse. (Answer: The old man hurried out to the frightened horse.) 2) His decision (_________) surprised everyone (___________). (Answer: His decision to quit his job surprised everyone that knew him.) 3. Sentence reduction, still another procedure used in evaluating prewriting proficiency, often provides a cue word (as in the following examples) to show how to begin the new phrase: (6.7) He told us about a man who had a wooden leg. (with) (Answer: He told us about a man with a wooden leg.)

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(68) Her father, who is certainly the stingiest man I know, wouldn't let us borrow his car. (one word) (Answer: Her stingy father wouldn't let us borrow his car.) Advantages of Limited-Response Items 1. These are generally quite easy to construct. 2. These are suitable for students with limited ability in English. 3. Except for the open-ended variety, these are rather objective for a writing-related task. Limitations of Limited-Response Items 1. These do not measure actual writing skill. 2. These can be rather slow to correct-especially the open-ended variety. Guided writing The objective in guided-writing tests is to check student ability to handle controlled or directed writing tasks. One way is to make certain kinds of changes in a story (text manipulation). Another is to expand the outline of an article or a chapter. Multiple-choice sentences can be used as it is easy to score, but they are slower to prepare, and only one thing can be checked in each item. E.g.: Directions: The following sentences contain errors in mechanics. But there are no spelling errors. Find the part of the sentence where the mistake occurs. Then circle the letter of that part. 1) (A) We sent for / (B) a repairman to take / (C) a look at the / (D)telephone. In the office where I work. 2) (A) The Doctor told / (B) the young soldier (C) to drive south through the valley / for supplies at the nearest city. In 1, the error occurs in part "D"; "in the office where I work" is not a complete sentence; this sentence "fragment" needs to be joined to the main sentence. In 2, the error occurs in part "A"; the word "doctor" should not be capitalized unless used with a person's name (Dr. Adams), and then it would be abbreviated. There are fairly simple ways also to test larger elements like unity and organization. One way is to find a good unified paragraph and then add a
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sentence that is unrelated. Students have to find the sentence (or sentences) that don't fit. Here is an example: (1) Some people think they have an answer to the troubles of automobile crowding and dirty air in large cities. (2) Their answer is the bicycle, or "bike." (3) In a great many cities, hundreds of people now ride bicycles to work every day. *(4) Some work with their hands while others depend mostly on their brains while working. (5) A group of New York bike riders claim that if more people rode bicycles to work there would be less dirty air in the city from car engines. We can use a similar approach to test organization. Find or write a wellorganized paragraph with clear transition words. Then scramble the sentences. Students have to put the sentences back into their original order. Here is an example: (1) So on April 18,1775, he started across the Charles River, where he planned to wait for a signal from a friend. (2) The American Revolution was a citizens' revolution in which ordinary men took a large part. (3) He was living in Boston when British troops arrived to keep people under control. (4) When he saw the lights, he jumped on his horse and rode through the countryside warning the people that they must fight at daybreak. (5) One such man was Paul Revere, a silver worker. (6) Like others, Revere thought the British troops would move from Boston against the villagers.(7) That night after reaching the other side, Revere saw hi friend's lantern signals. (Key: 2, 5, 3,6, 1,7,4)' Building from a Paragraph Outline One kind of paragraph outline used for testing writing controls the content and the grammar. It takes the following form: I / buy / new white swimsuit / I forget I bring / I / mad / Becky / mother / take / we / shop / Monday night / I find / pretty blue / not expensive. / I start / pay / wallet / gone /I / borrow / money / Becky / mother / I / certainly / upset

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The student paragraph might read: I bought a new white swimsuit, and then I forgot to bring it. I was really mad. But Becky's mother took us shopping Monday night, and I found a pretty blue one. It was not very expensive. I started to pay for it, and my wallet was gone! I borrowed some money from Becky's mother, but I was certainly upset. The next form of guided-essay tests relaxes the grammar control a little more, although this particular sample promotes the present perfect tense. Students are to write a paragraph, beginning with this topic sentence: "Several things have contributed to my being an educated person." They are told to consider (but not limit themselves to) the following sentences: I have lived in _________ ( countries). I have traveled in _________ (places). I have had certain responsibilities that have matured me. (Name them.) I have read _________. (Give an account of reading that has given you special insights.) I have talked to _________. (Tell about people from whom you have learned a lot.) My parents have taught me _________. Our final example of a guided-writing test controls the content of the writing but not necessarily the grammar: E.g.: Directions: Write a paragraph of about seventy-five words describing a store or business that you know very well. Base your paragraph on answers to the following questions: 1. What is it called? 2. When did it start to do business? 3. How many employees does it have? 4. What do the employees have to do? 5. Does it have a lot of customers/clients? Why (not)? 6. Why do you choose to go there rather than somewhere else?

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7. Is it a good example of what such a store business should be? Students writing can be started like this: In my neighborhood there is a . . . It is one thing to get students to write. It is quite another matter to grade their writing. As mentioned earlier, you need to decide ahead of time what to evaluate: such as the use of complete sentences, agreement of subject and verb, proper inflections (including tense), and basic mechanics. It is good to limit these to only a few criteria. (See dictation and free composition sections for the discussion on grading.) Advantages of Guided-Writing Tests 1. Guided-writing tests are rather quick and easy to construct. 2. Because they require an active rather than a passive response, guided testing techniques give the appearance of being an effective measure of writing. 3. Guided-writing tests provide appropriate control for those students who are not ready to write on their own. Limitations of Guided-Writing Tests 1. Guided-writing tests do not measure ingredients such as organization found in extended writing. 2. Guided writing of the paragraph-outline variety is often rather time consuming and difficult to grade. 3. Guided writing of the paragraph-outline variety is difficult to score with real consistency. Free Writing Few teachers have students write without giving them a specific topic. One reason for this is that the skills used in telling a story are quite different from those used in making analogies or refuting arguments. We need to make sure that we're testing what we have taught. Also we need to be certain that each student is performing the same kind of task. Otherwise, we cannot make a fair comparison of their writing. For these reasons, we have to provide clear and rather detailed guidelines for writing-even for advanced students. Guidelines for Writing Tasks At upper-intermediate to advanced levels (Grade 11 to Grade 12 supposedly) the aim in a writing test is generally to evaluate the effectiveness
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of the total composition including sentence-level accuracy, larger rhetorical matters such as unity, coherence, and organization, as well as effectiveness in conveying ideas to the intended audience including socially appropriate language and appropriate selection of supporting details. While the main aim at advanced stages is not to control grammar, we need to keep in mind that the subject can influence grammatical content: "How to Use a Pay Telephone" will produce the imperative (Pick up the receiver); "A Typical Day at My School" will produce the present tense and expressions of time (in the morning / after lunch). Having students write directions will produce adverbial expressions of place (across from, down, close to). A conversation task will require knowledge of specialized punctuation ("Come in," she said). When preparing a topic for a writing test, we need to be careful, then, to match the assignment to our students' level of training. It is also good test practice to guide the content of what students write. Rarely are we interested in testing creativity, ingenuity, or logic. Guiding the content frees us to look at essentials. One simple way to do this is to use pictures. A travel poster or an advertisement from a magazine can be useful for descriptive writing. A series of pictures (as in some comic strips) can provide guidance for a narrative paragraph. Another way of controlling content is to provide charts, tables, or diagrams to be explained. With reference to the following lists, students could be told to write a paragraph comparing and contrasting the two cars: (your. car) horse power miles per gallon doors wheel size seating fuel used stereo power steering power brakes 325. 16 2 15 inch 6 unleaded no yes yes (your friends car) 220 25 4 15 inch 5 regular Yes no yes

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Still another way to control content is to provide a situation that determines what students are to write about. The following test item looks at upper-intermediate letter-writing skills: E.g.: Direction: You need a job for the summer. You have just read a "Help Wanted" advertisement for teenage workers (reception, dining room, and cleanup) at the Grand Canyon Lodge in Arizona. Address: U.S. Forest Service, Grand Canyon Lodge, Box 1128, North Rim, Arizona 82117. Write a business letter; Indicate the position applied for. Describe your qualifications, such as your age, language background, travel, and personality characteristics. Indicate when you will be available and how long you can work. Evaluating Student Writing The introduction to this part pointed out the numerous factors that can be evaluated in a single piece of writing. There are several good reasons why teachers ought to consider limiting the number of factors that they check in compositions except at the most advanced levels. One reason to evaluate only a few factors at one time is that doing so helps us grade our papers more accurately and consistently. Another reason is to speed up our essay grading. A third reason for limiting the number of factors to be evaluated is to avoid unnecessary discouragement of our students. This latter point deserves elaboration. Many students are inhibited in their writing because their work has been overcorrected. A more selective grading of writing can offer needed encouragement. Let's illustrate: Suppose you have been working to eliminate fragments ("He went home. Because he finished his work"). Students could be assigned to write a paragraph on a specific topic, in class. In grading this short piece of work, you could look only for fragments. Regardless of other errors, you could give a score of 100 percent to each paper that was free of fragments (and perhaps 75 percent of the score to a paper with one fragment, 50 percent to a paper with two, etc.). Obviously this is not highly efficient, but it is consistent with our handling of spoken English. Students would be tongue-tied if every improper stress, intonation, and trace of foreign pronunciation were corrected. Yet many
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"conscientious" teachers greatly dishearten students writing by red-penciling every error that they can find. Certainly a compromise between this extreme and the one-item-perpaper scoring would be very natural. Generally, we can look for several items in a given paper. But the number should be rather limited, particularly on the beginning level, and they should always be drawn from concepts that have been covered in class. There is an extreme to be avoided in the selective grading of papers, and that is an exclusive focus on grammar or mechanics. Writing, as we know, is much more than grammar. On the intermediate and advanced levels, we begin to give more attention to rhetorical matters of unity, organization, and coherence, in addition to grammatical accuracy. A test corrected only for grammar-even though written as an essay or letter-is still simply a grammar test. And there are more effective ways to test grammar, as we have seen in the previous part. Of course, an occasional focus on grammar or vocabulary or mechanics can have a good "backwash" effect on instruction: Students can appreciate the communicative application of these subskills through classwork. There are basically two ways to give a formal grade to a piece of writing. One is called analytical, and the other holistic. Let us take a look at these. The analytical method attempts to evaluate separately the various components of a piece of writing; it can be illustrated with several approaches. One analytical approach is the points-off method. Students begin with 100 points or an A grade. Then they lose points or fractions of a grade for errors that occur in their piece of writing. What would we look for in student writing at or below intermediate level? Mechanics might include capitalization (notably at the beginning of sentences), punctuation (especially end punctuation), and spelling (no penalty for more than one misspelling of the same word). Grammar would include basic material that had been taught (at least matters such as sentence sense, verb tense, and word order). A larger element of writing to be included might well be organization. Other possible factors are vocabulary choice and ability to follow the assigned writing task. To avoid failing a student for repeated errors of one kind, it is possible to use the following system: one to two errors = one unit off (for example, A to A-, or 100 to 95); three to five errors = two units off; and over five = three units off. It is also possible to have grammar errors count double or triple the amount off that mechanical errors do, and for errors in larger elements such as organization to be double the weight of grammar errors.
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Another analytical approach reverses the procedure described above. Points are given for acceptable work in each of several areas. Consider the following: mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . 20% vocabulary choice .. . .. . . . . . . . . . . . . . . . . . . . . . . . . . . 20% grammar & usage .. . . ... . . . . . . . . . . . . . . . . . . . . . . . . . 30% organization .. . . . . . . . .... . . . . . . . . . . . . . . . . . . . . 30% TOTAL 100% Sometimes a big difference appears between the message that the student conveys and his mastery of the language. To encourage such students, it is possible to assign a "split grade" (for example, total grade = (A+B)/2). The one at the left can stand for quality of content; the one at the right, accuracy of language use and the total score will be an average of both. A major problem with analytical approaches is that one never knows just how to weight each error or even each area being analyzed. We avoid this difficulty in holistic grading. Also we focus on communication. We are aware of mechanics and grammar, for instance; but we ask ourselves, "How well does this paper communicate?" Minor mechanical errors that interfere very little require very little penalty. In fact, we don't count them. Instead, we might reduce a grade from 8 to 7 on the basis of a scattering of these errors. The same principle applies to other areas. To develop a "feel" for such grading, we compare one paper with another. The holistic approach doesn't make us feel as secure as we are when we grade a spelling quiz or grammar exam. Nevertheless, it is one of the best ways to evaluate the complex communicative act of writing. Therefore, although the analytical approach has some things to recommend it, the holistic approach is, on the whole, better. Advantages of Free-Writing Approaches 1. Despite in limitations, this is an important, sound measure of overall writing ability. 2. This can have a good effect on instruction: Students will be more motivated to write in and out of class, knowing that their test will be an actual writing task. 3. There is virtually very little chance of getting a passing grade on a free-writing test by cheating. Limitations of Free-Writing Approaches
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1. Grading of free writing tends to lack objectivity and consistency. 2. Free writing is time consuming to grade.

Bi Tp/tasks Work in group of fours and read the assigned writing. Decide the factors to take into consideration and design a scoring rubric the score the writing. (Trainer will provide the authentic materials)

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5. nh gi kim tra / Evaluating the tests The previous parts in this material have discussed how to construct and administer examinations of subskills and communication skills. But one thing more is needed: how to tell whether or not we have been successful-that is, have we produced a good test? Why is this important? For one thing, good evaluation of our tests can help us measure student skills more' accurately. It also shows that we are concerned about those we teach. For example, test analysis can help us remove weak items even before we record the results of the test. This way we don't penalize students because of bad test questions. Students appreciate an extra effort like this, which shows that we are concerned about the quality of our exams. And a better feeling toward our tests can improve class attitude, motivation, and even student performance. Some insight comes almost intuitively. We feel good about a test if advanced students seem to score high and slower students tend to score low. Sometimes students provide helpful "feedback," mentioning bad questions, as well as questions on material not previously covered in class, and unfamiliar types of test questions. Besides being on the right level and covering material that has been discussed in class, good tests are also valid and reliable. A valid test is one that in fact measures what it claims to be measuring. A listening test with written multiple-choice options may lack validity if the printed choices are so difficult to read that the exam actually measures reading comprehension as much as it does listening comprehension. It is least valid for students who are much better at listening than at reading. Similarly, a reading test will lack validity if success on the exam depends on information not provided in the passage, for example, familiarity with British or American culture. A reliable test is one that produces essentially the same results consistently on different occasions when the conditions of the test remain the same. We noted in the previous part, for example, that teachers' grading of essays often lacks consistency or "reliability" since so many matters are being evaluated simultaneously. In defining reliability in this paragraph, we referred to consistent results when the conditions of the test remain the same. For example, for consistent results, we would expect the same amount of time to be allowed on each test administration. When a listening test is being administered, we need to make sure that the room is equally free of distracting noises on each occasion. If a guided oral interview were being administered on
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two occasions, reliability would probably be hampered if the teacher on the first occasion were warm and supportive and the teacher on the second occasion abrupt and unfriendly. In addition to validity and reliability, we should also be concerned about the affect of our test, particularly the extent to which our test may cause undue anxiety. Negative affect can be caused by a recording or reading, for example, that is far too difficult or by an unfamiliar examination task, such as translation if this has not been used in class or on other school exams. There are differences, too, in how students respond to various forms of tests. Where possible, one should utilize test forms that minimize the tension and stress generated by our English language tests. Besides being concerned about these general matters of validity, reliability, and affect, there are ways that we can improve our tests by taking time to evaluate individual items. While many teachers are too busy to evaluate each item in every test that they give, at least major class tests should be carefully evaluated. The following sections describe how this can be done. Preparing an Item Analysis Selection of appropriate language items is not enough by itself to ensure a good test. Each question needs to function properly; otherwise, it can weaken the exam. Fortunately, there are some rather simple statistical ways of checking individual items. This procedure is called "item analysis." It is most often used with multiple-choice questions. An item analysis tells us basically three things: how difficult each item is, whether or not the question "discriminates" or tells the difference between high and low students, and which distractors are working as they should. An analysis like this is used with any important exam-for example, review tests and tests given at the end of a school term or course. To prepare for the item analysis, first score all of the tests. Then arrange them in order from the one with the highest score to the one with the lowest. Next, divide the papers into three equal groups: those with the highest scores in one stack and the lowest in another. (The classical procedure is to choose the top 27 percent and the bottom 27 percent of the papers for analysis. But since the classes are usually fairly small, dividing the papers into thirds gives us essentially the same results and allows us to use a few more papers in the analysis.) The middle group can be put aside for awhile. You are now ready to record student responses. This can be done on lined paper as follows:

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Item # __________ A B C D (no answer) X

High Group

Low Group

Circle the letter of the correct answer. Then take the High Group papers, and start with question number one. Put a mark by the letter that each person chose, and do this for each question on the test. Then do the same in the "Low Group" column for those in the bottom group. Difficulty Level You are now ready to find the level of difficulty for each question. This is simply the percentage of students (high and low combined) who got each question right. To get the level of difficulty, follow these steps: (1) Add up the number of high students with the correct answer (to question number one, for example). (2) Then add up the number of low students with the correct answer. (3) Add the sum found in steps 1 and 2, together. (4) Now divide this figure by the total number of test papers in the high and low groups combined. A formula for this would be: High Correct + Low Correct Total Number in Sample or Hc + Lc . N

An example will illustrate how to do this. Let's assume that 30 students took the test. We correct the tests and arrange them in order from high to low. Then we divide them into three stacks. We would have 10 in the high group and 10 in the low group. We set the middle 10 aside. The total number (N) in the sample is therefore 20. We now mark on the sheet how many high students selected A, B, C, or D; and how many low students marked these choices. (If the item is left blank by anyone, we mark the "X" line.) Below is the tally for item 1. Note that "B" is the right answer for this question. We see that 5 in the high group and 2 in the low group got item number 1 correct. Thus,
5+2 7 = = 35% answered this item correctly. 20 20

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Now we can see if the item is too easy, too difficult, or "about right." Generally, a test question is considered too easy if more than 90 percent get it right. An item is considered too difficult if fewer than 30 percent get it right. (You can see why by noting that a person might get 25 percent on a fouroption test just by guessing.) Referring to the example, we find that item 1 is acceptable. However, it would be best to rewrite much of the test if too many items were in the 30's and 40's. If you plan to use your test again with another class, don't use items that are too difficult or too easy. Rewrite them or discard them. Two or three very easy items can be placed at the beginning of the test to encourage students. Questions should also be arranged from easy to difficult. Not only is this good psychology, but it also helps those who don't have a chance to finish the test; at least they have a chance to try those items that they are most likely to get right. It is obvious that our sample item would come near the end of the test, since only a third of the students got it right. Before leaving this discussion of item difficulty, we need to point out that on many language- tests (a grammar exam, for instance), it is not completely accurate to think of very difficult and very easy items as "weak" questions. "Difficult" items may simply be grammar points that you have not spent enough class time on or that you have not presented clearly enough. Adjusting your instruction could result in an appropriate level of difficulty for the item. And an easy item simply points up that almost all students in the class have mastered that grammar point. In short, this part of the analysis provides insight into our instruction as well as evaluating the test items themselves. Discrimination Level You can use the same high and low group tally in the previous section to check each item's level of discrimination (that is, how well it differentiate between those with more advanced language skill and those with less skill). Follow these steps to calculate item discrimination: (1) Again find the number in the top group who got the item right. (2) Find the number in the bottom

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group who got it right. (3) Then subtract the number getting it right in the low group from the number getting it right in the high group. (4) Divide this figure by the total number of papers in the high and low groups combined. A formula for this would be: High Correct + Low Correct Total Number in Sample or HC + LC . N

Returning to sample item 1, note that choice "B" is the correct answer. So subtract the 2 persons in the low group getting the item right from the 5 in the high group getting it right. This leaves 3. Dividing 3 by 20, the number of highs plus lows, you get 0.15, or in other words, 15 percent. Generally it is felt that 10 percent discrimination or less is not acceptable, while 15 percent or higher is acceptable. Between 10 and 15 percent is marginal or questionable. Applying this standard to the sample item, we see that it has acceptable discrimination, There is one caution in applying discrimination to our language tests. When doing an item analysis of rather easy and rather difficult questions, be careful not to judge the items too harshly. For example, when almost 90 percent get an item right, this means that nearly all low students as well as high students have marked the same (correct) option. As a result, there is little opportunity for a difference to show up between the high and low groups. In other words, discrimination is automatically low. Also be careful when evaluating very small classes-for example, those with only 20 or 25 students. This is especially true if students have been grouped according to ability. You can't expect much discrimination on a test if all the students are performing at about the same level. But if you have a number of high and low students, the discrimination figure is very helpful in telling how effective the item is. When you find items that do not discriminate well or that are too easy or too difficult, you need to look at the language of the question to find the cause. Sometimes you will find negative discrimination-more low students getting a question right than high students. Occasionally even useless items like this can be revised and made acceptable. For example, an evaluation of one overseas test found a question with unacceptable discrimination. Most of the high group thought that the phrase "to various lands and peoples" was wrong; they had learned that "people" did not take the "s" plural, and they did not know this rare correct form. Simply changing this part of the test question resulted in a satisfactory item.

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Distractor Evaluation Weak distractors, as we have just seen, often cause test questions to have poor discrimination or an undesirable level of difficulty. No set percentage of responses has been agreed upon, but examiners usually feel uneasy about a distractor that isn't chosen by at least one or two examinees in a sample of 20 to 30 test papers. But sometimes it does happen that only one or two distractors attract attention. There are three common causes for this: (1) Included sometimes is an item that was drilled heavily in class an item that almost everyone has mastered. Therefore, the answer is obvious; the distractors cannot "distract." (2) Sometimes a well-recognized pair is used (this/these, is/are, etc.). Even though not everyone has control of these yet, students know that one of the two is the right answer; no other choice seems likely. Here we need to choose another test format. (3) A third cause is the use of obviously impossible distractors: ("Did he do the work?"/*A. Yea, he did. B. Birds eat worms. C. Trains can't fly.). The tally of student answers also shows how many people skipped each item. Sometimes many questions are left blank near the end of the test. In this case you will need to shorten the test or allow more time for it.

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Bi tp / tasks To do tasks 1 to 5 below, do an item analysis on these four multiplechoice questions. There were 27 students in the class, and therefore 9 test papers in each group. (Note in the tallying below that | | means 2, and that | | | | means 5, etc.)

1. Calculate the level of difficulty for each of the four items. Which of these are too difficult, and which are too easy? Submit your calculations with your answer. 2. Calculate the discrimination of each item. Which has the poorest discrimination? Which have unsatisfactory discrimination? Which have borderline? Submit calculations. 3. Look at the distractors in the four items. In which are they the most effective? In which are they the least effective? 4. Do we have any item with negative discrimination? If so, which one? 5. Which item did the fewest students leave blank? Which item did the most leave blank?

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6. Kim tra nh gi theo chun Kin thc K nng 6.1. Thc trng cng tc kim tra, nh gi trong dy hc mn hc (Thun li, kh khn, nguyn nhn) Vi nhng th mnh ca b SGK Ting Anh t THCS n THPT v nhng c th ca b mn, vic kim tra nh gi kt qu hc tp mn Ting Anh ca HS c nhng u im sau: - m bo tnh khch quan trong qu trnh nh gi - m bo tnh thng xuyn Tuy nhin vic nh gi kt qu hc tp cn nhiu bt cp nh: - Ch trng thi trc nghim 100% k thi tt nghip THPT v thi vo cao ng v i hc lm nh hng n qu trnh dy hc ting Anh THPT l dy theo nh hng thi, thc hnh giao tip cha c ch trng v u t t hiu qu. Do dn n h ly l vic KTG khng bo m cc yu cu v kin thc v k nng m chng trnh ra, khng lm c chc nng ca KTG. - Cng do nh hng ca thi trc nghim nn cc k nng ni v nghe nhiu trng khng c u t v c s vt cht nh bng my,... dy v hc c hiu qu. - Cha m bo tnh ton din, h thng v pht trin. 6.2. Quan nim nh gi theo chun kin thc, k nng ca mn hc - Bm st cc yu cu v KT- KN ca chun KT-KN mn hc, - nh gi vic p dng cc kin thc ngn ng vo cc k nng giao tip hn l kim tra cc kin thc ngn ng. - Phi cn c vo chun kin thc v k nng ca tng ni dung mn hc tng cp, lp. - a dng ha hnh thc kim tra nh gi kt qu hc tp ca hc sinh, tng cng cc hnh thc nh gi theo kt qu u ra. 6.3. Yu cu i mi cng tc kim tra, nh gi theo chun KT-KN ca mn hc - Phi cn c vo chun kin thc v k nng ca tng ni dung mn hc tng cp, lp. - Ch o, kim tra vic thc hin chng trnh, k hoch ging dy, hc tp ca cc nh trng; tng cng i mi khu kim tra, nh gi thng xuyn, nh k; phi hp gia nh gi ca GV, nh gi ca HS vi HS v t nh gi ca HS, gia nh gi ca nh trng v nh gi ca gia nh, cng ng. m bo cht lng kim tra, nh gi thng xuyn, nh k: chnh
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xc, khch quan, cng bng; khng hnh thc, i ph nhng cng khng gy p lc nng n. - nh gi kp thi, c tc dng gio dc v ng vin s tin b ca HS, gip hc sinh sa cha thiu st. Cn c nhiu hnh thc v phn ho trong nh gi phi cao; ch hn ti nh gi c qu trnh lnh hi tri thc ca hc sinh, quan tm ti mc hot ng tch cc, ch ng ca HS trong tng tit hc tip thu kin thc, hnh thnh k nng mi. - nh gi hot ng dy hc khng ch nh gi thnh tch hc tp ca hc sinh m cn bao gm nh gi qu trnh dy hc nhm ci tin qu trnh dy hc. Ch trng kim tra, nh gi hnh ng, tnh cm ca hc sinh: ngh v lm; nng lc vn dng vo thc tin, th hin qua ng x, giao tip. Ch trng phng php, k thut ly thng tin phn hi t hc sinh nh gi qu trnh dy hc. - nh gi kt qu hc tp ca hc sinh, thnh tch hc tp ca hc sinh khng ch nh gi kt qu cui cng m ch c qu trnh hc tp. To iu kin cho hc sinh cng tham gia xc nh tiu ch nh gi kt qu hc tp vi yu cu khng tp trung vo kh nng ti hin tri thc m ch trng kh nng vn dng tri thc trong vic gii quyt cc nhim v phc hp. - Nng cao cht lng kim tra, thi m bo va nh gi c ng chun kin thc, k nng, va c kh nng phn ha cao. i mi ra kim tra 15 pht, kim tra 1 tit, kim tra hc k theo hng kim tra kin thc, k nng c bn, nng lc vn dng kin thc ca ngi hc, ph hp vi ni dung chng trnh, thi gian quy nh. - Kt hp hp l gia cc hnh thc kim tra, vn p, t lun, trc nghim pht huy u im v hn ch nhc im ca mi hnh thc. 6.4. Hng dn vic kim tra nh gi theo chun KT-KN (xc nh mc ch kim tra nh gi; bin son cu hi, bi tp, kim tra; t chc kim tra; x l kt qu kim tra, nh gi). 6.4.1 bo m thc hin chc nng ca KTG, cn thc hin cc yu cu sau trc khi bin son kim tra: Xc nh r mc ch KTG: - Kim tra phn loi nh gi trnh xut pht ca ngi hc. - Kim tra thng xuyn Xy dng tiu ch nh gi: - m bo tnh ton din: nh gi c cc mt kin thc, k nng - m bo tin cy - m bo tnh kh thi - m bo yu cu phn ho
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Xc nh r ni dung c th ca cc kin thc k nng cn KTG, - Xy dng ma trn ni dung KT cn kim tra: n v bi, cm n v bi, cui hc k,... 6.4.2. Lu khi bin son kim tra: - Hnh thc bi kim tra - Cu trc bi kim tra - Xc nh mc cn t c v kin thc, c th xc nh theo 6 mc : nhn bit, thng hiu, vn dng, phn tch, tng hp, nh gi (Bloom). Tuy nhin, i vi hc sinh ph thng, thng ch s dng vi 3 mc nhn thc u l nhn bit, thng hiu v vn dng (hoc c th s dng phn loi Nikko gm 4 mc : nhn bit, thng hiu, vn dng mc thp, vn dng mc cao). 7. Cc k nng t cu hi (6 k nng nh hnh thnh nng lc t cu hi nhn thc theo h thng phn loi cc mc cu hi ca Bloom) 7.1. Cu hi bit Mc tiu : Cu hi bit nhm kim tra tr nh ca HS v cc d kin, s liu, tn ngi hoc a phng, cc nh ngha, nh lut, quy tc, khi nim... Tc dng i vi HS : Gip HS n li c nhng g bit, tri qua. Cch thc dy hc : Khi hnh thnh cu hi GV c th s dng cc t, cm t sau y : Ai...? Ci g...? u...? Th no...? Khi no...? Hy nh ngha....; Hy m t ...; Hy k li.... 7.2. Cu hi hiu Mc tiu: Cu hi hiu nhm kim tra HS cch lin h, kt ni cc d kin, s liu, cc c im ... khi tip nhn thng tin. Tc dng i vi HS: - Gip HS c kh nng nu ra c nhng yu t c bn trong bi hc. - Bit cch so snh cc yu t, cc s kin ... trong bi hc Cch thc dy hc: Khi hnh thnh cu hi GV c th s dng cc cm t sau y : Hy so snh ...; Hy lin h....; V sao ...? Gii thch....? 7. 3. Cu hi p dng

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Mc tiu: Cu hi p dng nhm kim tra kh nng p dng nhng thng tin thu c (cc d kin, s liu, cc c im ...) vo tnh hung mi. Tc dng i vi HS: - Gip HS hiu c ni dung kin thc, cc khi nim, nh lut. - Bit cch la chn nhiu phng php gii quyt vn trong cuc sng. Cch thc dy hc: - Khi dy hc GV cn to ra cc tnh hung mi, cc bi tp, cc v d, gip HS vn dng cc kin thc hc. - GV c th a ra nhiu cu tr li khc HS la chn mt cu tr li ng. Chnh vic so snh cc li gii khc nhau l mt qu trnh tch cc. 7.4. Cu hi Phn tch Mc tiu: Cu hi phn tch nhm kim tra kh nng phn tch ni dung vn , t tmrami lin h, hoc chng minh lun im, hoc i n kt lun. Tc dng i vi HS: Gip HS suy ngh, c kh nng tm ra c cc mi quan h trong hin tng, s kin, t din gii hoc a ra kt lun ring, do pht trin c t duy logic. Cch thc dy hc: - Cu hi phn tch thng i hi HS phi tr li: Ti sao? (khi gii thch nguyn nhn). Em c nhn xt g? (khi i n kt lun). Em c th din t nh th no? (khi chng minh lun im). - Cu hi phn tch thng c nhiu li gii. 7.5. Cu hi Tng hp Mc tiu: Cu hi tng hp nhm kim tra kh nng ca HS c th a ra d on, cch gii quyt vn , cc cu tr li hoc xut c tnh sng to. Tc dng i vi HS: Kch thch s sng to ca HS hng cc em tm ra nhn t mi,... Cch thc dy hc: - GV cn to ra nhng tnh hung, nhng cu hi, khin HS phi suy on, c th t do a ra nhng li gii mang tnh sng to ring ca mnh.
61

- Cu hi tng hp i hi phi c nhiu thi gian chun b. 7.6. Cu hi nh gi Mc tiu: Cu hi nh gi nhm kim tra kh nng ng gp kin, s phn on ca HS trong vic nhn nh, nh gi cc tng, s kin, hin tng,... da trn cc tiu ch a ra. Tc dng i vi HS: Thc y s tm ti tri thc, s xc nh gi tr ca HS. Cch thc dy hc: GV c th tham kho mt s gi sau xy dng cc cu hi nh gi: Hiu qu s dng ca n th no? Vic lm c thnh cng khng? Ti sao?

62

II KIM TRA MINH HA DNG CHO LM VIC THEO NHM KHUNG MA TRN KIM TRA (Dng cho loi kim tra TL hoc TNKQ)
Tn Ch (ni dung,chng) Ch 1 Nhn bit Thng hiu Vn dng Cp thp Cp cao Cng

Chun KT, KNcn kim tra (Ch)

S cu S im T l % Ch 2 S cu S im T l % .............
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im S cu ... im=...%

(Ch)
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im S cu ... im=...%

............. ...............

............. ...............

............. ...............

............. ...............

............. ...............

............... Ch n
S cu S im T l % Tng s cu Tng s im T l %

(Ch)
S cu S im S cu S im %

(Ch)
S cu S im S cu S im %

(Ch)
S cu S im S cu S im %

(Ch)
S cu S im S cu ... im=...% S cu S im

63

KHUNG MA TRN KIM TRA (Dng cho loi kim tra kt hp TL v TNKQ)
Tn Ch (ni dung,chng) Ch 1 S cu S im T l % Ch 2 Nhn bit Thng hiu Cp thp Vn dng Cp cao Cng

TNKQ

TL

TNKQ

TL

TNKQ

TL

TNKQ

TL

(Ch)
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im S cu ... im=...%

(Ch)
S cu S im T l %
...

(Ch)
S cu S im
...

(Ch)
S cu S im
...

(Ch)
S cu S im
...

(Ch)
S cu S im
...

(Ch)
S cu S im
...

(Ch)
S cu S im
...

(Ch)
S cu S im
...

S cu S im
...

S cu ... im=...%
...

... ...

...

...

...

...

...

...

...

...

Ch n

(Ch)
S cu S im T l % Tng s cu Tng s im T l %
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im

(Ch)
S cu S im S cu ... im=...% S cu S im

S cu S im %

S cu S im %

S cu S im %

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YU CU: S dng ma trn cho trang trc, nhn xt, gp v iu chnh cc kim tra sau sao cho ph hp vi ni dung c tp hun. 1. Xy dng ma trn. 2. Xc nh kin thc k nng. 3. Nhn xt cc kim tra theo cc tiu ch va xc nh. 4. B sung, ci tin, nng cao cht lng ca cc kim tra. Period 13 FIRST 45 MINUTE WRITTEN TEST Fullname: Class: 9 __________________________________________________________________ I. Choose a word which has pronunciation different from the others: 1. A. difficult B. invite C. different D. visit 2. A. tropical B. mausoleum C. comprise D. compulsory 3. A. design B. symbol C. inspiration D. sweater 4. A. printed B. added C. started D. mentioned II. Give correct form of the verbs in the brackets: 1. Mrs. Minh (teach) in this school in 2000. 2. -You ever (be) to the cinema? - Yes, I have. 3. They (live) in this house for 8 months. 4. We used (write) to each other every month. 5. I don't know Hung's sister. I (not meet) her yet. 6. He used to wear uniform when he (be) a student. III. Choose the correct word in the bracket to complete the sentences: 1. We are proud (in/at/on/of) being Vietnamese. 2. Japanese women often wear (veil/skirt/kimono/pants). 3. Everyone knows that women are equal ( to/at /on/of) men. 4. We have known each other (for/ in/ago/since) 2 years. IV. Rewrite the following sentences: 1. She wrote this novel last year This novel 2.It isn't warm enough for us to go swimming I wish 3.My grandmother often told us stories. My grandmother used 4.Tom has to do this exercise carefully. This exercise V. Read the text and answer the questions:
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Mr Minh is a worker. He went to University in 1982 and became a professor in 1990. He has written 5 books about education. He is married to his assistant, Linda. They have two children. In the 1990s they lived in the suburb of London. They now live in the center of the city. In fact, they have lived there since 2000. 1. When did Mr Minh become a professor? 2. Has he written books about education? 3. Did his family used to live in the suburb of London? 4. How long has his family lived in the center of the city? The End

66

Answer Key: I. 1 points: 1. B. invite 2. A. tropical 3. A. design 4. D. mentioned II. 3 points 1. taught 2. Have you ever been? 3. have lived 4. to write 5. have not met 6. was III. 2 points 1. of 2. kimono 3. to 4. for IV. 2 points 1. This novel was written last year. 2. I wish it were warm enough for us to go swimming. 3. My grandmother used to tell us stories. 4. This exercise has to be done carefully by Tom. V. 2 points 1. He became a professor in 1990. 2. Yes, he has. 3. Yes, they did. 4. They have lived there since 2000.

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Period 33 first semester test Fullname: Class: 9 I. Choose the word which is pronouced differently from the others: 1. a. unit b. climate c. city d. ethnic 2. a. visited b. wanted c. ended d. liked. 3. a. secondary b. religion c. design d. region 4. a. abroad b. arrive c. past d. primary 5. a. mention b. question c. inspiration d. addition II. Give correct form of the verbs in brackets: 1. That room (be) in use since we (decorate) it. 2. We wish we (will visit) England some day. 3. you (ever/ read) that novel? 4. Your brother (already/visit) Ha Long Bay, hasn't he? 5. What about (play) video games? 6. I (not watch) TV last night. I (listen) to music. 7. Nam is interested in (play) soccer. 8. They didn't use to (travel) by cyclo. III. Rewrite the following sentences with the words given: 1. She hasn't finished the letter yet -> The letter 2. "I have a test today" Ba said -> Ba said that 3. I'm sorry. I can't go camping with you. -> I wish 4. "Do you have a computer, Mai?" the teacher asked. -> The teacher 5. My brother must repair all the appliances before Tet. ->All the appliances 6. "How old is your little son?" said the doctor to Mrs Brown. -> The doctor asked 7. The house was cheap so we bought it. -> Because 8. Does she go to school by car everyday? -> She goes , ? IV. Match the two parts of the sentences: 1. If it is fine a. so he will pass his exam. 2. Paul is studying hard b. we will come to see you. 3. You will miss the bus c. so I can't tell you. 4. I don't know the answer d. if you get up late 5. If he studies hard e. if it is rainy
68

6. We won't go f. he will past the exam. V. Use the correct form of the words in brackets: 1. We like living here because the people are (friend) 2. In big cities, the streets are (crowd) with people and vehicles. 3. Tet is the most important (celebrate) for Vietnamese. 4. Internet also has some (limit). The End

69

Answer Key: I. Choose the word which is pronounced differently from the others: 1. b. climate 2. d. liked 3. a. secondary 4. c. past 5. b. question II. Give correct form of the verbs in bracket: 1. has been - decorated 2. would visit 3. Have you ever read? 4. has already visited 5. playing 6. didn't watch - listened 7. playing 8. travel III. Rewrite the sentences with the words given: 1. The letter hasn't been written yet. 2. Ba said that he had a test that day. 3. I wish I could go camping with you. 4. The teacher asked Mai if she had a computer. 5. All the appliances must be repaired before Tet. 6. The doctor asked Mrs Brown how old her little son was. 7. Because the house was cheap, we bought it. 8. She goes to school by car everyday, doesn't she? IV. Match the two parts of the sentences: 1. b 2. a 3. d 4. c 5. f 6. e V. Use the correct form of the words in bracket: 1. friendly 2. crowded 3. celebration 4. limitations

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Period 53: The first semester Test Fullname: Subject: English 7 Class: Time: 45 minutes _______________________________________________________________ I. Tm t c phn gch chn pht m khc so vi nhng t cn li: 1. A. house B. hard C. hour D. history 2. A. sit B. uniform C. tennis D. fine 3. A. date B. father C. fast D. hard 4. A. Christmas B. chicken C. school D. chemistry II. Gch chn di phng n tr li thch hp nht hon thnh cu: 1. My school is (next/ on/ between/ to the right) the post office and the hospital. 2. He usually gets up early (in/ on/ at/ from) Monday morning. 3. The museum opens at 8 a.m and (closes/ finishes/ starts/ ends) at 5p.m. 4. Tom and Mary (don't usually have/ usually don't have/ isn't usually having/ usually isn't having) a summer holiday. 5. How (often/ long/ many/ much) is that blue shirt? 6. There aren't (any/ some/ little/ a lot of) shop in my village. 7. She is interested (at/ to/ in/ on) English. 8. My mother takes care of sick people. She is a (worker/ nurse/ teacher/ farmer). 9. I like (these/ those/ there/ this) doll. 10. - (How/ How often/ How far/ How long) is it from your house to school? - It's not far. About one kilometer. III. Cho dng ng ca ng t trong ngoc: 1. There (be) some magazines on the table. -> 2. What you (buy) when you (go) shopping tomorrow? -> 3. The children (do) their homework in their room now. -> 4. He sometimes (help) his mother do the housework. -> IV. Vit li cu sao cho nghi khng i: 1. I spend 2 hours doing my homework every day. -> It takes 2. Minh has two days off. Nam has one day off -> Nam has 3. The movie is very interesting -> What ! 4. Let's play some computer games -> How about ? V. c on vn sau ri tr li cu hi:
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Hello, my name is Nam. This is the library in my school. It is not very large, but it is nice. In the library, there are a lot of books, novels, magazines, newspapers and picture books. There is also a study area. The library opens at seven o'clock in the morning and closes at 4.30 in the afternoon. I often go there. I like reading in the library. 1. Is the library in Nam's school large? 2. What can you find in the library? 3. What time does it open and close? 4. Why does Nam often go to the library? Answer Keys: I. 1 point (0,25 x 4) 1. C. hour 2. D. fine 3. A. date II. 2,5 points (0,25 x 10) 1. between 2. on 3. closes 4. dont usually have 5. much

4. chicken 6. any 7. in 8. nurse 9. this 10. How far

III. 2,5 points (0,5 x 5) 1. are 2. will...buy/ go 3. are doing 4. helps IV. 2 points (0,5 x 4) 1. It takes me 2 hours to do my homework every day 2. Nam has few days off than Minh (does) 3. 3. What an interesting movie! 4. How about playing some computer games? V. 2 points (0,5 x 4) 1. No, it isnt 2. We can find a lot of books, novels, magazines, newspapers and picture books 3. It opens at seven oclock in the morning and closes at 4.30 in the afternoon.
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The second 45 minute test (grade 8) Name:. Class:. I. Phonetics: Odd one out 1. a. festival b. behavior c. receive d. report 2. a. great b. please c. greedy d. reach 3. a. unfortunate b. pronunciation c. community d. fund 4. a. proud b. hour c. your d. sound 5. a. traditional b. magically c. assistance d. organization II. Make a syllable stress on each word 1. different 5. translation 2. educate 6. chemical 3. dislike 7. university 4. signature 8. engineer III. Choose the best answer 1. He (said to / told to) me about you. 2. My father can (make / do) very nice tables. 3. He (encourages / injures) me in my studying English. 4. You should (earn / raise) funds by selling young trees. 5. BSA is not very (similar / different) from Y & Y 6. Mrs. Nga looked very (happy / happily) this morning. 7. Can I participate (in / on) this program? IV. Use the correct form of verbs 1. I hope (avoid) the heavy traffic. 2. I used (live) in the country when we were young. 3. (Listen) to music is her favorite activity in free time. 4. I (go) to the concert tonight. It (start) at 8.00 pm. 5. Do you think it (rain) tomorrow? 6. She dislikes (talk) about herself. V. Rewrite these sentences with the unchanged meaning 1. Dont turn off the radio when I am awake my grandmother said to me - My grandmother.. 2. He often rode a bicycle to the sea with his friends. - He used 3. My father always smokes cigarettes. - My father is.. 4. Playing games is his interest. - He is 5. You should phone me at 5 p.m. he said to me.
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- He said......................................................................................................... 6. They are fluent speakers. - They.. VI .Use the correct form of the word 1. Our teacher always . us to work harder. (courage) 2. By recycling, we can save ..resources. (nature) 3. You must try to.. English words regularly. (pronunciation) 4. This restaurant .food from many parts of the country.(service) The End

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PHN TH BA TH VIN CU HI V BI TP Th vin cu hi, bi tp l tin xy dng Ngn hng cu hi, phc v cho vic dy v hc ca cc thy c gio v hc sinh, c bit l nh gi kt qu hc tp ca hc sinh. Trong khun kh ti liu ny chng ti nu mt s vn v Xy dng Th vin cu hi v bi tp trn mng internet. Mc ch ca vic xy dng Th vin cu hi, bi tp trn mng internet l nhm cung cp h thng cc cu hi, bi tp c cht lng gio vin tham kho trong vic xy dng kim tra nhm nh gi kt qu hc tp ca hc sinh theo chun kin thc, k nng ca chng trnh gio dc ph thng. Cc cu hi ca th vin ch yu s dng cho cc loi hnh kim tra: kim tra thng xuyn v kim tra nh k; dng cho hnh thc luyn tp v n tp. Hc sinh c th tham kho Th vin cu hi, bi tp trn mng internet t kim tra, nh gi mc tip thu kin thc v nng lc hc; cc i tng khc nh ph huynh hc sinh v bn c quan tm n gio dc ph thng tham kho. Trong nhng nm qua mt s S GDT, phng GDT v cc trng ch ng xy dng trong website ca mnh v kim tra, cu hi v bi tp gio vin v hc sinh tham kho. Th vin cu hi, bi tp ca cc trng hc, ca cc s GDT, B GDT ngy cng phong ph cn tip tc t chc bin son, chn lc cu hi, kim tra c phn gi tr li; qui nh s lng cu hi v bi tp, font ch, c ch; cch to file ca mi n v. Trn c s ngun cu hi, bi tp t cc S v cc ngun t liu khc B GDT v ang t chc bin tp, thm nh, ng ti trn website ca B GDT v hng dn gio vin v hc sinh tham kho s dng. xy dng v s dng th vin cu hi v bi tp trn mng internet t hiu qu tt nn lu mt s vn sau: 1. V dng cu hi Nn bin son c 2 loi cu hi, cu hi dng t lun v cu hi trc nghim khch quan (nhiu la chn, in khuyt, ng sai, ghp i..). Ngoi cc cu hi ng (chim a s) cn c cc cu hi m (dnh cho loi hnh t lun), c mt s cu hi nh gi kt qu ca cc hot ng thc hnh, th nghim.
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2. V s lng cu hi S cu hi ca mt ch ca chng trnh gio dc ph thng (GDPT) tng ng vi mt chng trong SGK, bng s tit ca chng theo khung phn phi chng trnh nhn vi ti thiu 5 cu/1 tit hoc t nht 2 cu cho 1 chun cn nh gi. Hng nm tip tc b sung s lng cu hi v bi tp ngy cng nhiu hn. i vi tng mn t l % ca tng loi cu hi so vi tng s cu hi, do cc b mn bn bc v quyt nh, nn u tin cho loi cu hi trc nghim nhiu la chn v cu hi t lun. i vi cc cp nhn thc (nhn bit, thng hiu, vn dng) th tu theo mc tiu ca tng ch quy nh t l ph hp i vi s cu hi cho tng cp , nhng cn c mt t l thch ng cho cc cu hi vn dng, c bit l vn dng vo thc t. Vic xc nh ch , s lng v loi hnh cu hi nn c xem xt trong mi quan h cht ch vi khung phn phi chng trnh, cc chng, mc trong sch gio khoa, quy nh v kim tra nh k v thng xuyn. S lng cu hi tu thuc vo s lng ca cc ch , yu cu v chun KT, KN ca mi ch trong chng trnh GDPT. Mi mn cn tho lun i n thng nht v s lng cu hi cho mi ch . 3. Yu cu v cu hi Cu hi, bi tp phi da vo chun kin thc k nng ca chng trnh GDPT do B GDT ban hnh, p ng c yu cu v: l thuyt, thc hnh, k nng ca mt mn hc hoc tch hp nhiu mn hc. Cc cu hi m bo c cc tiu ch nu Phn th nht (trang 3). Th hin r c trng mn hc, cp hc, thuc khi lp v ch no ca mn hc. Ni dung trnh by c th, cu ch r rng, trong sng, d hiu. m bo nh gi c hc sinh v c ba tiu ch: kin thc, k nng v thi . 4. nh dng vn bn Cu hi v bi tp cn bin tp di dng file v in ra giy thm nh, lu gi. V font ch, c ch th nn s dng font ch Times New Roman, c ch 14.

76

Mi mt cu hi, bi tp c th bin son theo mu: BIN SON CU HI M nhn din cu hi : ______ MN HC: _____________ Thng tin chung * Lp: ___ Hc k: ______ * Ch : _____________________________ * Chun cn nh gi: _____________ KHU VC VIT CU HI HNG DN TR LI HOC KT QU

5. Cc bc tin hnh bin son cu hi ca mi mn hc Bc 1: Phn tch cc chun kin thc, k nng trong chng trnh gio dc ph thng i vi tng mn hc, theo khi lp v theo tng ch , chn cc ni dung v cc chun cn nh gi. iu chnh ph hp vi chng trnh v ph hp vi sch gio khoa. Bc 2: Xy dng ma trn s cu hi (hoc ma trn i vi kim tra) ca tng ch , c th s cu cho mi ch nh, s cu TNKQ, s cu t lun mi chun cn nh gi, mi cp nhn thc (ti thiu 2 cu hi cho mi chun cn nh gi). Xy dng mt h thng m ho ph hp vi c cu ni dung c xy dng trong bc I. V d minh ha:
H THNG CH V S CU HI TNG NG

Chng 1 lp 9: Cn bc hai. Cn bc ba
Ch Ni dung kim tra (theo Chun KT, KN) 1.1(KT): Hiu khi nim cn bc hai ca s Nhn bit Thng hiu Vn dng cp thp
TN TL

Vn dng cp cao
TN TL

TN

TL

TN

TL

1. Khi

77

Cng

khng m, k hiu cn bc hai, phn bit nim c cn bc hai dng v cn bc hai m cn bc ca cng mt s dng, nh ngha cn bc hai.

10

2. Cc php tnh v cc php bin i n gin v cn bc hai.

hai s hc. 1.2(KN). Tnh c cn bc hai ca s hoc biu thc l bnh phng ca s hoc bnh phng ca biu thc khc. 2.1 (KN). Thc hin c cc php tnh v cn bc hai: khai phng mt tch v nhn cc cn thc bc hai, khai phng mt thng v chia cc cn thc bc hai.

4 5

2 5

2 2

2 2
14

16

2.2. Thc hin c cc php bin i n gin v cn bc hai: a tha s ra ngoi du cn, a tha s vo trong du cn, kh mu ca biu thc ly cn, trc cn thc mu.

2.3. Bit dng bng s v my tnh b ti tnh cn bc hai ca s dng cho trc. 3. Cn 3.1 (KT): Hiu khi nim cn bc ba bc ba. ca mt s thc. 3.2 (KN): Tnh c cn bc ba ca cc s biu din c thnh lp phng ca s khc.
Cng

4 4 4

8 12

2
8

2
8 74

19

23

Bc 3: Bin son cc cu hi theo ma trn xy dng. Cn lu : Ngun ca cu hi? Trnh ca cc i ng vit cu hi ? Cch thc m bo cu hi c bo mt ? Bc 4: T chc thm nh v nh gi cu hi. Nu c iu kin th tin hnh th nghim cu hi trn thc t mt mu i din cc hc sinh. Bc 5: iu chnh cc cu hi (nu cn thit), hon chnh h thng cu hi v a vo th vin cu hi. - Thit k mt h thng th vin cu hi trn my tnh - Cch thc bo mt ngn hng cu hi - Cch thc lu tr v truy xut cu hi - Cch thc xy dng kim tra
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- Chun b s tay hng dn ngi s dng - Tp hun s dng th vin cu hi 6. S dng cu hi ca mi mn hc trong th vin cu hi i vi gio vin: tham kho cc cu hi, xem xt mc ca cu hi so vi chun cn kim tra xy dng cc kim tra hoc s dng n tp, h thng kin thc cho hc sinh ph hp vi chun kin thc k nng c quy nh trong chng trnh gio dc ph thng. i vi hc sinh: truy xut cc cu hi, t lm v t nh gi kh nng ca mnh i vi cc yu cu v chun kin thc, k nng quy nh trong chng trnh gio dc ph thng, t rt ra nhng kinh nghim trong hc tp v nh hng vic hc tp cho bn thn. i vi ph huynh hc sinh: truy xut cc cu hi sao cho ph hp vi chng trnh cc em ang hc v mc tiu cc em ang vn ti, giao cho cc em lm v t nh gi kh nng ca cc em i vi yu cu v chun kin thc, k nng quy nh trong chng trnh gio dc ph thng, t c th ch ra nhng kinh nghim trong hc tp v nh hng vic hc tp cho cc em.

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PHN TH BN HNG DN T CHC TP HUN TI CC A PHNG - Ni dung v hnh thc tp hun cc a phng cn tin hnh nh B GD&T tp hun cho gio vin ct cn. - Cn nghin cu mc tiu, ni dung, i tng, iu kin bi dng - Xy dng k hoch chi tit t bi dng, tp hun ( thi gian, a im, s lng, yu cu) - Xc nh nhu cu, nh gi kt qu t bi dng thng qua cc mu phiu thm d, kho st ( trc v sau t bi dng) - Ch n vic t chc cc hot ng ca GV, ging vin ni t, to iu kin cho tt c GV u c tham gia hot ng tch cc - Kt qu mong i l GV nm vng ni dung chun kin thc, k nng v thc hnh dy hc, kim tra nh gi theo chun. C th l: 1. i vi cn b qun l. - Nm vng ch trng i mi gio dc ph thng ca ng, Nh nc; nm vng mc ch, yu cu, ni dung i mi th hin c th trong cc vn bn ch o ca Ngnh trong chng trnh SGK. PPDH, s dng phng tin, thit b dy hc, hnh thc t chc dy hc v kim tra nh gi. - Nm vng yu cu dy hc bm st chun kin thc, k nng trong chng trnh GDPT, ng thi tch cc i mi PPDH thng qua kim tra nh gi. - C bin php qun l v thc hin i mi PPDH c hiu qu; thng xuyn kim tra nh gi, thc hin hot ng dy hc theo nh hng dy hc bm st chun kin thc, k nng ng thi tch cc i mi PPDH. - ng vin khen thng kp thi nhng GV thc hin c hiu qu, tch cc i mi kim tra nhg gi. 2. i vi gio vin - Nghin cu k Chng trnh, SGV v ti liu Hng dn thc hin chun KT, KN xc nh mc tiu theo tng bi, thit k bi ging nhm t c cc yu cu c bn, ti thiu v KT, KN hng ti kim tra nh gi chnh xc khch quan ton din.
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- Da trn c s yu cu v KT, KN trong ti liu Hng dn thc hin chun kin thc k nng gio vin vn dng sng to, linh hot cc phng php, k thut dy hc nhm pht huy tnh tch cc, ch ng, sng to, t gic hc tp ca HS. - Thit k v hng dn HS trao i, tr li cc cu hi, bi tp nhm nm vng, hiu c nhng yu cu v kin thc, k nng. - a dng ho cc hnh thc t chc dy hc nhm to s hng th cho HS qua gip HS nm vng v hiu su sc chun KT, KN ca Chng trnh GDPT nhm t c mc tiu ra ca kim tra nh gi. - Trong vic dy hc theo Chun KT, KN cn ch trng vic s dng hiu qu cc thit b dy hc; ng thi ng dng cng ngh thng tin trong dy hc mt cch hp l. 1. Nghin cu mc tiu, ni dung, i tng, iu kin bi dng 2. Xy dng k hoch chi tit t bi dng, tp hun ( thi gian, a im, s lng, yu cu) 3. Xc nh nhu cu, nh gi kt qu t bi dng thng qua cc mu phiu thm d, kho st ( trc v sau t bi dng)

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PH LC
B GIO DC V O TO

BIN SON KIM TRA

(Km theo cng vn s
/BGDT-GDTrH ngy thng 12 nm 2010 ca B GDT)

nh gi kt qu hc tp ca hc sinh l mt hot ng rt quan trng trong qu trnh gio dc. nh gi kt qu hc tp l qu trnh thu thp v x l thng tin v trnh , kh nng thc hin mc tiu hc tp ca hc sinh nhm to c s cho nhng iu chnh s phm ca gio vin, cc gii php ca cc cp qun l gio dc v cho bn thn hc sinh, hc sinh hc tp t kt qu tt hn. nh gi kt qu hc tp ca hc sinh cn s dng phi hp nhiu cng c, phng php v hnh thc khc nhau. kim tra l mt trong nhng cng c c dng kh ph bin nh gi kt qu hc tp ca hc sinh. bin son kim tra cn thc hin theo quy trnh sau: Bc 1. Xc nh mc ch ca kim tra kim tra l mt cng c dng nh gi kt qu hc tp ca hc sinh sau khi hc xong mt ch , mt chng, mt hc k, mt lp hay mt cp hc nn ngi bin son kim tra cn cn c vo mc ch yu cu c th ca vic kim tra, cn c chun kin thc k nng ca chng trnh v thc t hc tp ca hc sinh xy dng mc ch ca kim tra cho ph hp. Bc 2. Xc nh hnh thc kim tra kim tra (vit) c cc hnh thc sau: 1) kim tra t lun; 2) kim tra trc nghim khch quan; 3) kim tra kt hp c hai hnh thc trn: c c cu hi dng t lun v cu hi dng trc nghim khch quan. Mi hnh thc u c u im v hn ch ring nn cn kt hp mt cch hp l cc hnh thc sao cho ph hp vi ni dung kim tra v c trng mn hc nng cao hiu qu, to iu kin nh gi kt qu hc tp ca hc sinh chnh xc hn.

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Nu kim tra kt hp hai hnh thc th nn c nhiu phin bn khc nhau hoc cho hc sinh lm bi kim tra phn trc nghim khch quan c lp vi vic lm bi kim tra phn t lun: lm phn trc nghim khch quan trc, thu bi ri mi cho hc sinh lm phn t lun. Bc 3. Thit lp ma trn kim tra (bng m t tiu ch ca kim tra) Lp mt bng c hai chiu, mt chiu l ni dung hay mch kin thc, k nng chnh cn nh gi, mt chiu l cc cp nhn thc ca hc sinh theo cc cp : nhn bit, thng hiu v vn dng (gm c vn dng cp thp v vn dng cp cao). Trong mi l chun kin thc k nng chng trnh cn nh gi, t l % s im, s lng cu hi v tng s im ca cc cu hi. S lng cu hi ca tng ph thuc vo mc quan trng ca mi chun cn nh gi, lng thi gian lm bi kim tra v trng s im quy nh cho tng mch kin thc, tng cp nhn thc. Cc bc c bn thit lp ma trn kim tra: B1. Lit k tn cc ch (ni dung, chng...) cn kim tra; B2. Vit cc chun cn nh gi i vi mi cp t duy; B3. Quyt nh phn phi t l % tng im cho mi ch (ni dung, chng...); B4. Quyt nh tng s im ca bi kim tra; B5. Tnh s im cho mi ch (ni dung, chng...) tng ng vi t l %; B6. Tnh t l %, s im v quyt nh s cu hi cho mi chun tng ng; B7. Tnh tng s im v tng s cu hi cho mi ct; B8. Tnh t l % tng s im phn phi cho mi ct; B9. nh gi li ma trn v chnh sa nu thy cn thit. Cn lu : - Khi vit cc chun cn nh gi i vi mi cp t duy:

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+ Chun c chn nh gi l chun c vai tr quan trng trong chng trnh mn hc. l chun c thi lng quy nh trong phn phi chng trnh nhiu v lm c s hiu c cc chun khc. + Mi mt ch (ni dung, chng...) nn c nhng chun i din c chn nh gi. + S lng chun cn nh gi mi ch (ni dung, chng...) tng ng vi thi lng quy nh trong phn phi chng trnh dnh cho ch (ni dung, chng...) . Nn s lng cc chun k nng v chun i hi mc t duy cao (vn dng) nhiu hn. - Quyt nh t l % tng im phn phi cho mi ch (ni dung, chng...): Cn c vo mc ch ca kim tra, cn c vo mc quan trng ca mi ch (ni dung, chng...) trong chng trnh v thi lng quy nh trong phn phi chng trnh phn phi t l % tng im cho tng ch . - Tnh s im v quyt nh s cu hi cho mi chun tng ng Cn c vo mc ch ca kim tra phn phi t l % s im cho mi chun cn nh gi, mi ch , theo hng. Gia ba cp : nhn bit, thng hiu, vn dng theo th t nn theo t l ph hp vi ch , ni dung v trnh , nng lc ca hc sinh. + Cn c vo s im xc nh B5 quyt nh s im v cu hi tng ng, trong mi cu hi dng TNKQ phi c s im bng nhau. + Nu kim tra kt hp c hai hnh thc trc nghim khch quan v t lun th cn xc nh t l % tng s im ca mi mt hnh thc sao cho thch hp. Bc 4. Bin son cu hi theo ma trn Vic bin son cu hi theo ma trn cn m bo nguyn tc: loi cu hi, s cu hi v ni dung cu hi do ma trn quy nh. cc cu hi bin son t cht lng tt, cn bin son cu hi tho mn cc yu cu sau: ( y trnh by 2 loi cu hi thng dng nhiu trong cc kim tra) a. Cc yu cu i vi cu hi trc nghim khch quan nhiu la chn

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1) Cu hi phi nh gi nhng ni dung quan trng ca chng trnh; 2) Cu hi phi ph hp vi cc tiu ch ra kim tra v mt trnh by v s im tng ng; 3) Cu dn phi t ra cu hi trc tip hoc mt vn c th; 4) Khng nn trch dn nguyn vn nhng cu c sn trong sch gio khoa; 5) T ng, cu trc ca cu hi phi r rng v d hiu i vi mi hc sinh; 6) Mi phng n nhiu phi hp l i vi nhng hc sinh khng nm vng kin thc; 7) Mi phng n sai nn xy dng da trn cc li hay nhn thc sai lch ca hc sinh; 8) p n ng ca cu hi ny phi c lp vi p n ng ca cc cu hi khc trong bi kim tra; 9) Phn la chn phi thng nht v ph hp vi ni dung ca cu dn; 10) Mi cu hi ch c mt p n ng, chnh xc nht; 11) Khng a ra phng n Tt c cc p n trn u ng hoc khng c phng n no ng. b. Cc yu cu i vi cu hi t lun 1) Cu hi phi nh gi ni dung quan trng ca chng trnh; 2) Cu hi phi ph hp vi cc tiu ch ra kim tra v mt trnh by v s im tng ng; 3) Cu hi yu cu hc sinh phi vn dng kin thc vo cc tnh hung mi; 4) Cu hi th hin r ni dung v cp t duy cn o; 5) Ni dung cu hi t ra mt yu cu v cc hng dn c th v cch thc hin yu cu ; 6) Yu cu ca cu hi ph hp vi trnh v nhn thc ca hc sinh;

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7) Yu cu hc sinh phi hiu nhiu hn l ghi nh nhng khi nim, thng tin; 8) Ngn ng s dng trong cu hi phi truyn ti c ht nhng yu cu ca cn b ra n hc sinh; 9) Cu hi nn gi v: di ca bi lun; Thi gian vit bi lun; Cc tiu ch cn t. 10) Nu cu hi yu cu hc sinh nu quan im v chng minh cho quan im ca mnh, cu hi cn nu r: bi lm ca hc sinh s c nh gi da trn nhng lp lun logic m hc sinh a ra chng minh v bo v quan im ca mnh ch khng ch n thun l nu quan im . Bc 5. Xy dng hng dn chm (p n) v thang im Vic xy dng hng dn chm (p n) v thang im i vi bi kim tra cn m bo cc yu cu: - Ni dung: khoa hc v chnh xc; - Cch trnh by: c th, chi tit nhng ngn gn v d hiu; - Ph hp vi ma trn kim tra. (Hng ti xy dng bn m t mc t c hc sinh c th t nh gi) Cch tnh im a. kim tra trc nghim khch quan Cch 1: Ly im ton bi l 10 im v chia u cho tng s cu hi. V d: Nu kim tra c 40 cu hi th mi cu hi c 0,25 im. Cch 2: Tng s im ca kim tra bng tng s cu hi. Mi cu tr li ng c 1 im, mi cu tr li sai c 0 im. Sau qui im ca hc sinh v thang im 10 theo cng thc:
10 X , trong X max

+ X l s im t c ca HS; + Xmax l tng s im ca .

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V d: Nu kim tra c 40 cu hi, mi cu tr li ng c 1 im, mt hc sinh lm c 32 im th qui v thang im 10 l: im. b. kim tra kt hp hnh thc t lun v trc nghim khch quan Cch 1: im ton bi l 10 im. Phn phi im cho mi phn TL, TNKQ theo nguyn tc: s im mi phn t l thun vi thi gian d kin hc sinh hon thnh tng phn v mi cu TNKQ c s im bng nhau. V d: Nu dnh 30% thi gian cho TNKQ v 70% thi gian dnh cho TL th im cho tng phn ln lt l 3 im v 7 im. Nu c 12 cu TNKQ th mi cu tr li ng s c
3 = 0, 25 im. 12 10.32 =8 40

Cch 2: im ton bi bng tng im ca hai phn. Phn phi im cho mi phn theo nguyn tc: s im mi phn t l thun vi thi gian d kin hc sinh hon thnh tng phn v mi cu TNKQ tr li ng c 1 im, sai c 0 im. Khi cho im ca phn TNKQ trc ri tnh im ca phn TL theo cng thc sau:
+ XTN l im ca phn TNKQ; X TL = X TN .TTL , trong TTN + XTL l im ca phn TL; + TTL l s thi gian dnh cho vic tr li phn TL. + TTN l s thi gian dnh cho vic tr li phn TNKQ.

Chuyn i im ca hc sinh v thang im 10 theo cng thc:

10 X , trong X max + X l s im t c ca HS; + Xmax l tng s im ca .

V d: Nu ma trn dnh 40% thi gian cho TNKQ v 60% thi gian dnh cho TL v c 12 cu TNKQ th im ca phn TNKQ l 12; im
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ca phn t lun l: X TL =

12.60 = 18 . im ca ton bi l: 12 + 18 = 30. 40 10.27 =9 30

Nu mt hc sinh t c 27 im th qui v thang im 10 l: im. c. kim tra t lun

Cch tnh im tun th cht ch cc bc t B3 n B7 phn Thit lp ma trn kim tra, khuyn khch gio vin s dng k thut Rubric trong vic tnh im v chm bi t lun (tham kho cc ti liu v nh gi kt qu hc tp ca hc sinh). Bc 6. Xem xt li vic bin son kim tra Sau khi bin son xong kim tra cn xem xt li vic bin son kim tra, gm cc bc sau: 1) i chiu tng cu hi vi hng dn chm v thang im, pht hin nhng sai st hoc thiu chnh xc ca v p n. Sa cc t ng, ni dung nu thy cn thit m bo tnh khoa hc v chnh xc. 2) i chiu tng cu hi vi ma trn , xem xt cu hi c ph hp vi chun cn nh gi khng? C ph hp vi cp nhn thc cn nh gi khng? S im c thch hp khng? Thi gian d kin c ph hp khng? (gio vin t lm bi kim tra, thi gian lm bi ca gio vin bng khong 70% thi gian d kin cho hc sinh lm bi l ph hp). 3) Th kim tra tip tc iu chnh cho ph hp vi mc tiu, chun chng trnh v i tng hc sinh (nu c iu kin, hin nay c mt s phn mm h tr cho vic ny, gio vin c th tham kho). 4) Hon thin , hng dn chm v thang im.

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TI LIU THAM KHO