Trần Nhật Cẩm 22012076

CLASSROOM-BASED LANGUAGE ASSESSMENT

Test Analysis

First and foremost, the test is constructed for students at a public high school in Vietnam,
specifically grade 10. The language level of these students is intermediate (B1) referring
to the CEFR standard. The duration of the test is 15 minutes, during the test, students are
required to read an authentic text and then accomplish several tasks using their
comprehensive thinking skills, as well as grammatical, and lexical knowledge. The
reading text is a selective reading with the Flesch Reading Ease score is 61.64 and Flesch-
Kincaid Grade level is 8.29, it is considered suitable for grade 8 native learners. However,
the educational setting in Vietnam is EFL learning and teaching, so the reading text would
be more manageable for high school students. As a selective, short reading passage, the
test is expected to focus on both structure and meaning which assess students’ vocabulary
accuracy and reading comprehension ability. Additionally, the test items are relatively
diverse and varied including both bottom-up and top-down processes with several types of
tasks such as cloze, multiple choice, matching, and true/ false.

Furthermore, a properly designed test is one that qualifies in terms of measuring device
principles, and evaluating whether the test is qualified, the test writer is required to
present an analysis of the constructed test regarding validity, practicality, and reliability.
The validity of the content includes aspects of the material, construction, and language
used in the test instruction. The test must measure exactly what it proposes to measure,
which are students’ grammatical knowledge, lexical resources, and comprehensive
reading ability. Although there is a certain skill that cannot be fully measured using cloze
multiple-choice and multiple-choice questions tests, the test also includes open-ended
questions which can offer educators useful and meaningful information about the test-
taker’s ability. For the aspect of practicality, the test stays within the budgetary limit of a
public school because of utilizing paper tests for each student. On the other hand, the test
is long and extensive, this may become a challenge for under-average students to
complete the test within the time constraints. Finally, in terms of test reliability, factors
affecting the reliability of evaluation tools or measuring devices are the number of
questions and the level of difficulty. As mentioned, the reading text and set of
questionnaires are suitable for grade 10 students with an average English level, overall.
However, the ability of each student is distinctive, and it may be challenging for educators
to conduct a test that is indicated for all students.

In summary, a test is one of the tools used to assess how well pupils grasp and
comprehend what they have learned. The test must deal with what has been learned by
students and the test also needs consistency. Perhaps there is no test that is perfectly good
for every circumstance, it significantly depends on the educational setting. Regarding
types of test items, the multiple-choice question is considerably popular for being easy to
check students’ accuracy and understanding, it also has several disadvantages such as
being difficult and time-consuming to compose, requiring only factual knowledge rather
than higher-order thinking skills. Educators are welcome to make adjustments to the test’s
design to facilitate a certain group of students or individuals in the class for more benefits.