Placement test

Placement Test for newly-admitted Students at HCMC Industry and Trade College 2010

I. INTRODUCTION

Testing is one of the powerful tools to measure students’ abilities as well as enhance their
attitudes towards learning. Depending on variable purposes in testing, there are compatible
differences in types of testing as the followings:

1. Achievement test: A test which measures how much of a language someone has learned
with reference to particular course of study or program of instruction.

(Jack C. Richard, John Platt, Heidi Platt, Dictionary of Language Teaching and Applied
Linguistics, 1992, p. 3)

2. Diagnostic test: A test which is designed to show what skills or knowledge a learner
knows and doesn’t know. It may be used to find out how much a learner knows before
beginning a language course.


3. Language aptitude test: A test which measures a person’s aptitude for SECOND
LANGUAGE or FOREIGN LANGUAGE learning and which can be to identify those
learners who are most likely to succeed.


4. Placement test: A test which is designed to place students at an appropriate level in a
program or course.


5. Proficiency test: A test which measures how much of a language someone has learned. It
is not linked to a particular course of instruction, but measures the learner’s general level
of language mastery.

Le Thi Thanh Thao – TESOL4-37
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6. Progress test: An achievement test linked to a particular set of teaching materials or
particular course of instruction. Tests prepared by teachers and given at the end of a
chapter, course, or term are progress tests. Progress tests may be regarded as similar to
achievement tests but narrower and much more specific in scope.


Why test? The answers appear differently based on the tester’s purposes. According to Henry
L. Roediger, III, Mark McDaniel, and Kathleen McDermott (2006), they emphasize “testing
as an aid to learning” In addition; J.B Heaton (1988) asserts one of the functions of a test is
“evaluation of student performance for purposes of comparison or selection” (p. 6). He added
more “the test should also enable the teacher to ascertain which parts of the language
program have been found difficult by the class. In this way, the teacher can evaluate the
effectiveness of the syllabus as well as the methods and materials he or she is using.” (p. 7).
Since testing is an important part in students’ progress, testers must have a clear picture about
the purpose of testing in order to get the right conceptions about language testing. If not,
misconceptions about language testing may cause problems (Lyle F. Bachman and Adrian S.
Palmer, 1996, p.7, table 1.1). And why placement test is chosen? Being aware of functions
and clear purposes of testing, placement test is chosen out of others in order to “place
students at an appropriate level in a program or course” (Jack C. Richard, John Platt, Heidi
Platt, 1992, p. 279). This type of testing is designed for five-hundred first year students at
HCMC Industry and Trade College after they have passed the entrance exam. Since the
students who have just been admitted to the College have different English knowledge
background. Most of them come from different regions, provinces; some are from the
neighborhoods; and some are from cities and towns. Due to the differences from their
origins, it’s no wonder that students have different English background. Students from towns
and cities have more conditions and advantages in using and developing their English. They

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may also advantage from tourism potentials. For instance, those from Nha Trang or Phan
Thiet City obviously have chance to orally practice English frequently. On the contrary,
those who come from rural areas have little chance in oral production but mostly in written
form. Depending on their high schools, some have experienced English with 3years or 7
years and on their living conditions, some have chance to learn English from the very
beginning, especially those come from towns and cities. Therefore, they must be better than
those who don’t. Surprisingly, some of them even never learn English before. They learn
French instead. This will cause troubles when they take the same English course with other
English learners. In the current situation, the school has not set that kind of test system.
Currently, all of the students are put at the same level of English. Some are very excellent
and need to learn something higher and newer to make progress in their English proficiency,
while some need English in a very beginning stage. Thus, it is unfair to treat the same, which
may rust and hold back some excellent ones in their progress or cause boredom to those who
cannot reach that kind of English with their little English background. All above lead to a
crucial decision, it is necessary to use placement test in order to place them to the right place.
Now that this is a placement test for those who have just passed the college’s entrance exam
and in the hope of completely exploit their English ability, four skills are required.

II. PURPOSE OF THE TEST

1. Why is the placement test important to the school?

Continuously enhancing educational effectiveness is the main concern in schooling. This is
not an exception for HCMC Industry and Trade College. With an intention, the college has
done many things so as to promote learning and teaching English such as upgrading
infrastructure and classroom facilities. However, testing system is still put little, even aside
the attention. Since students are being placing in the wrong levels, the college is hard to get
high quality in education which is measured by scores of achievement tests. The school is
facing with a big problem – some students are not able to continue their projects and leave
school just because they can’t afford to finish their English courses. Some of them are taking
the specialized English, but still they got stuck from English one and two. Hence, it’s crucial

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that the college should amend the current testing system in the main purpose of raising the
school’s educational quality. Then, the school will advantage from students’ contentedness.
That would contribute to step up the school’s reputation.

2. Why is it important to the teaching staff?

If placement test is administered, it will be a compass to orient the teachers in choosing right
materials and methods to teach the right students. Furthermore, teachers can gain more
confidence when they enter the classes which they know exactly the students’ knowledge
background. Consequently, they know what they should bring to the classes so as to suit their
students’ needs, interests and levels. As the teachers know their students’ levels, they are able
to focus on preparing the lesson plans with appropriate activities for those subjects. Once
they meet the students’ needs and interests, which can activate the classes. In other words,
students will really enjoy the lessons and make themselves join in the class’s activities when
the lessons touch their needs and interests. It’s undeniable one of factors that impacts on the
teachers’ energy and motive in teaching is students’ attitudes towards learning. Their positive
attitudes towards learning can create great motivation for teachers. Concurrently, that helps
teachers stand firm and be non-stop creative in their teaching career.

3. Why is it important to the test takers?

Placement test is used to determine how much their English proficiency is. From that, they
are placed to the appropriate level in order to enhance their studying. On the other hand, it
enhances recall for previously presented materials. This helps them in the coming knowledge
indeed. There is the fact that most of students just learn when they are required to do it.
Testing is one of the effective ways to promote their attitudes towards learning. Therefore,
this is an opportunity for them to revise what they learned. This sets a firm base or a
springboard for students to step forwards. For the previous semesters, students with different
English knowledge ranks are placed at the same level. As the school regulation, the first-year

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students from all majors take English one (E1)1 in their first semester. I myself underwent the
two semesters teaching those classes. For the matter of facts, I found too difficult to fairly
treat the class with nearly two hundred students in different levels. Instead of teaching
something new and interesting for those excellent ones, teachers let them step on their foot
due to the imbalanced English language background. While the minority of learners with no
English background found it hard to catch up with the others in the class. These students
usually sat at the back of the class and always kept quite in English but easily got distracted
by the surroundings. As a result, for the two semesters I taught, I got unpleasant results.
Obviously, putting students in inappropriate levels causes the sharp distinction among scores.
With the effort to solve this problem, placement test must be executed.

In brief, the placement tests are implemented; not only the students but also the school and
the teachers gain some advantages from this. Knowing clearly about their subject helps them
in designing interesting lessons. Accordingly, students achieve motivation in learning thanks
to interesting activities the teacher gives. These foster teaching and learning effects. As the
result, the school gets benefits from this outcome. The following figure shows the influence
of placement test in teaching and learning.

1
Using New Headway Elementary – Third Edition, Liz & John Soars, unit 1-7 for collegiate, unit 1-6 for both
professional and vocational training

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PLACEMENT TEST

Students' desire
• Clearly know about the and motivation • Raise high
level of subjects quality in
• Promote creativity • Involve in education
• Build desire in learning interesting activities • Get qualified
among students • Build confidence output
• Enjoy learning
Teacher's School's
motivation reputation

Figure 1: The influence of placement test on teaching and learning

III. DESCRIPTION OF CHARACTERISTICS OF TEST TAKERS

1. Personal characteristics:
Since this kind of test is designed for the students who have just been admitted to the
college entrance examination, their age range is between eighteen and twenty-five. The
range appears to vary because some are high-school graduates, some learn while
working. In addition, they come from different corners of Vietnam, their English must be
different. Therefore, it’s a mistaken thought when putting them all at the same level.
Because this is a test to place students at appropriate levels, most of them are eager to
take the test in the hope of high scores so as to sit in the classes they expect. However,
some of them are not really keen on placement test since they are under the influence of
their majors which they think no need to learn English. There is an imbalance about
gander among majors2. Some majors3 are almost boys and others majors4 are almost girls.

2
There are all twelve majors in HCMC Industry and Trade College

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2. Knowledge:

Now that most of students have just graduated from high schools nationwide, their level
is generally intermediate, but mainly for grammar proficiency and type of education is
formal and academic. Since they are high-school graduates, most of them have eight
years of English education. However, some have less, others have more and even some of
them have no chance to learn English. This depends on their conditions and schools’
policy and regulations. In fact, some schools want to use French to teach their students
instead of English. These students have no English knowledge background. In many
cases, these students are put the same level with the others students who have
experienced with English for years. That causes problems for those from the very
beginning. They cannot catch up with others just simply because the knowledge supplied
is over their abilities. In general, the knowledge they are assumed to know is in pre-
intermediate level. Finishing high schools, they are required to master all basic grammar
points such as twelve tenses, active and passive voice, direct and reported speech, and the
like. As for speaking, they have to be able to speak out and discuss some very basic
topics such as self introduction, entertainment, weather, education, and so on. About
listening, they might be able to listen to questions, conversations and very short talks
related to familiar topics in the limitation of their psychology, ages and interests. Those
topics concerning to this matter are sports, entertainment, free-time activities, everyday
life, education, and the like. For reading skill, students who finished high schools must be
able to read the short text using scanning and skimming skills. And the topics for reading
skill are the same as for listening and speaking. Last but not least, for listening skill,
Students are capable to write letters for invitation, confirmation, request, and application.
In addition, they can describe things, report something, and narrate a story in their
writing.

3
Related to technique
4
Related to economics

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In short, the knowledge students supposed to cover is closely related to their personal
characteristics. General speaking, students are expected to cover such an amount of
English so that they have enough condition to enter the college environment. In reality,
not all of them can reach such knowledge as they appear as distinct individuals. For that
reason, I strongly recommend that it is extremely important to set up a placement test
system in order to help students to find their right positions.

In the other aspect, students’ personal characteristics and knowledge are the two main
components to determine characteristics of the language use or test tasks (Lyle F.
Bachman, Adrian S. Palmer, 1996). The figure below approves this matter.

Figure 2: Some components of language use and language test performance5

To know more about these interactions, we come up to the two next sections.

5
Taken from Language testing in practice: designing and developing useful language tests by Lyle F. Bachman,
Adrian S. Palmer, Oxford university Press, 1996, p.63

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IV. DESCRIPTION OF THE TARGET LANGUAGE USE TASK TYPES

With an attempt to help the students in the high-school graduate examination, teachers
have familiarized the students with the format and test task types to enable them to deal
with the test. Therefore, the target language use task types are originated from the test
task types from the MOET6. For example, there are some very common test task types
used for testing grammar and reading such as matching, gap filling, completion, multiple-
choice items, true/ false, short-answer questions, information transfer and the like.
What’s more, based on the curriculum which is specified from learning activities,
concepts and skills, and task types as mentioned in figure 3. The task types for listening
are similar to those for grammar, pronunciation, vocabulary and reading in the interaction
with high-school topic scope. The preferable tasks are true/ false, short-answer questions,
blank completion, and multiple-choice items. In many cases, most of high schools do not
test speaking, which embedded some reasons such as the lack of human resource,
conditions for administering, and a big population of students. Again, the most important
reason is that speaking is not one of the skills tested in the high-school graduate
examinations. In the run of the illusory results, high schools seem to blindly bind up to
the scores and graduation rates. Still, speaking is a required skill in schools. Activities for
speaking are closely tied to the curriculum. Thus, interviews and questions about topics
listed above are kinds of speaking task types in the classrooms. As mentioned, figure 2
shows clearly the relationship between strategic competence comprised by personal
characteristics, language knowledge and topical knowledge (listed in Description of
characteristics of test takers) and the characteristics of the language use task. The writing
tasks mainly focus on narration, description about something, and letters of invitation,
confirmation, request and application. In short, language target use task types are
somehow limited in a very common and traditional way.

6
Ministry of Education and Training

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V. DESCRIPTION OF THE TEST TASK TYPES
Unlike achievement tests, the test makers do not know exactly the test task types students
are familiar with in placement tests. Yet, in order to gain reliability and validity of
testing, the test task types must be compatible with target language use task types. But
how can we do this with our little notion about the test takers. Obviously, students are
from different corners of the country, equipping with different English knowledge
background, and experiencing target language use task types differently. Fortunately, the
curriculum is the same for high schools nationwide. In condition of the time pressure, the
project cannot be more perfect by conducting surveys about task types new students used.
Still, we can use some common test task types from the MOET. Hence, with an intention
on choosing and selecting the most common test task types among students, placement
test task types are varied based on the MOET’s samples of test task types. Besides,
According to Hugh Burkhardt (2009) the curriculum specified by three dimensions:
learning activities, concepts and skills, and task types (p.12) as the figure below.
Therefore, by looking at the curriculum for high schools, the test makers must know what
will be in the test.

Figure 3: Three dimensions in specifying a curriculum7

7
Extracted from On strategic Design, Hugh Burkhardt, 2009

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In combination between the curriculum for high schools and the common test task types,
placement test appears reliable and valid enough.

Once, to emphasize the importance of reliability and validity, the test task types are
chiefly selected from the most common use for tests from MOET in combination with
topic range for high-school students. There is a tendency to access all four skills and sub-
skills under the form of gap filling, sentence building, blank completion, multiple-choice
items, word formation, short-answer questions, and sentence transformation. These tasks
are referenced from Violet Online Library (Thu vien truc tuyen VIOLET), Writing
English Language Test (J.B. Heaton, 1988), British Council web page, text books for
high school, and some exercise textbooks for grade twelve. Generally, not only objective
but also subjective test items will be tested to evaluate actual performance in this kind of
test. According to J.B. Heaton (1988, p. 27), “a good classroom test will usually contain
both subjective and objective test items.” Regardless of its disadvantages, each task type
has its own advantages, so these test task types mutually support. Those tasks are chosen
for some following reasons. First, multiple-choice items can provide a useful means of
teaching and testing in various learning situations and prove useful in measuring
examinees’ ability to recognize correct grammatical forms (J.B Heaton, 1988, p. 27). In
fact, multiple-choice test is one of the most powerful tools to test grammar, vocabulary,
pronunciation, reading, and listening. Next, transformation type of item is formed to test
students’ abilities to produce structures and paraphrase in the target language (J.B.
Heaton, p.46). Furthermore, transformations are extremely useful for testing grammar
and understanding of form. Gap-filling is the third task type. Gap-fills can be used to test
a variety of areas such as vocabulary, grammar, reading comprehension and are very
effective at testing listening for specific words. The fourth type is word formation to test
how students are aware of functions of words in context.
Test structure
With an attempt to test all skills, we have to great consider the time which can afford
examinees to deal with the test. With such great care, the test structure will be described
as following table

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SECTION TIME DESCRIPTION NUMBER
(minutes) OF ITEMS

Listening 20 Part 1 (gap-filling) 10
There is a printed passage with 10 blanks,
examinees listen to the CD player and fill in the
blanks with one word for each.
Part 2 (Short-question answer) 5
Examinees will listen to a short talk and answer
the five printed questions.
Grammar 60 Grammar
Vocabulary  Multiple-choice items 10
Reading Examinees will choose the word or phrase from
the four options which best completes each
sentence, and then circle it.
 Sentence transformation 10
Examinees have to finish each of the sentences
in such a way that it means exactly the same as
the sentence printed before it.
Vocabulary
 Multiple-choice items 10
Examinees will choose the word or phrase from
the four options which best completes each
sentence, and then circle it.
 Word formation 10

Testees will complete the passage, using the
most suitable form of the word given in the
right column.

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Reading 5

The passage is followed by comprehension
questions. Examinees choose the correct
answer from the printed answer choices.
Writing 30 Examinees write an essay based upon one of 1 task
two optional topics.

Speaking 3-5 for Examniers will interview examinees questions
each related to these common topics: personal
identification, education and future career, free
time and entertainment, travel, shopping,
hobbies, weather, sports, food and drink.

VI. REQUIRED RESOURCES AND A PLAN FOR TEST ADMINISTRATION

1. Required resources
1.1. Human resource
The test cannot be administered without using human resource. If implemented, we
need one project director who designs this project to examine the procedure and solve
problems if happen. This project designer will be also in charge of designing the
placement test. Also, proctors can contribute to the reliability of the test result. In
order to reduce cheating in testing, it’s important to employ enough proctors. The
number of proctors is corresponding to a certain number of examinees per room as
the table 1. With five-hundred examinees, thirty proctors should be employed. At the
present, there are just fifteen teachers in the English faculty. Therefore, the other
fifteen teachers are invited from Center of Foreign Studies, University of Agriculture
and Forestry. Besides, four lobby proctors is to strengthen the reliability of the test
results by their overall observation. It’s necessary to have two technical assistants
check facilities and equipment prepared for the test. With such an amount of
examinees, fifteen examiners, who are proctors as well, will be needed to score test

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papers which detachable heads are cut out. And four clerical assistants who are in
charge of delivering, collecting test papers, and entering examinees’ marks will be
included. The number of administrators is thought twice under the finance
consideration.

Table 1: Examinee and Proctor Ratios8
1.2.Facilities and equipment
Contribution to the reliability of the test; testing rooms, CD players and CDs, lights,
fans, clocks, rest rooms, desks and chairs, one electric generator in case of power cut;
that’s sufficient enough for conducting the placement test for five hundred examinees.
First of all, we need one large room with air-conditioner for examiners and proctors
sitting before and after testing. Before testing, proctors will be here to be popularized
about some warnings and regulations in testing. After testing, examiners will be here
for grading the papers. Next, we need fifteen rooms for five hundred examinees in
total, thirty to thirty-five examinees in each. Inside each room, facilities are equipped
relatively sufficient in order to create favorable conditions for examinees in doing the
test. To contribute to reduce cheating in testing, the space between examinees must
spacious enough. Therefore, it is necessary to arrange thirty-six two-seat desks
divided into two straight rows. One desk and two chairs are needed for proctors each
room. Four lights in each room supply sufficient brightness, five fans accommodate
examinees with the cool, and one wall-clock at the front of the room makes
examinees know how to balance the time. Additionally, to support in testing listening,
one CD player and one CD is equipped for each room. Besides, five alternative CDs

8
Extracted from TOEIC Test Administration procedures, , TOEIC BRIDGE, 2005, p.7

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and CD players are used in case some unexpected problems may happen. With such
an amount of examinees, four restrooms are enough in serving examinees’ needs. We
also need one printer and at least one photocopier for making booklets and answer
sheets,… Last but not least, one electric generator should be prepared in the condition
of power-cut, especially on these days deficient water cause deficient electricity. The
number is demonstrated in detail as below
Description of facility Quantity Total quantity (items)
and equipment per room

Testing room 15

Grading room 1
Air-conditioner 1

Rest room 4

CD player 1 15 + 5 alternatives

CD 1 15 + 5 alternatives

Light 6 90

Electric fan 5 75

Clock 1 15

Two-seat desk 36 540

Desk for proctors 1 15

Chair for proctors 2 30

Electric generator 1

Printer 1

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Photocopier 1

Table 2: The quantity of facility and equipment used in testing

1.3. Administration time
1.3.1 Time for test design
With a great effort to design a good placement, we need a certain amount of time.
Time needed for collection of common test task types and getting familiarized with
the curriculum for high schools is one day. In addition, it takes one day for designing
the test with criteria and answer keys and one day for revision. In total, three days
afford enough to design a good test. Because this is a placement test which is for
those who have just been admitted to this college, there is no need to separate the test
designer in a room.
1.3.2 Time for giving regulations before the test
To reduce problems and unexpected things happening in test time such as retardation,
regulation delivery and the like, we need thirty minutes to do this. In details, the
proctors spare about ten minutes for place arrangement including numbering students’
places and naming with careful check in case of cheating. Then, after stabilize the
orders of students; proctors disseminate regulations in the testing rooms such as what
they should or shouldn’t bring into the rooms; when they get warnings, when they are
prohibited to continue testing… It takes about ten minutes to conduct. The rest time,
proctors instruct them to fill in their information and guide them how to choose in
multiple-choice items.
In the information technology era, there are innumerable ways of cheating the
proctors should pay much attention such as long-sleeved shirt method, desk notes,
notes in gum wrapper, copying, mobile use,…
1.3.3 Time for collecting test papers
In order not to miss out any papers, time for collecting is quite sufficient, twenty to
thirty minutes. However, during that time proctors have to ensure all examinees put

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their pens down right after verbal command “time is over” is spoken out by proctors.
After collecting the papers, proctors will carefully count to check whether there are
any missing papers (examinees are still in the rooms now). After collecting with
careful check, proctors let examinees out the rooms and number the papers in order
because detachable heads will be cut out, marking down some absent examinees.
There are plenty of things to do; proctors shouldn’t be in the rush.
1.3.4 Time for grading/ scoring
To limit the negative side of scoring, time is one of an important factor that can affect
the true results. Time for grading which is too short can force the examiners to score
carelessly and in the rush. Therefore, a half of day is affordable for examiners to
score; two examiners will score two rooms with 30-35 examinees in each. This time
will be in the afternoon at 2p.m after proctors (as examiners as well) have refreshed
by a nap. Two proctors will be responsible for two rooms so they mutually score the
papers, especially writing. As for speaking, the two proctors will be in charge of
examiners to interview them, proctors (examinees) will get the average from the two
scores, discuss if there is any big gap between the two scores.
1.3.5 Administration space
Space is also another factor that may affect final result. As mentioned, because this is
placement test, there is no need to arrange test designer in a separate place. We need
one room with air conditioner for examiners sitting on before and after the test. We
need fifteen rooms for five hundred test takers with lights, electric fans, and clocks. In
addition, we need one room with air-conditioner for grading.
1.4. Finance issue
Quantity Description Estimated Estimated
unit cost total cost
(VND) (VND)

1 Projector director (test designer) 500.000 500.000

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1 Test designer 350.000 350.000

30 Proctor 100.000 3.000.000

4 Lobby proctor 100.000 400.000

2 Technical assistant 100.000 200.000

15 Examiner 100.000 1.500.000

4 Clerical assistant 100.000 400.000

Stationery (pens, chalks, erasers…) 100.000

Test materials (booklets, rough 700.000
papers, answer sheets, cardboard
envelope, …)
1 Ink for printing 1.000.000 1.000.000

20 CDs 10.000 200.000

15 Clock 150.000 225.000

50 Bottle of mineral water 5.000 250.000

25 Coffee for making 7.000 200.000

25 Lunch meal 15.000 400.000

Other extra expenditure9 5.000.000

Total estimated cost: 18.000.000

9
There is a budget for extra expenditure in case there are some malfunctioned equipment such as
lights, fans, tables and chairs...

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2. Test administration - Procedure10
2.1. Before the test
Designing and restoring test materials
It takes three days to design the test. And then, to ensure the quality of the test, it is
vital to double-check by the Dean and teachers at the faculty. After checking without
errors in writing, irrelevance in content, appropriateness in format, and clearness in
instruction, it’s about time to print the test paper in five hundred and fifty copies
(fifty extra copies for defective ones). Then, the training bureau will take on
counting testing papers, putting them into cardboard envelopes with thirty-five
booklets in each, sealing off all, and then store them in secure area to which only
authorized persons have access.
Selecting testing rooms
To minimize the possibility of distraction such as noise, poor lightning, extreme
temperature, humidity, and inadequate writing surfaces, there must have careful
selection of testing rooms. The testing rooms should be in good acoustic conditions.
The fifteen testing are selected from Block A, the new building with good
conditions.
Selecting proctors
Proctor staff should be chosen with a great care. They have to be knowledgeable
about testing procedure. There are fifteen teachers in English Department in this
school. Thus, the other fifteen must be employed with care from Center for
Language Studies, University Of Agriculture and Forestry. Those proctors are fluent
in English and have experience in testing. During writing and listening tests, proctors
must not engage in tasks which are not related to their test administration duties.
Room arrangement and seating chart

10
Adapted from TOEIC Test Administration procedures, , TOEIC BRIDGE, 2005

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To make sure that every examinee faces the same direction. Also, there must be 1.5
meters between examinees. This is clarified in table 3.
Restrooms
Rest rooms should be located nearby and should be easy to find for those examinees
that are not familiar with the testing area. In addition, restrooms must be clean up.
Lobby proctors have to be sure that examinees don’t use mobile phones in
restrooms. Restrooms must be inspected for any materials examinees may have
stored.
Noise
The testing rooms must be selected carefully and located in a section of the building
least likely to be affected by noise from construction work, traffic…
CDs and CD players

We need some extra CDs or CD players in case they are damaged, lost. We also
need to check to make sure it functions properly. Last but not least, we have to check
the acoustics of the room(s) in which the equipment will be used.
Lighting
Lighting must be adequate for reading and for marking answer sheets. Be sure to
check lighting conditions in all testing rooms early on the day of the test so that any
problems can be corrected before the examinees are admitted.
Clocks
Each testing room must have a clock, preferably at the front of the room, so
examinees can see it easily without turning their heads. At regular intervals proctors
must post the amount of test time remaining, so examinees can pace themselves.
2.2. On the day of the test
Identifying and admitting examinees to the testing room
Before allowing them to enter the testing rooms, proctors have to carefully check
their presence by their identifications, or other papers embedded with their
photographs. In case, they have someone do the test. This helps in reducing cheating
in testing.

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Giving regulations in testing11
In order to not confuse examinees as well as reduce possibilities of cheating, giving
clear instruction is crucial. The following regulations apply during the entire test
session:
 No test takers will be admitted after test materials have been distributed for
fifteen minutes.
 Books, dictionaries, notes, rulers, calculators, watch alarms, mobile phones,
listening devices, recording or photographic equipment, highlighters, or aids
of any kind are not allowed in the testing room.
 You must have the supervisor’s permission to leave the testing room. Any
lost time cannot be made up.
Dismissal from the test session

Proctors are authorized to dismiss the examinees from a test session due to
violations:

 Attempting to take the test for someone else or having someone else takes the
test for you.
 Using a telephone or cell phone during the test session
 Using any aids in connection with the test, such as pagers, books, pamphlets,
notes, rulers, highlighter pens, stereos or radios with headphones, cell
phones, dictionaries, translators, and any handheld electronic devices
 Attempting to give or receive assistance. The first time is for warning. Then,
proctors will deduct 25% from the test papers. The third time, examinees will
be dismissed from the testing room.
Seating the examinees
 To avoid examinee cheating, direct examinees to their seats. Do not allow
them to select their own seats.

11
Adapted from TOEIC examinee handbook, 2006

21


 Examinees must face the same direction in any level seating arrangement and
must be separated on each side by a minimum of 1.5 meters.
SEATING PLANS
 = one testee

= one two-seat table

   

   

   

   

   

   

   

   

   

At least 1.5 meters At least 1.5 meters

Table 3: Sample seating plan

Distributing the test materials
As for listening session:
 Hand a sheet of rough paper and answer sheet directly to each examinee. Give
them to examinees one at a time, in seating order, as proctors go along a row.
One proctor will go from the front back, and the other from the back up. Because

22


the testing rooms are up to fifteen rooms, keep a record of the test booklets
(number, test form, and serial number, etc.) issued to each administrator.
As for written session:
 Hand a test booklet and answer sheet directly to each examinee. Give them to
examinees one at a time, in seating order, as proctors go along a row. One
proctor will go from the front back, and the other from the back up.
Maintaining security after the test begins
 The number of test books distributed must equal the number of examinees
present.
 If there are defective booklets, inform the examinees that they will be given extra
test booklets and request that those defective booklets be returned.
 To prevent attempts to copy or to remove pages from test booklets, have each
proctor monitor a designated area in the test room.
2.3. After the test
2.3.1 Collecting test materials and dismissing examinees
 Collect the test booklets individually from each examinee. Handle answer sheets
carefully.
 Once you are certain you have all the test booklets, collect and count the answer
sheets. Make sure examinees have not left their answer sheets inside the books.
 After you have dismissed the examinees at the end of the test session and put the
test materials in a safe place, make a final check of all testing rooms to be certain
nothing has been left behind.
2.3.2 Returning materials
The two proctors once again recount the test papers in compare with the numbers of
present examinees to make sure there are no papers left or missed.

23


VII. DESCRIBING THE SCORING METHODS
All of the test papers are hand-scored. In order to be more convenient, scoring will
happen right in the afternoon of the testing day, after proctors who are chosen as
examiners have taken a rest in a room with good conditions for refreshing. There are
fifteen testing rooms which need fifteen examiners to score. These examiners are
from English Faculty of the school. In written test, for section A and B, examiners use
transparency to score. For section C and D, they score basing on the possibility from
the answer key. Especially, in composition, examiners must look at the writing
criteria for grading. Since those examiners all are teacher in English they must have
knowledge background about the topics. Still, in order to grasp high reliability, there
should be two examiners in scoring the papers. In speaking test, the two proctors will
be examiners as well. Based on speaking criteria given, they interview the examinees
in turn, giving marks and discuss if there is any big different; if not, get the average
from the two scores for the final score. Finally, in listening test, examiners just simply
look at the answer key and give the scores.
After scoring, students will be classified according to their results. The final score
will be the average of the three tests: written, speaking and listening. English one is
for beginners who get below average (under 5), English two for higher level when
they get from five to seven, and English three for those who are excellent in scores,
from eight to ten.

VIII. DESCRIPTION AND ILLUSTRATION OF THE SIX QUALITIES
OF THE TEST DESIGNED

1. Reliability
According to Jack C. Richard, John Platt, Heidi Platt (1992), “reliability in testing
is a measure of the degree to which a test gives consistent results. A test is said to
be reliable if it gives the same results when it is given on different occasions or
when it is used by different people.” (p.314)

24


 Checking errors or mistakes before printing test papers is one of the ways
to fortify the test reliability.
 The test is constructed with clear instructions in order not to confuse
examinees.
 The objectives of the test are also clarified.
 In writing and speaking sessions, detail criteria set to avoid subjectiveness
and enhance objectiveness in scoring.
 Because this is placement test for examinees from different corners of the
country, it’s important to have a great consideration on test task types
which must be familiarized among them. Therefore, test task types are
carefully selected from forms of the MOET. This helps to avoid the
possibility which examinees cannot do the test just because they don’t
understand what the test required them to do.
 The test is conducted in appropriate time, which may partly contribute
examinees’ work.
 Before the testing day, the equipment controllers will examine testing
rooms in case there are some corrupted sources such as facilities in testing
rooms, CD players… In addition, the Dean and some teachers in English
will examine the test carefully before it’s printed to ensure there are no
errors.
 The distance which is at least 1.5 meters between two examinees is
sufficient enough to reduce cheating among them. Hence, this strengthens
reliability in testing.
 Fifteen testing rooms are carefully selected with an effort to create good
conditions for examinees. These rooms must be located in Block A, which
is new-built with good equipment and quite quiet.

2. Construct validity

25


According to Lyle F. Bachman and Adrian S. Palmer (1996), construct validity
pertains to the meaningfulness and appropriateness of the interpretations that we
make on the basis of test scores”. “Measure what we want to measure”. Placement
test is designed to be administered under consistent procedures so that the test-
taking experience is as similar as possible across examinees. This similar
experience increases the fairness of the test as well as making examinees’ scores
more directly comparable. Typical guidelines related to the test administration
locations state that all the sites should be comfortable, and should have good
lighting, ventilation. Interruptions and distractions, such as excessive noise,
should be prevented. The time limits that have been established should be adhered
to for all test administrations. The test should be administered by trained proctors
who maintain a positive atmosphere and who carefully follow the administration
procedures that have been developed.

3. Authenticity
Lyle F. Bachman and Adrian S. Palmer (1996) define “authenticity as the degree
of correspondence between the characteristics of a given language test task to the
features of a TLU12 task.” In other words, we can state briefly that authenticity is
ensured when we test what we teach.
 Since examinees from different corners of the country, there is no wonder
that they have different English background, dealing with different target
language use tasks. Therefore, it’s very important to determine test task
types which cannot cause confusion for them. There are nearly no
innovation in test task types. Conversely, it’s favorable to use some
common test task types from MOET’s standard tests and high-school
exercise textbooks.
 In listening section, the test is carefully chosen from a web for learning
English and matches with testees’ topical knowledge.

12
Target Language Use

26


 The format of the test is organized logically and clearly enough. The test
structure and test task types are enough familiar for examinees to deal with
the test without interference or confusion
4. Interactiveness
Lyle F. Bachman and Adrian S. Palmer (1996) define interactiveness which is
“the extent and type of involvement of the test taker’s individual characteristics in
accomplishing a test task” (p. 25)
 Consider examinees’ psychology, levels and background,
 In writing session, in order to gain interactiveness in testing, there are two
options for them to choose the topic they like. Therefore, they don’t have
an obligatory feeling of being force to deal with the topic they are not
interested in.
5. Impact
 Because all of test task types are taken from common tasks which are
quite familiar with high-school students. Therefore, it is fair for all testees.
In other words, it is necessary to be sure all of the examinees are familiar
with the test format and test task types.
6. Practicality
 We realize the reality of the school. Thus, rooms, equipment and facilities
are under the consideration of finance matters and what available in
school. In fact, the rooms equipped by air-conditioners create a good
condition for examinees in doing the test. However, with the current
conditions of the school, this cannot currently be applied.
 We have to be realistic about sources available to put the test to use. Such
concerns include whether available resources will cover the demands of
test administration and scoring in terms of time, money, expertise, and
personnel.
 There is also a careful explanation about processes of administration and
scoring.

27


IX. APPENDIXES ADDITIONAL MATERIAL FOR FURTHER
REFERENCE

APPENDIX A

GRADING CRITERIA FOR SPEAKING

Name: Date:

Description Score

Pronunciation

Frequent errors, little or no communication. Pronun is frequently intelligible 12345

Occasional problems with communication. Heavy Vietnamese influence 6 7 8 9 10

No interference with communication. Fair control of the language sounds 11 12 13 14 15

The speaker articulates sounds with stress and intonation clearly and correctly 16 17 18 19 20

Grammar

The speaker has difficulty expressing himself and produces frequently 12345
mistakes that break down the communication.

The speaker makes a number of grammatical errors and may depends too much
6 7 8 9 10
on rehearsed phrases
11 12 13 14 15
The speaker is mostly accurate and is able to express his ideas clearly
16 17 18 19 20
The speaker’s language is entirely accurate and is able to express complex
ideas clearly

Vocabulary

Inadequate and/ or inaccurate use of vocabulary 12345

28


Somewhat inadequate and/ or inaccurate use of vocabulary. Mostly repetitive 6 7 8 9 10

Adequate and accurate use of vocabulary 11 12 13 14 15

Rich, broad, precise and impressive use of vocabulary 16 17 18 19 20

Appropriacy

The intention of speaker is unknown 12345

The intention can be perceived by sympathetic listener 6 7 8 9 10

Language is generally or appropriate to intention 11 12 13 14 15

Intention of speaker is clear and unambiguous 16 17 18 19 20

Fluency

Speech uneven with long pauses and/ or incomplete thoughts 12345

Speech slow and/ or with frequent pauses, few or no incomplete thoughts 6 7 8 9 10

Some hesitations but manage to continue and complete thoughts 11 12 13 14 15

Speech continuous, connected ideas. Comfortable speaking English. Natural 16 17 18 19 20
turn-taking

29


APPENDIX B

GRADING CRITERIA FOR WRITING13

Name: Date:

Description Score

Content

The writer doesn’t show knowledge of the topic. The ideas are irrelevant to the 12345
topic

The writer has limited knowledge of the topic
6 7 8 9 10
The writer shows deep and knowledgeable understanding about the topic
11 12 13 14 15
The writer has some knowledge of the topic and is adequate range of
16 17 18 19 20
knowledge

Organization

There seems to have been little or no attempt at organization 12345

Expression of ideas is non-fluent. Ideas are confused and disconnected 6 7 8 9 10

The essay is somewhat choppy and loosely organized but main ideas stand out 11 12 13 14 15

Ideas are effectively explicated and organized. The essay demonstrates fluent
expression
16 17 18 19 20

Vocabulary

It is dominated by errors in spelling, or usage that obscure meaning or which 12345
would distract an average reader. Even basic words may be misused.

13
Adapted from Writing English Language Tests, J.B. Heaton, 1988, p. 146

30


The essay is limited in range of English and has frequent errors of words,
sometimes cause confusion
6 7 8 9 10
The essay seems adequate range of English with occasional errors of words
11 12 13 14 15
and usage but meaning not obscured

The writer shows his ideas by using sophisticated range of English, choosing
effective words 16 17 18 19 20

Language use

The writer shows virtually no mastery of sentence construction rules 12345

The essay stands out major problems in simple/ complex constructions 6 7 8 9 10

The writer uses effective but simple constructions 11 12 13 14 15

The essay expresses effective complex constructions 16 17 18 19 20

Mechanics

The written work shows no mastery of conventions. It is dominated by errors 12345
of spelling, punctuation, capitalization, paragraphing

It has frequent errors of spelling, punctuation, capitalization. They sometimes
6 7 8 9 10
cause distracting

Errors of spelling, punctuation, capitalization are infrequent but not distracting
11 12 13 14 15
It demonstrates mastery of conventions
16 17 18 19 20

31


HCMC COLLEGE OF INDUSTRY AND TRADE

Full name: ……………………………………
Candidate’s Index Number: …………………
Date: ………………………………………… Time: 90

WRITTEN TEST

SECTION A: MUTIPLE-CHOICE ITEMS (2ms)

In this section you must choose the word or phrase which best completes each sentence. Cross
the letter A, B, C or D against the number of each item 1-20 for the word or phrase you
choose.

1. Her parents are very ………. and they never let her go out in the evening.
A. tough B. strict C. hard D. difficult
2. He’s so ………. He hasn’t spoken anything since he came here.
A. dumb B. deaf C. friendly D. quiet
3. It was the longest film I have ever seen, it ………. three hours.
A. lasted B. continued C. completed D. remained
4. Mr. John has ………. painting since he retired.
A. taken up B. taken in C. taken over D. taken on
5. You can stay here ………. you don’t make noise.
A. otherwise B. until C. unless D. as long as
6. Johnny ………. very badly at Mary’s birthday party.
A. showed B. behaved C. conducted D. saw
7. The rise in the house prices ………. him to sell his house for a large profit.
A. managed B. succeeded C. enabled D. achieved
8. ……….was the bicycle picked up? In a small village.
A. What B. Why C. Where D. When
9. The strike began last weekend after a worker had been sacked.

32


A. employed B. dismissed C. injured D. punished
10. They tried to extinguish the flames.
A. take off B. get out of C. get off D. put out
11. They ………..for Paris by 6 a.m. tomorrow.
A. have left B. will have left C. will leave D. will be leaving
12. That’s where I ………..when I was young.
A. was living B. used to live C. had lived D. have been living
13. I ………..to South Africa in two years.
A. am going B. went C. have gone D. was going
14. While he ……….the poster, a door behind him opened.
A. stared at B. was staring at C. has stared D. had stared.
15. Someone ………..it twenty years ago.
A. had stolen B. has stolen C. stole D. was stolen
16. If I could speak French, I ……….next year studying in Canada.
A. would spend B. would have spent C. had spent D. will spend
17. Instead of ……….about the good news, Tom seemed to be indifferent.
A. exciting B. being exciting C. excited D. being excited
18. The candidates were very busy ……….their composition.
A. to write B. writing C. having written D. to have written
19. Bill is phoning his girlfriend again. That’s the third time he ………..her this evening.
A. is phoning B. phones C. has phoned D. will phone
20. Not only ……….on my foot, but he also spilled coffee on my shirt.
A. he stamped B. did he stamp C. does he stamp D. he stamps

33


SECTION B: READING COMPREHENSION (1,5ms)

In this section you will find after the reading passage five questions, each with four suggested
answers you must choose the one you think fits best.

When Margaret went into Wilson’s office, she noticed that he looked very tired. In fact, he
looked awful. She knew it was not a good time to ask him for the rise, but she felt she had to.
She tried to think of something casual to say first. It was always best to begin such conversations
casually. “Uh…you’re looking a bit tired,” she said. Wilson sighed. He told her he had just seen
the Financial Controller, the man who told everybody at the EBC how much they could spend.

“As usual, he said I was spending too much. It wasn’t a very pleasant conversation,” he said.
Then he mentioned that he had a headache. Margaret began to feel sorry for him. She offered to
get some aspirins for him from the canteen.

“You needn’t bother. I can go there myself,” he said.

“Oh, but I’m going to the canteen anyway. It’s no trouble,” she protested.

Wilson thanked her and gave her some money for the aspirins. She left. It was only after she had
closed the door behind her that she realized something. She had forgotten to ask for the rise!

21. What did Margaret want to ask for?
…………………………………………………
22. How did Mr. Wilson look?
…………………………………………………
23. Why did Mr. Wilson sigh?
…………………………………………………
24. What did she offer to do when she knew he had a headache?
…………………………………………………
25. What did she realize when she closed the door?
…………………………………………………

34


SECTION C: SENTENCE TRANSFORMATION (2ms)

Finish each of the following sentences in such a way that it means exactly the same as the
sentence printed before it.

26. I would like you to help me to put the chairs away.
 Would you mind ……………………………………………….
27. I’m sorry that I didn’t finish my homework last night.
 I wish …………………………………………………………..
28. I hurried. I didn’t want to be late.
 I hurried so that…………………………………………………
29. She speaks English very well. You would think it was her native language.
 She speaks English so well ……………………………………..
30. “You shouldn’t enroll in this college,” said my father.
 My father advised ………………………………………………
31. It was such bad coffee that he couldn’t drink it.
 The coffee ………………………………………………………
32. I was obliged to sell my house.
 Circumstances ………………………………………………….
33. “Hand your books to me when you have finished, please.”
 He asked students ………………………………………………
34. Reading newspaper in the morning gives him pleasure.
 He enjoys ……………………………………………………….
35. Please keep silent in the classroom.
 I’d rather you ……………………………………………………

35


SECTIOND: WORD FORMATION (2,5ms)

Complete the passage, using the most suitable form of the word given in the right column.
Example: 0. Imperfect
Interviews are an (0) ………method of choosing the best PERFECT
people for jobs, yet human (36) ……….like to examine each BE
other in this way. One of the many problems of (37) ……….as SELECT
it is commonly practiced is that the forms filled in by
APPLY
(38)……….often fail to show people as they really are. This
means that you can follow all the best (39) ……….when ADVISE
completing your form and still find that you are (40) ………. SUCCESS
at the next stage – the interview. (41) …………..in the rare SIMILAR
cases where interviews are automatic, a candidate with an
ADEQUATE
(42) ……….form may do surprisingly well. Your form
needs to show that you have (43) …………………….in your CONFIDENT
(44) ……….to do the job, but don’t try to turn yourself into ABLE
someone else – a person you have to pretend to be at the
interview. Realism and (45) ………..are definitely the best HONEST
approach.

SECTION E: COMPOSITION (2ms)

Choose ONE of the two topics and write a passage of between 150 and 180 words.

1. Comparing life in the city and in the countryside.
2. Things you do in your free time.

36


Full name: ……………………………………..
Date: ………………………………………… Time: 20

LISTENING COMPREHENTION
SECTION A: Look at the passage, listen and fill in the missing information (5ms)

The college had a very good football (1) ……….and its best player was a student who
always had (2) ……….in school. Then one year the (3) ………of the college said that the player
would have to leave because he had (4) ……….on an exam. The football (5)
……….immediately went to the Dean to try to (6) ……….him to let his student stay in school.
The Dean showed him two answer papers. “This one is Susan’s paper. She’s the best student in
the class,” he said. “And this one is your football player’s. They’re (7) ……….the same. The
football player sat at the next desk and just (8) ……….from her.”

“But (9) ……….she copied from him” the coach said. “You can’t (10) ……….it was the
other way.”

“Look at this!” the Dean said. “Susan didn’t know the answer to this question, so she wrote, I
don’t know, and your football player wrote, “Neither do I”.”

SECTION B: Listen to the talk and answer these questions (5ms)

1. When was Bill Cole born?
………………………………………………….
2. How many sister and bothers did he have?
………………………………………………….
3. What did his mother do? Where?
………………………………………………….
4. After his father died, what did Bill Cole have to do?
………………………………………………….
5. Ten years after his father’s death, what did he do?
………………………………………………….

37


Full name: ……………………………………..
Date: ………………………………………… Time: 90

ANSWER SHEET

SECTION A: MULTIPLE-CHOICE ITEMS (2ms)

1 A B C D 6 A B C D 11 A B C D 16 A B C D






21. …………………………………………………………………………………………
22. …………………………………………………………………………………………
23. …………………………………………………………………………………………
24. …………………………………………………………………………………………
25. …………………………………………………………………………………………
26. …………………………………………………………………………………………


27. …………………………………………………………………………………………
28. …………………………………………………………………………………………
29. …………………………………………………………………………………………

38


30. …………………………………………………………………………………………
31. …………………………………………………………………………………………
32. …………………………………………………………………………………………
33. …………………………………………………………………………………………
34. …………………………………………………………………………………………
35. …………………………………………………………………………………………

SECTIOND: WORD FORMATION (2,5ms)

36. …………………………… 41. ……………………………
37. …………………………… 42. ……………………………
38. …………………………… 43. ……………………………
39. …………………………… 44. ……………………………
40. …………………………… 45. ……………………………

SECTION E: COMPOSITION (2ms)

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

39


Full name: ……………………………………..
Date: ………………………………………… Time: 90

ANSWER KEY

WRITTEN TEST

SECTION A: MULTIPLE-CHOICE ITEMS (2ms)







21. Margaret wanted to ask for the rise.
22. He looked awful/ tired.
23. Because he saw/ met the Financial Controller and they had a very unpleasant
conversation / they didn’t have a very pleasant conversation.
24. She offered to get some aspirins for him.
25. She realized that she had forgotten to ask for the rise.


26. Would you mind helping me to put the chairs away?
27. I wish I had finished my homework last night.

40


28. I hurried so that I won’t be late.
29. She speaks English so well that you would think it was her native language.
30. My father advised me not to enroll in that college.
31. The coffee is too bad for him to drink/ the coffee is so bad that he couldn’t drink it.
32. Circumstances obliged me to sell my house.
33. He asked students to hand their books to him when they had finished.
34. He enjoys reading newspaper in the morning.
35. I’d rather you keep silent in the classroom.

SECTION D: WORD FORMATION (2,5ms)

36. BEINGS 41. SIMILARLY
37. SELECTION 42. INADEQUATELY
38. APPLICANTS 43. CONFIDENCE
39. ADVICE 44. ABILITY
40. UNSUCCESSFUL 45. HONESTY
SECTION E: WRITING (2 ms)

41


Full name: ……………………………………..

Date: ………………………………………… Time: 20

ANSWER SHEET

1. ………………………. 6. ……………………….
2. ………………………. 7. ……………………….
3. ………………………. 8. ……………………….
4. ………………………. 9. ……………………….
5. ………………………. 10. ……………………….

1. …………………………………………………………………………………………..
2. …………………………………………………………………………………………..
3. …………………………………………………………………………………………..
4. …………………………………………………………………………………………..
5. …………………………………………………………………………………………..

42


Full name: ……………………………………..
Date: ………………………………………… Time: 20

ANSWER KEY

1. team 6. persuade
2. troubles 7. exactly
3. Dean 8. copied
4. cheated 9. maybe
5. coach 10. think


1. Bill Cole was born in 1919/ on May 7th 1919.
2. He had one brother and two sisters.
3. His mother was a cleaner. She worked in offices and hospitals.
4. He had to help his mother look after the little ones
5. He was a taxi-driver.

43


TAPE SCRIPT FOR LISTENING

Bill Cole talks about when he was young.

I was born in 1919, er… May 7th 1919. I was the eldest of four. I had one brother and two sisters
– just the youngest sister is still alive. I’m a true Cockney. We lived in East End of London. We
had two rooms above a fish and chip shop. Number 18 India Street, it was next to the river. The
rooms always smelt of fish. We didn’t have much money, but we ate well – not only fish and
chips. Dad worked in the fruit and vegetable market at Convent Garden. He used to bring home
all kind of fruit and veg. Ma was a cleaner and she worked in offices and hospitals.

Dad used to start work at four o’clock in the morning and from when I was seven, it was my job
before school, to run to the market with his breakfast. I used to love doing that. Best of all was
the days when he said: “Don’t go to school today, son. Stay with me! You’ll learn more about
life here. But don’t tell your Ma!”

He was right – the noise, the men and women shouting and laughing, the colors, the smells – it
was wonderful. At lunchtime we got pie and peas twice, for six pence. I can still taste that pie
and peas – beat taste in the world!

The Dad died when I as twelve. I had to help Ma look after the little ones. So I left school and
started to work full time in the market. I did it for ten years. After that I was a taxi-driver. It’s
been a good life.

44


References
British Council, http://www.teachingenglish.org.uk/think/articles/test-question-types

Grade-twelve English Textbook, 2009

Grade-eleven English Textbook, 2009

Grade-ten English Textbook, 2009

Henry L. Roediger, III, Mark McDaniel, and Kathleen McDermott (2006). Test-enhanced
Learning. http://www.psychologicalscience.org/observer/getarticle.cfm?id=1951

Hoang Van Van, Bai Tap Tieng Anh 12, 2008

Hugh Burkhardt (2009). On Strategic Design, 1 (3)
http://www.educationaldesigner.org/ed/volume1/issue3/article9/

http://luyennghetienganh.com/

Jack C. Richard, John Platt, Heidi Platt (1992). Dictionary of Language Teaching and Applied
Linguistics. Longman Group UK Limited

J.B Heaton (1988). Writing English Language Tests. Longman Inc. New York,

Luu Hoang Tri, On tap & kiem tra bang trac nghiem English 12, 2008

Lyle F. Bachman and Adrian S. Palmer (1996), Language Testing in Practice. Oxford university
Express.

Mai Lan Huong, Nguyen Thi Thanh Tam, Bai Tap Trac Ngiem Tieng Anh 12, 2008

TOEIC examinee handbook, 2006

TOEIC Test Administration procedures, TOEIC BRIDGE, 2005

Violet Online Library, http://dethi.violet.vn/

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