VOlUME 05 ISSUE 09 SEPTEMBER 2022
Dinh Thi Lien
School of Foreign Languages, Thai Nguyen University
DOI : https://doi.org/10.47191/ijsshr/v5-i9-29Google Scholar Download Pdf
ABSTRACT
Language testing and assessment has a direct impact on teaching because teachers utilize test results to modify their course objectives, make better use of the materials and activities in class, and, if they are the testers, design better tests. However, there often have been a lot of gathered concerns in relation to the content validity of locally designed achievement English tests from the educators and administrators who always raise a question of whether the teacher-make English achievement tests faithfully reflect the course objectives, expected linguistic knowledge, skills as well as measures the real linguistic competence of test-takers. This study aims to seek out the evidence to comprehend the reality of teacher-made English achievement tests and provide them with the required teacher development programs to help them improve their proficiency in teaching and testing. The results show the majority of teachers have strong perceptions about EAT and have a good understanding of testing principles; therefore, they conducted their tests using an appropriate process while keeping in mind the English teaching and testing context. It can be noted that the findings from the study have shed light on important factors which relate to the effect of the process of test preparation and test construction.
KEYWORDS:language testing, teachers’ perception, test design, achievement test
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