A study on the construction of a marking scheme for end-of-semester English oral tests for 10th grade students at Cam Giang high school in Hai Duong
This thesis was conducted at Cam Giang High School. The participants consisted of 150 tenth-grade students and six English teachers at Cam Giang High School. Two experts in the Center for Language Testing and Assessment of the University of Languages and International Studies also participated in th...
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| Format: | Theses and Dissertations |
| Language: | English |
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ELSEVIER SCIENCE BV, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
2017
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| Subjects: | |
| Online Access: | http://repository.vnu.edu.vn/handle/VNU_123/54419 |
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| Institution: | Vietnam National University, Hanoi |
| Language: | English |
| Summary: | This thesis was conducted at Cam Giang High School. The participants consisted of 150 tenth-grade students and six English teachers at Cam Giang High School. Two experts in the Center for Language Testing and Assessment of the University of Languages and International Studies also participated in this study. The research aims at constructing a marking scheme for the end-of-semester English oral test of tenth-grade students. Constructing a marking scheme for oral tests is a complex process. In this paper, a combination of three methods: intuitive, qualitative and quantitative are employed by the researcher. The research started with writing the draft of marking scheme. Then, the researcher obtained the judgments from experts and other teachers. Next, the marking scheme was piloted with 150 tenth-grade students. Based on analyzing the students’ scores of the oral tests, the researcher examined how well the marking scheme works. The findings revealed that the marking scheme can be used by the teachers effectively although there is still a need for further investigation to improve and validate the current marking scheme. The majority of the teachers took a positive attitude toward the marking scheme. They believed in the efficacy of marking scheme in spite of some difficulties at the beginning and recommended the continuation of using the marking scheme for the next school year. Pedagogical implications and suggestions for future studies are drawn out based on the research findings. |
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