PREFACE

This course book, "Language Testing and Assessment" embarks on an exploration of

the principles and practices that underpin effective language assessment. Designed with
clarity and practicality in mind, it serves as a roadmap for university students majoring in
English language teaching, equipping them with the knowledge and skills necessary to
navigate the complex world of language testing and assessment.

Key contents in eight chapters:

The book unfolds across eight chapters, each dedicated to a crucial aspect of language
assessment:

1. Introduction to language testing and assessment: lays the groundwork by

introducing key concepts, objectives of language tests, and comparison of
language testing and assessment.
2. Approaches to language assessment and testing: delves into the key approaches of
language assessment.
3. Principles of language assessment: present four key principles of language
assessment: reliability, validity, practicality, and ethical considerations.
4. Types of language tests: examines various types of language tests, examining their
characteristics, purposes, and strengths and weaknesses.
5. Test design and development: equipping you with the knowledge and skills for
language test construction, guiding students through the process of transforming
theoretical knowledge into practical assessment tools.
6. Innovations in language assessment: explores the rise of online and computer-
based testing, the role of artificial intelligence (AI), and the implications these
trends hold for the future of language assessment.
7. Language testing practices at high schools in Vietnam: analysis of language
testing practices at the high school level in Vietnam, examining the types of tests,
their purposes, the challenges faced, and the ongoing efforts to improve
assessment quality.
8. Interpreting and reporting test results: serves as a guide to deciphering the intricate
language of English test scores.

Intended purposes and targeted users:

This book is specifically tailored for university students pursuing a major in English
language teaching. It aims to:

• Build a solid foundation: Provide a comprehensive understanding of fundamental

principles and concepts in language testing and assessment.

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 • Develop practical skills: Equip students with the skills to design, develop,
administer, score, and interpret language tests effectively.
• Foster critical thinking: Encourage critical analysis of assessment practices and
their impact on teaching and learning English in Vietnam.
• Promote ethical awareness: Instill a strong sense of ethical responsibility and
professionalism in language assessment.

How to use this book:

Each chapter follows a structured approach to facilitate learning and engagement:

• Theoretical components: Presents key concepts, theories, and research findings

related to the chapter's theme.
• Practical examples: Illustrates concepts with real-world examples and case studies
from language teaching contexts.
• Consolidation activities: Includes five activities per chapter designed to reinforce
learning, stimulate critical thinking, and encourage practical application. These
activities encompass a variety of formats, such as discussion prompts, analysis
tasks, research projects, and test design exercises.

I encourage you to actively engage with the material, participate in the activities, and
reflect on your own beliefs and practices related to language assessment. By doing so,
you will gain valuable insights and develop the competencies necessary to become a
responsible and effective language teacher and assessor.

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 Chapter 1: Introduction to Language Testing and Assessment
Language testing and assessment play crucial roles in both language teaching and
learning. They provide valuable information about learners' proficiency, inform
instructional decisions, and contribute to overall program evaluation. This chapter
explores the fundamental differences of the two concepts of language testing and
assessment, examining their purposes, and impacts on language education.

1.1 Language testing

Language testing refers to the systematic evaluation of an individual’s language abilities,

encompassing skills such as reading, writing, listening, and speaking. It is a process that
involves the development and administration of tasks designed to measure language
proficiency and competence (Shohamy, 2020). The primary focus of language testing is
to assess how well individuals can use a language for communication and to determine
their understanding of linguistic structures (Brown, 2005; Fulcher & Davidson, 2007).

Objectives of language testing

The objectives of language testing can be multifaceted, depending on the context and
purpose of the assessment. However, some common objectives include:

• Measurement of proficiency: One of the primary goals of language testing is to

measure a learner’s language proficiency accurately. This involves assessing their
ability to utilize language skills effectively in real-world contexts (Council of
Europe, 2001).
• Identifying learner needs: Language tests can help identify particular learner
needs, such as specific areas of language difficulty that require additional focus
and instruction. Understanding these needs allows educators to create targeted
learning interventions (Brown, 2005).
• Evaluating instructional effectiveness: By linking assessment outcomes with
educational practices, language testing can help evaluate the effectiveness of
instructional programs, curricula, and teaching strategies. It serves as a feedback
mechanism for educators to refine their approaches to teaching (Fulcher &
Davidson, 2007).
• Facilitating decision-making: Language tests inform decision-makers at various
levels, from classroom teachers to institutional leaders. The data derived from
these assessments support decisions regarding curriculum development,
instructional resource allocation, and program enhancements (Weir, 2005).
• Promoting accountability: Standardized language testing holds schools and
educators accountable for student learning outcomes. By evaluating student
performance against established standards, stakeholders can ensure that

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 educational institutions are effectively teaching the language and fostering
language proficiency (Hughes, 2003).
• Enhancing learner motivation: Tests, when used appropriately, can actually
enhance learner motivation. Tests can help learners set clear learning goals and
track their progress. Successfully completing a test can provide a sense of
accomplishment and boost motivation. Preparing for a test can encourage focused
study and active learning. Test results can help learners identify areas where they
excel and areas that need improvement. By understanding their strengths and
weaknesses, learners can set realistic goals for future learning.

Importance of language testing

Language testing plays a crucial role in educational settings for several reasons:

• Guiding instruction: Language tests provide valuable information about student

performance, strengths, and weaknesses. Educators use this information to tailor
instruction, identify areas for improvement, and adapt curricular materials to better
meet the needs of learners (Brown, 2005).
• Determining proficiency: Assessments offer a standardized means of measuring
language proficiency, enabling educators, administrators, and policymakers to
make informed decisions about student progress, curriculum effectiveness, and
instructional strategies (Council of Europe, 2001).
• Facilitating placement: Many educational institutions use language tests to place
students in appropriate courses. For instance, a student’s score on a language
proficiency exam can determine whether they are placed in beginner, intermediate,
or advanced classes (Hughes, 2003).
• Monitoring progress: Regular language assessments track individual and group
progress over time. By comparing results from different testing periods, educators
can evaluate the effectiveness of their teaching methods and adjust their
approaches as necessary (Weir, 2005).
• Supporting certification and accreditation: Language testing is often a requirement
for graduation, certification, or admission to advanced education programs.
Proficiency in a language can be crucial for students hoping to pursue further
studies or employment opportunities in multilingual environments (Bachman &
Palmer, 2010).

1.2 Language assessment

Language assessment plays a critical role in the language learning process. It provides
valuable information about learners' progress, informs instruction, and helps to ensure
that teaching and learning are aligned with desired outcomes. Language assessment
includes both formal and informal methods.

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Types of language assessment

Language assessment encompasses a wide range of methods, including:

• Formal assessments:
o Standardized tests: These are typically high-stakes tests with standardized
procedures and scoring. Examples include TOEFL, IELTS, and Cambridge
English exams.
o Teacher-made tests: These are tests designed by teachers to assess specific
learning objectives and monitor student progress. They may include
multiple-choice questions, short answer questions, writing tasks, and oral
presentations.
• Informal assessments:
o Observations: Observing learners' language use in natural settings, such as
classroom interactions or group work.
o Portfolios: Collections of student work that demonstrate their language
development over time.
o Interviews: One-on-one conversations with learners to assess their speaking
and listening skills.
o Self-assessment: Techniques that involve learners in reflecting on their own
language learning and progress.
o Peer assessment: Learners provide feedback on each other's work.

1.3 Language testing vs. assessment

While the terms "testing" and "assessment" are often used interchangeably, there are
important distinctions between them in the context of language learning. Testing
generally refers to the use of formal procedures to measure a specific aspect of a learner's
language ability. It typically involves the administration of a standardized test with a
predetermined set of questions or tasks, followed by a scoring process that yields a
quantitative result. Assessment, on the other hand, is a broader term that encompasses a
wider range of procedures for gathering information about learners' language proficiency.
It involves a more holistic approach that considers a variety of evidence, including
observations, interviews, portfolios, and informal assessments. Table 1.1 below presents
the differences between language testing and assessment:

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Table 1.1 Language testing vs. assessment

Feature Testing Assessment

Focus Primarily on measurement and
On a broader range of learning
quantification of specific skills
outcomes, including
(e.g., grammar, vocabulary,
communication skills, language
reading comprehension).
use in real-world contexts, and
overall language development.
Standardized procedures, often
More flexible and varied,
with limited flexibility in
including observations,
Procedures administration.
interviews, portfolios, classroom
activities, and informal checks.
Quantitative data, such as scores,
Qualitative and quantitative data,
grades, or percentiles.
Outcomes such as descriptive feedback,
observations, and scores.
Often used for high-stakes
To provide information for
decisions, such as admissions,
teaching and learning, to monitor
Purposes certification, or placement.
progress, and to make informed
decisions about instruction.

In summary, while testing provides valuable information about specific language skills,
assessment offers a more comprehensive and holistic view of learners' language
proficiency. Both testing and assessment play important roles in language learning, and a
balanced approach that incorporates both formal and informal assessment methods can
provide valuable insights into learners' progress and inform effective instruction. The
following digagram illustrates the interrelationship of language teaching, assessment and
testing.

Figure 1.1 Language teaching, assessment and testing (Sagagih, 2017)

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1.4 Impact of testing on langauge teaching and learning: Backwash effects

Backwash refers to the influence that tests have on teaching and learning practices. When
tests are perceived as high-stakes, they can have a significant impact on what is taught,
how it is taught, and how students learn. Positive washback occurs when tests promote
beneficial teaching practices and learning outcomes, while negative washback can lead to
teaching to the test, where instruction becomes narrowly focused on test content at the
expense of broader language skills (Fulcher & Davidson, 2007).

Positive backwash effects:

• Focus on specific skills: Tests can encourage teachers to focus on specific

language skills, such as reading, writing, listening, and speaking.
• Motivation: Well-designed tests can motivate learners to study harder and improve
their language skills.
• Standardization: Standardized tests can promote consistency in language teaching
and learning across different institutions.

Negative backwash effects:

• Narrowing the curriculum: Teachers may focus on teaching only what is tested,
neglecting other important aspects of language learning, such as creativity and
critical thinking.
• Teaching to the test: Teachers may prioritize test preparation over meaningful
language learning, leading to rote learning and a focus on test-taking strategies.
• Test anxiety: High-stakes tests can cause anxiety and stress, which can negatively
impact learners' performance.
• Inequitable assessment: Tests may not accurately reflect the diverse range of
language abilities, particularly for learners from marginalized backgrounds.

Mitigating negative backwash effects:

• Test validity and reliability: Ensure that tests are valid and reliable measures of
language proficiency.
• Balanced assessment: Use a variety of assessment methods, including formative
and summative assessments, to avoid over-reliance on high-stakes tests.
• Teacher training: Provide teachers with training on effective test preparation
strategies and how to avoid negative backwash effects.
• Learner awareness: Educate learners about the purpose of tests and how to
approach them effectively.

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 • Authentic tasks: Incorporate authentic language tasks into teaching and assessment
to promote real-world language use.

By understanding the potential positive and negative impacts of tests, language educators
can make informed decisions about assessment practices and strive to create a positive
learning environment that fosters language development and critical thinking.

1.4 Consolidation activities

Activity 1: Understanding the requirements of language testing and assessment for

high schools in Vietnam

Objective: To have students understand what is prescribed in educational documents of

Vietnam about language assessment.

Procedure: In pairs, students read the following description in Circular 32 about

implementing high school education in Vietnam by the Ministry of Education and
Training (MOET, 2018, pp. 32-33) and discuss how English language education in
Vietnam should be assessed based on the objectives of the curriculum.

“Căn cứ đánh giá là các yêu cầu cần đạt về phẩm chất và năng lực được quy định trong
chương trình tổng thể và các chương trình môn học, hoạt động giáo dục. Phạm vi đánh
giá bao gồm các môn học và hoạt động giáo dục bắt buộc, môn học và chuyên đề học tập
lựa chọn và môn học tự chọn. Đối tượng đánh giá là sản phẩm và quá trình học tập, rèn
luyện của học sinh.

Kết quả giáo dục được đánh giá bằng các hình thức định tính và định lượng thông qua
đánh giá thường xuyên, định kì ở cơ sở giáo dục, các kì đánh giá trên diện rộng ở cấp
quốc gia, cấp địa phương và các kì đánh giá quốc tế. Cùng với kết quả các môn học và
hoạt động giáo dục bắt buộc, các môn học và chuyên đề học tập lựa chọn, kết quả các
môn học tự chọn được sử dụng cho đánh giá kết quả học tập chung của học sinh trong
từng năm học và trong cả quá trình học tập.

Việc đánh giá thường xuyên do giáo viên phụ trách môn học tổ chức, kết hợp đánh giá
của giáo viên, của cha mẹ học sinh, của bản thân học sinh được đánh giá và của các học
sinh khác.

Việc đánh giá định kì do cơ sở giáo dục tổ chức để phục vụ công tác quản lí các hoạt
động dạy học, bảo đảm chất lượng ở cơ sở giáo dục và phục vụ phát triển chương trình.

Việc đánh giá trên diện rộng ở cấp quốc gia, cấp địa phương do tổ chức khảo thí cấp quốc
gia hoặc cấp tỉnh, thành phố trực thuộc trung ương tổ chức để phục vụ công tác quản lí

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các hoạt động dạy học, bảo đảm chất lượng đánh giá kết quả giáo dục ở cơ sở giáo dục,
phục vụ phát triển chương trình và nâng cao chất lượng giáo dục.

Phương thức đánh giá bảo đảm độ tin cậy, khách quan, phù hợp với từng lứa tuổi, từng
cấp học, không gây áp lực lên học sinh, hạn chế tốn kém cho ngân sách nhà nước, gia
đình học sinh và xã hội.

Nghiên cứu từng bước áp dụng các thành tựu của khoa học đo lường, đánh giá trong giáo
dục và kinh nghiệm quốc tế vào việc nâng cao chất lượng đánh giá kết quả giáo dục, xếp
loại học sinh”

Activity 2: Testing vs. assessment: Sorting and comparing

Objectives:

• To enhance students' understanding of the key differences between language

testing and assessment.
• To enable students to identify and categorize various assessment methods
according to whether they align more closely with testing or assessment.

Procedure: Students work in pairs to sort the following key phrases into a T-table and
then explain whey decide whether the phrases align more closely with testing or
assessment.

o Multiple-choice test
o Portfolio assessment
o Oral interview
o Writing sample
o Observation of classroom interaction
o Standardized proficiency test
o Peer feedback
o Self-assessment
o Teacher-made quizzes
o Project presentation

Activity 3: Identifying possible washback effects

Objectives:

• To enhance students' understanding of the overall structrue of the national English

exam
• To enable students to identify washback effects of the national exam on English
teaching and learning

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Procedure: Students in groups examine the prescribed structure of the national English
exam in the link provided which specifies six types of test items. They then discuss the
washback effects of this exam.

Cấu trúc đề thi Tiếng Anh THPT Quốc gia từ năm 2025 gồm có 6 dạng bài chính
(https://xaydungchinhsach.chinhphu.vn/de-thi-minh-hoa-mon-tieng-anh-tot-nghiep-thpt-
tu-nam-2025-119231229182727213.htm). Cấu trúc bao gồm:

§ Ngữ âm (Phát âm - Trọng âm)

§ Điền từ để hoàn thành câu
§ Điền từ để hoàn thành phiếu thông tin
§ Điền từ để hoàn thành đoạn văn
§ Sắp xếp câu đúng thứ tự

Activity 4: Unpacking formal language assessment: A closer look

Objectives:

• To enhance students' understanding of the characteristics, purposes, and

implications of formal language assessments.
• To enable students to identify and analyze examples of different types of formal
language tests.

Procedure:

Students in groups search on the Internet one standardized proficiency test such as like
VSTEP, TOEIC, IELTS, Cambridge English exams; a high-stake test; a teacher-made
test. They then discuss the following quesitons:

§ What are the key features of this type of test?

§ What language skills does it assess?
§ What are the potential advantages and disadvantages of this type of
test?
§ What are the ethical considerations associated with this type of test?

Activity 5: Informal assessment: Beyond the test

Objectives:

• To enhance students' understanding of the characteristics, purposes, and

applications of informal language assessment methods.
• To enable students to identify and analyze examples of informal language
assessment in real-world contexts.

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Procedure: Students work in pairs to review various informal assessment methods (e.g.,
observations, interviews, student journals, peer feedback, self-assessment) and discuss
the purposes of informal assessment and answer the following questions:

§ What are the strengths and weaknesses of this method?

§ In what situations would this method be most appropriate?
§ How can the data collected through this method be used to inform
instruction?
§ What ethical considerations need to be taken into account when
using this method?

References

Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice: Developing

language assessments and justifying their use in the classroom. Oxford University
Press.

Brown, J. D. (2005). Language assessment: Principles and classroom practices. Pearson

Education.

Council of Europe (2001). Common European framework of reference for languages:

learning, teaching, assessment. Cambridge University Press.

Fulcher, G., & Davidson, F. (2007). Language testing and assessment: an advanced
resource book. Routledge.

Hughes, A. (2003). Testing for language teachers. 2nd ed. Cambridge University Press.

MOET (2018). Thông tư ban hành giáo dục phổ thông. Available at:
https://luatvietnam.vn/giao-duc/thong-tu-32-2018-tt-bgddt-ban-hanh-chuong-trinh-
giao-duc-pho-thong-moi-169745-d1.html

Saragih, F. H. (2016). Testing and assessment in English language instruction. Jurnal

Bahas Unimed, 27(1), 74656.

Shohamy, E. (2020). The power of tests: A critical perspective on the uses of language
tests. Routledge.

Weir, C. J. (2005). Language testing and validation: An evidence-based approach.

Palgrave Macmillan.

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