HOW DOES THE 45-MINUTE SUMMATIVE TEST FOR NINTH GRADERS IN BIEN HOA, DONG NAI PROVINCE ALIGN WITH KEY ASSESSMENT CRITERIA SUCH AS VALIDITY, RELIABILITY, PRACTICALITY, AND RELEVANCE?

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Testing and assessment play a crucial role in English language teaching, particularly when standardized tests determine students’ final results. This article examines a 45-minute summative test (end-of-term 1) administered to ninth graders in a secondary school in Bien Hoa, Dong Nai Province, Vietnam. The study provides a detailed description of the test, its teaching context, and its intended purpose. Key assessment criteria, including validity, reliability, practicality, and relevance, are analyzed to identify the test’s strengths and limitations. The analysis highlights how well the test aligns with the curriculum, measures student proficiency, and ensures fairness and efficiency. Additionally, the paper discusses the test’s backwash effect on teaching and learning. Based on the findings, several recommendations for improvement are proposed to enhance test effectiveness and better support students’ language development. The study aims to contribute to the refinement of assessment practices in secondary English education.

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