Full name: Kim Thi Thu Thao Class: 09 E12

Assignment 3
Read the passage carefully and do the task below ( 2 points) Many different types of waste have negative impacts upon the wider environment. Waste pollution is considered a serious threat by many and can broadly be defined as any pollution associated with waste and waste management practices. Typical materials that are found in household waste which have specific environmental impacts with them include biodegradable wastes, batteries, aerosols, oils, acids and fluorescent tubes. As a nation, Americans generate more waste than any other nation in the world with 4.5 pounds of municipal solid waste (MSW) per person per day, 55 percent of which is contributed as residential garbage. The remaining 45 percent of waste in the U.S.'s waste stream' comes from manufacturing, retailing, and commercial trade in the U.S. economy. Biodegradable waste is of specific concern as breaks down in landfills to form methane, a potent greenhouse gas. If this gas is not prevented from entering the atmosphere, by implication, it contributes to climate change. Littering can be considered the most visible form of solid waste pollution. The act of littering for the most part constitutes disposing of waste inappropriately, typically in public places. Littering itself may or may not be an intentional action. Other forms of pollution associated with waste materials include illegal dumping and leaching. Illegal dumping of fly tipping often involves unregulated disposal of materials on private or public land. Remote sites with road access coupled with limited surveillance often provides the perfect opportunity for this form of dumping which often goes unpunished and leaves others (such as the community or developer) to properly dispose of the waste.

Leaching is the process by which contaminants from solid waste enter soil and often ground water systems contaminating them. Decide whether the following statements are true (T) or false (F): 1. There is only household waste which has negative impacts upon the wider environment. 2. Americans generate more waste than any other nations in the world. 3. Each day, per American generates about 45 pounds of municipal solid waste. 4. 50% of the waste in the U.S comes from manufacturing, retailing, and commercial trade in the U.S. economy. 5. Typical materials that are found in household waste including biodegradable wastes, batteries, aerosols, acids and fluorescent tubes. 6. The act of littering only has in developing countries in the world. 7. Illegal dumping only involves unregulated disposal of materials on public land. 8. Methane contributes to climate change. 9. Illegal dumping and leaching are not forms of pollution associated with waste materials. 10.Biodegradable waste is the main cause of pollution.

TEST EVALUATION
This task was conducted in a periodic inspection in grade-11 to value students understanding the nature of scanning at Ng Quyn High school. 1. Construct validity a. Test objectives: This task of the test intends to measure: - Understand the nature of scanning. - Apply the technique of synonyms, antonyms and locate needed information in the text. - Apply the technique of keywords, compare information for answer. It unites with the lesson goal: scanning for information/ specific information ( Unit 11,12). b. Construct: Scanning: Scanning is a reading skill used to locate key or specific information quickly (for examples: dates, numbers, examples & definitions). Students have to use this skill to do this task. If the learners can apply this construct, it means that we can get the lesson goal. 2. Content validity: a. Relevance: - This is a progress test in grade 11. The topic of this task is related to previous lesson ( Unit 10 and 11) => students can use the background knowledge, remember the words and information related to these topic. - The grammar structure (relative clauses) appeared in this context => student have to read the passage to do the task => they have opportunities to meet this grammar structure.

- The learners use the scanning skill to do the task => relevance to test objectives. b. Representativeness: - In grade 11, students are taught to do the reading tasks with many different skills ( dictionary skills, guessing meaning in context,) => Scanning is one of the representative skills. Six units have scanning skill in Reading part. - This construct is very common and taught to help students do the types of reading task(for example: T/F) c. Coverage: - Although this task does not cover all the skills student gained in the semester or previous lesson, it give the students an important ones. 3. Split-half reliability index A .Students' score Question 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Correlation index (Rhh): 0.612 Split-half reliability index: Rtt = 2Rhh/(1+ Rhh) = 2. (0.612)/ (1+ 0.612)= 0.760 => High reliability 4. justify the evaluation: - instruction: + detailed: Read the passage carefully and do the task below. student 0.2 0.2 0.2 0 0.2 0.2 0 0 0.2 0.2

+ simple, clear: decide whether following statements are true (T) or false (F). + give point for this task.(2 points) + use instruction in bold => clear + lack of example. - For question 1-10: + question 1: students can see easily the keywords household waste and the relative clause which has.environment Students can find in the first sentence. + question 2: student can see the capital pronoun American they easily catch full the sentence in the third paragraph. + question 3: the student can locate the number in the context ( paragraph 3). Then they can see the words in the question appear in the context. Another way, student can see that no number is 50 they can guess + question 4: use the technique ( synonym) Each day= per day ; per American= per person. However, there is a distracter ( number) 45 and 4.5. If students do not look at carefully, they can take the wrong answer. + question 5: students can underline some keywords and they can catch them in the first paragraph. However, in the context, the sentence maintains a relative clause

 students need knowledge of this grammar. ( include-> including). + question 6: the student underline the keyword The act of littering-> locate it in the fifth paragraph. Student have to compare the information for answer ( the sentence and the question has the different meaning). + question 7: the students underline keyword illegal dumping -> locate it in the sixth one. However, students have to pay attention the word only. Students read the sentence-> see that the question lacks of information ( Private land). + question 8: the learners should underline the keywords methane, contribute, climate change. Then they can locate to phrase contributes to climate change in the end of the fourth paragraph. The subject is It -> so they have to understand what does it refer to? In this question, they must use another skill : lexical inference-> look the previous sentences as clues. + question 9: it is easy to catch the information. + question 10: the students should underline the words biodegradable waste, main cause-> locate the information of biodegradable waste. In the paragraph, the information in the question is not mentioned at all => All of these ten questions are acceptable and suitable with the students level.

5. Revise the test As I evaluated above, this task is well-designed. Although it have some limitations because it may be easy for some good student, it may be acceptable.