Mở bài
Chủ đề về student portfolios (hồ sơ sinh viên) đang ngày càng phổ biến trong các đề thi IELTS Reading, đặc biệt là trong những năm gần đây khi giáo dục đại học chuyển đổi mạnh mẽ sang phương pháp đánh giá thực chất hơn. Việc hiểu rõ cách thức portfolio được sử dụng trong higher education không chỉ giúp bạn làm tốt bài thi mà còn cung cấp kiến thức thực tế về xu hướng giáo dục hiện đại.
Trong bài viết này, bạn sẽ được trải nghiệm một đề thi IELTS Reading hoàn chỉnh với 3 passages từ dễ đến khó, bao gồm:
- Passage 1 (Easy): Giới thiệu cơ bản về student portfolios và lợi ích ban đầu
- Passage 2 (Medium): Các phương pháp triển khai portfolio trong các trường đại học
- Passage 3 (Hard): Phân tích sâu về tác động và thách thức của hệ thống portfolio
Bạn sẽ nhận được 40 câu hỏi đa dạng giống thi thật, đáp án chi tiết kèm giải thích từng câu, và bộ từ vựng quan trọng được phân loại theo độ khó. Đề thi này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với format thực tế và nâng cao kỹ năng làm bài một cách bài bản.
1. Hướng Dẫn Làm Bài IELTS Reading
Tổng Quan Về IELTS Reading Test
IELTS Reading Test kéo dài 60 phút cho 3 passages với tổng cộng 40 câu hỏi. Mỗi câu đúng được tính 1 điểm, không trừ điểm cho câu sai. Điều quan trọng là bạn phải biết phân bổ thời gian hợp lý:
- Passage 1: 15-17 phút (độ khó thấp, cần làm nhanh để dành thời gian cho các passage sau)
- Passage 2: 18-20 phút (độ khó trung bình, cần đọc kỹ hơn)
- Passage 3: 23-25 phút (độ khó cao nhất, yêu cầu phân tích sâu)
Lưu ý: Luôn dành 2-3 phút cuối để chép đáp án vào Answer Sheet. Đáp án viết trên đề bài sẽ không được tính điểm.
Các Dạng Câu Hỏi Trong Đề Này
Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:
- Multiple Choice – Trắc nghiệm nhiều lựa chọn
- True/False/Not Given – Xác định thông tin đúng/sai/không có
- Matching Information – Nối thông tin với đoạn văn
- Sentence Completion – Hoàn thành câu
- Yes/No/Not Given – Xác định ý kiến tác giả
- Matching Headings – Chọn tiêu đề cho đoạn văn
- Summary Completion – Hoàn thành đoạn tóm tắt
Mỗi dạng câu hỏi đòi hỏi kỹ năng đọc và chiến lược làm bài khác nhau. Hãy chú ý đến hướng dẫn (instructions) của từng dạng để không mất điểm oan.
2. IELTS Reading Practice Test
PASSAGE 1 – The Rise of Student Portfolios in Higher Education
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
Student portfolios have become an increasingly prominent feature of higher education over the past two decades. Unlike traditional examinations, which typically assess students’ knowledge at a single point in time, portfolios offer a more comprehensive view of a student’s learning journey, showcasing their development, skills, and achievements throughout their academic career.
A student portfolio is essentially a curated collection of work that demonstrates a student’s abilities, progress, and accomplishments. These collections can include essays, research papers, projects, presentations, artwork, and reflective writings that document the learning process. In many institutions, portfolios are now mandatory requirements for graduation, particularly in fields such as education, nursing, architecture, and the creative arts.
The concept of using portfolios in education is not entirely new. Artists and architects have long used portfolios to showcase their work to potential clients and employers. However, the systematic application of portfolios as an assessment tool in higher education began to gain momentum in the 1990s. During this period, educators started questioning whether traditional tests and examinations truly captured the full range of students’ capabilities and learning experiences.
One of the primary advantages of student portfolios is their ability to provide evidence of learning over time. Professor Margaret Chen from the University of Melbourne explains: “Traditional exams often measure what students can remember on a particular day, but portfolios show how students have grown and developed throughout their studies. They capture the learning process, not just the final product.” This longitudinal perspective is particularly valuable because it allows both students and instructors to identify patterns, strengths, and areas for improvement.
Portfolios also encourage students to take greater ownership of their learning. When students must select, organize, and present their work, they engage in metacognitive activities – thinking about their own thinking and learning. This process helps students become more self-aware and reflective practitioners. Dr. James Robertson, an educational psychologist, notes that “the act of creating a portfolio forces students to critically evaluate their own work, which is an essential skill for lifelong learning.”
Another significant benefit is that portfolios can be customized to reflect individual student interests and career goals. Unlike standardized tests, which apply the same criteria to all students, portfolios allow for personalization. A student interested in environmental science, for example, might include research projects on climate change, field work documentation, and community engagement activities related to sustainability. This flexibility makes portfolios particularly appealing in an era that increasingly values diverse learning pathways and individualized education.
From an employer’s perspective, portfolios provide tangible evidence of what graduates can actually do, rather than just what grades they achieved. Many companies now request portfolios during the recruitment process, especially in creative and technical fields. Sarah Williams, a human resources manager at a leading architecture firm, states: “A portfolio tells us so much more than a transcript. We can see the quality of work, the creative thinking, and the problem-solving abilities of candidates. It’s become an indispensable tool in our hiring process.”
However, the implementation of portfolios does require careful planning. Institutions must provide clear guidelines about what should be included, how work should be organized, and what criteria will be used for evaluation. Students also need adequate support and training to develop effective portfolios. Many universities now offer workshops and online resources to help students understand the portfolio development process.
Technology has played a crucial role in making portfolios more accessible and practical. Digital portfolios, or e-portfolios, have largely replaced physical binders and folders. These online platforms allow students to easily update their work, include multimedia elements such as videos and interactive presentations, and share their portfolios with instructors, peers, and potential employers through simple web links. The University of Texas, for instance, provides all students with access to an e-portfolio platform where they can archive their work throughout their degree program.
Despite some initial resistance from both faculty and students who were accustomed to traditional assessment methods, portfolios have proven to be a valuable addition to higher education. They provide a richer, more nuanced picture of student learning than grades alone can offer, and they help prepare students for the realities of professional life, where the ability to document and present one’s work is increasingly important.
Questions 1-13
Questions 1-5: Multiple Choice
Choose the correct letter, A, B, C, or D.
1. According to the passage, what is the main difference between portfolios and traditional examinations?
A. Portfolios are easier to grade than examinations
B. Portfolios show learning development over time
C. Portfolios are only used in creative subjects
D. Portfolios are less expensive to implement
2. When did portfolios begin to be systematically used in higher education?
A. In the 1980s
B. In the 1990s
C. In the early 2000s
D. In the past five years
3. What does Professor Margaret Chen say about traditional exams?
A. They are completely useless
B. They measure memory on a specific day
C. They should be completely replaced
D. They are better than portfolios
4. According to Dr. James Robertson, creating a portfolio helps students become:
A. Better at taking tests
B. More competitive
C. Self-aware and reflective
D. Faster learners
5. What does Sarah Williams say about portfolios in recruitment?
A. They are unnecessary
B. They are more informative than transcripts
C. They are too time-consuming
D. They should only show grades
Questions 6-9: True/False/Not Given
Do the following statements agree with the information given in the passage? Write:
- TRUE if the statement agrees with the information
- FALSE if the statement contradicts the information
- NOT GIVEN if there is no information on this
6. Artists and architects were among the first professionals to use portfolios.
7. All universities now require portfolios for graduation.
8. Digital portfolios have completely replaced paper portfolios in all institutions.
9. Students receive financial support to create their portfolios.
Questions 10-13: Sentence Completion
Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
10. Portfolios allow students to take greater __ of their learning.
11. Unlike standardized tests, portfolios can be __ to reflect individual interests.
12. The University of Texas provides students with access to an __ platform.
13. Initially, there was some __ from faculty and students who preferred traditional methods.
Hồ sơ sinh viên trong giáo dục đại học với tài liệu học tập và thành tích
PASSAGE 2 – Implementation Strategies for Portfolio Systems in Universities
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
The integration of portfolio systems into university curricula represents a significant pedagogical shift that requires careful planning, adequate resources, and sustained commitment from multiple stakeholders. While the theoretical benefits of portfolios are widely acknowledged, the practical implementation presents numerous challenges that institutions must navigate to ensure successful adoption and meaningful outcomes for students.
A. When universities decide to implement a portfolio system, they typically begin with a pilot program in one or two departments before expanding institution-wide. The University of British Columbia (UBC) adopted this phased approach when introducing portfolios to its Education Faculty in 2010. Dr. Patricia Morrison, who led the initiative, explains that starting small allowed the university to “identify potential obstacles, refine processes, and build faculty expertise before scaling up.” This cautious strategy proved successful, and by 2015, portfolio requirements had been extended to six additional faculties.
B. A critical component of successful implementation is faculty development. Many instructors, particularly those who have taught for decades using traditional assessment methods, may feel uncertain about how to evaluate portfolios effectively. Universities must therefore invest in comprehensive training programs that help faculty understand not only the technical aspects of portfolio systems but also the underlying pedagogical philosophy. At Stanford University, new faculty members attend a mandatory two-day workshop on portfolio-based assessment, followed by ongoing peer mentoring and collaborative evaluation sessions where instructors review sample portfolios together and discuss grading criteria.
C. Establishing clear and transparent evaluation criteria is perhaps the most challenging aspect of portfolio implementation. Unlike multiple-choice exams with definitive correct answers, portfolios require qualitative assessment based on multiple dimensions of performance. The University of Edinburgh developed a comprehensive rubric that evaluates portfolios across five key areas: content quality, breadth of work, depth of reflection, organization and presentation, and evidence of growth. Each category is assessed on a scale from emerging to exemplary, with detailed descriptors that help ensure consistency across different evaluators.
D. Student orientation and support are equally essential. Research conducted by the National Association of Student Personnel Administrators found that students who received structured guidance on portfolio development achieved significantly better outcomes than those who were simply given requirements without support. Consequently, many institutions now offer dedicated portfolio centers or embedded workshops within courses. The University of Queensland, for instance, requires all first-year students to complete a credit-bearing module on “Professional Portfolio Development” that covers selection strategies, reflective writing techniques, and digital presentation skills.
E. Technology infrastructure plays a pivotal role in modern portfolio systems. While commercial e-portfolio platforms such as Digication, Mahara, and PebblePad offer sophisticated features, they come with substantial licensing fees and may not integrate well with existing university systems. Some institutions have therefore opted to develop custom solutions using open-source software or integrating portfolio capabilities into their learning management systems (LMS). Georgia Tech created a bespoke e-portfolio system that seamlessly connects with its Canvas LMS, allowing students to pull content directly from their courses and automatically tag items with learning outcomes.
F. One particularly innovative approach involves collaborative portfolios, where students work in teams to document group projects and shared learning experiences. This method, pioneered by the Massachusetts Institute of Technology (MIT) in its engineering programs, addresses the reality that much professional work occurs in collaborative contexts. Students not only contribute their individual work but also reflect on their role in the team, peer contributions, and the collective outcomes. This adds a social dimension to portfolios that better mirrors real-world professional environments.
G. Assessment timing represents another important implementation consideration. Some universities require formative portfolio reviews at regular intervals throughout a student’s degree program, while others conduct only a summative assessment before graduation. The formative approach, though more resource-intensive, offers ongoing feedback opportunities that can guide student development more effectively. The University of Michigan employs a hybrid model where students submit mini-portfolios at the end of each academic year, receiving feedback that helps them refine their work before the final comprehensive portfolio in their senior year.
H. Privacy and intellectual property concerns have emerged as significant issues in portfolio implementation. When students post their work online, questions arise about ownership, copyright, and potential plagiarism by others who can access the portfolios. Universities must develop clear policies that protect student work while still allowing portfolios to serve their intended purpose as showcases of achievement. The University of Sydney implemented a tiered privacy system where students can designate portions of their portfolio as public, university-only, or private, giving them control over who can access different components of their work.
Despite these challenges, evidence suggests that well-implemented portfolio systems produce tangible benefits. A longitudinal study by the Association of American Colleges and Universities tracked graduates over five years and found that those who completed robust portfolio programs reported higher levels of career satisfaction, faster promotion rates, and greater confidence in their professional abilities compared to peers who experienced only traditional assessments. These findings provide compelling evidence that the effort required to implement effective portfolio systems is a worthwhile investment in student success.
Questions 14-26
Questions 14-19: Matching Information
The passage has eight paragraphs, A-H. Which paragraph contains the following information? Write the correct letter, A-H.
14. A description of how technology can be customized to work with existing university systems
15. Information about privacy controls for student work
16. Details about a training program for teaching staff
17. An explanation of why some universities start with small-scale trials
18. Research findings showing long-term benefits for graduates
19. A discussion of portfolios that involve teamwork
Questions 20-23: Yes/No/Not Given
Do the following statements agree with the views of the writer in the passage? Write:
- YES if the statement agrees with the views of the writer
- NO if the statement contradicts the views of the writer
- NOT GIVEN if it is impossible to say what the writer thinks about this
20. Starting portfolio programs in all departments simultaneously is the most effective approach.
21. Faculty training is essential for successful portfolio implementation.
22. Commercial e-portfolio platforms are always superior to custom-developed systems.
23. Regular feedback throughout a degree program is more beneficial than a single final assessment.
Questions 24-26: Summary Completion
Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
The University of Edinburgh created a system to evaluate portfolios that examines five different areas. Each area is rated on a 24. __ that ranges from emerging to exemplary. This helps ensure 25. __ between different people who assess the work. Students also need proper **26. __ and support, which is why many universities now provide specialized centers or workshops to help them develop their portfolios effectively.
Chiến lược triển khai hệ thống portfolio trong các trường đại học hiện đại
PASSAGE 3 – The Transformative Impact and Contemporary Challenges of Portfolio Assessment
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
The proliferation of portfolio-based assessment in tertiary education has precipitated a fundamental reconceptualization of how academic achievement is measured, documented, and validated. This paradigm shift extends beyond mere methodological innovation to encompass broader questions about the nature of learning, the purpose of higher education, and the relationship between academic preparation and professional competence. However, as portfolios become increasingly ubiquitous in post-secondary institutions, critical scholars have begun to interrogate both the emancipatory potential and the inherent limitations of this assessment modality.
From a theoretical perspective, portfolio assessment aligns closely with constructivist learning theory, which posits that knowledge is actively constructed by learners rather than passively transmitted by instructors. Proponents argue that portfolios embody this constructivist ethos by positioning students as active agents in curating, contextualizing, and presenting their learning. This stands in stark contrast to behaviourist approaches exemplified by traditional examinations, where students are conceptualized as passive recipients of information who must demonstrate knowledge retention through standardized responses. The metacognitive demands of portfolio creation – requiring students to articulate their learning processes, justify their selections, and synthesize disparate experiences into a coherent narrative – are thought to foster higher-order thinking skills that are essential for professional practice and lifelong learning.
Moreover, portfolio assessment has been championed as a more equitable and inclusive evaluation mechanism. Traditional high-stakes examinations have long been criticized for privileging certain cognitive styles and disadvantaging students with test anxiety, learning differences, or linguistic challenges. Portfolios, by contrast, offer multiple modalities for demonstrating competence and allow students to showcase their strengths across diverse contexts and timeframes. Dr. Yolanda Martinez, whose research focuses on assessment equity, argues that “portfolios democratize the evaluation process by validating different forms of intelligence and acknowledging that learning is a complex, non-linear process that cannot be adequately captured by a single performance metric.”
However, this optimistic narrative has been challenged by empirical research revealing significant implementation gaps and unintended consequences. A comprehensive study conducted across 47 universities in North America by Bergman and colleagues (2019) found considerable variation in portfolio quality even within the same institution, suggesting that clarity of expectations and consistency of support were inadequately addressed. Furthermore, the research identified a troubling pattern where students from privileged backgrounds – those with greater cultural capital, access to technology, and familiarity with professional presentation norms – produced substantially more polished portfolios than their peers from marginalized communities. This finding raises uncomfortable questions about whether portfolios might inadvertently reproduce rather than ameliorate existing educational inequities.
The labour-intensive nature of portfolio assessment presents another substantial challenge. Faculty members report spending three to five times longer evaluating portfolios compared to grading traditional exams or papers. This temporal burden is particularly problematic in an era of increasing faculty workloads, larger class sizes, and mounting pressure for research productivity. Professor Elizabeth Thornton, who has written extensively about assessment practices, observes that “the sustainability of portfolio systems depends on institutional commitment to providing adequate resources, including reduced teaching loads for faculty who supervise portfolio development and dedicated administrative support for managing the logistical complexities of large-scale programs.” Without such structural supports, portfolios risk becoming perfunctory exercises that neither students nor faculty engage with meaningfully.
The advent of artificial intelligence and sophisticated text generation tools has introduced a new dimension of concern regarding portfolio authenticity. As language models become increasingly adept at producing coherent, persuasive academic writing, questions arise about how instructors can verify that portfolio contents genuinely reflect a student’s own work and learning. Some institutions have responded by incorporating process documentation requirements, such as draft versions, annotated bibliographies, and reflective videos, that are more difficult to fabricate using AI. Others have pivoted toward live portfolio presentations where students must verbally articulate and defend their work. However, these safeguards add further complexity and resource demands to an already challenging assessment approach.
The question of what constitutes appropriate evidence in a portfolio has also generated considerable debate. Some disciplinary communities favour narrowly defined, skill-specific demonstrations, while others embrace a more holistic approach that includes reflective narratives, community engagement documentation, and even artifacts that represent personal growth beyond strictly academic domains. This divergence reflects deeper philosophical disagreements about the fundamental purposes of higher education: Is it primarily to develop specialized expertise within a discipline, or to cultivate well-rounded individuals prepared for the complexities of contemporary life? The answer to this question has profound implications for how portfolios are conceptualized, structured, and evaluated.
Cross-cultural considerations add yet another layer of complexity to portfolio implementation. Research by Chen and Williams (2021) examining portfolio programs in Asian universities revealed that students from collectivist cultures often struggled with the self-promotional aspects of portfolio development, finding it culturally inappropriate to explicitly highlight their individual achievements. Similarly, the Western emphasis on personal reflection and individual agency embedded in many portfolio frameworks may not resonate with students from educational traditions that prioritize communal knowledge and respect for established authority. These findings suggest that universalizing portfolio practices without attending to cultural contexts may inadvertently impose ethnocentric values and further marginalize international students.
Despite these multifaceted challenges, the trajectory of portfolio adoption suggests they will remain a prominent feature of higher education for the foreseeable future. The imperative lies not in abandoning this assessment approach but rather in developing more sophisticated, contextually responsive, and critically reflective implementations. This requires ongoing research to identify best practices, willingness from institutions to allocate necessary resources, and humility from educators to acknowledge that portfolios, like all assessment methods, have both affordances and limitations. As Alvarez and Rodriguez (2020) astutely observe, “The question is not whether portfolios are inherently superior to other forms of assessment, but rather how they can be thoughtfully integrated into a comprehensive evaluation ecosystem that serves diverse learners and honours the multifaceted nature of educational achievement.”
Questions 27-40
Questions 27-31: Multiple Choice
Choose the correct letter, A, B, C, or D.
27. According to the passage, portfolio assessment aligns with constructivist learning theory because:
A. It is easier to grade than traditional exams
B. It positions students as active participants in their learning
C. It requires less work from instructors
D. It only focuses on final products
28. What does Dr. Yolanda Martinez argue about portfolios?
A. They are too difficult for most students
B. They should replace all other assessments
C. They make evaluation more democratic and fair
D. They are only suitable for certain subjects
29. The research by Bergman and colleagues (2019) found that:
A. All students produced equally good portfolios
B. Students from privileged backgrounds created more polished portfolios
C. Portfolios eliminated all educational inequities
D. Technology was not important for portfolio success
30. According to Professor Elizabeth Thornton, the sustainability of portfolio systems depends on:
A. Students working harder
B. Reducing the number of required portfolios
C. Institutional support and adequate resources
D. Using only digital platforms
31. Research by Chen and Williams (2021) revealed that:
A. All cultures embrace portfolio self-promotion equally
B. Students from collectivist cultures found self-promotion culturally difficult
C. Asian universities have abandoned portfolios
D. Cultural differences are irrelevant to portfolio assessment
Questions 32-36: Matching Features
Match each researcher/scholar (A-G) with the correct statement (32-36) about portfolios. You may use any letter more than once.
List of Researchers:
A. Dr. Yolanda Martinez
B. Bergman and colleagues
C. Professor Elizabeth Thornton
D. Chen and Williams
E. Alvarez and Rodriguez
32. Discussed the time burden on faculty members
33. Found quality variations across the same institution
34. Argued portfolios are more equitable than traditional exams
35. Examined cultural differences in Asian universities
36. Suggested portfolios should be part of a comprehensive evaluation system
Questions 37-40: Short-answer Questions
Answer the questions below. Choose NO MORE THAN THREE WORDS from the passage for each answer.
37. What type of learning theory does portfolio assessment align with?
38. How much longer do faculty members spend evaluating portfolios compared to traditional exams?
39. What technological development has raised concerns about portfolio authenticity?
40. What type of cultures did Chen and Williams’ research focus on?
Tác động và thách thức của đánh giá portfolio trong giáo dục đại học
3. Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- B
- B
- B
- C
- B
- TRUE
- FALSE
- NOT GIVEN
- NOT GIVEN
- ownership
- customized
- e-portfolio
- resistance
PASSAGE 2: Questions 14-26
- E
- H
- B
- A
- H
- F
- NO
- YES
- NOT GIVEN
- YES
- scale
- consistency
- orientation
PASSAGE 3: Questions 27-40
- B
- C
- B
- C
- B
- C
- B
- A
- D
- E
- constructivist learning theory
- three to five times
- artificial intelligence / AI
- collectivist cultures
4. Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: main difference, portfolios, traditional examinations
- Vị trí trong bài: Đoạn 1, câu 2
- Giải thích: Bài đọc nói rõ “Unlike traditional examinations, which typically assess students’ knowledge at a single point in time, portfolios offer a more comprehensive view of a student’s learning journey”. Đáp án B “show learning development over time” là paraphrase chính xác của “comprehensive view of a student’s learning journey”. Các đáp án khác không được đề cập hoặc sai lệch thông tin.
Câu 2: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: when, systematically used, higher education
- Vị trí trong bài: Đoạn 3, câu 3
- Giải thích: “The systematic application of portfolios as an assessment tool in higher education began to gain momentum in the 1990s.” Đây là thông tin trực tiếp, không cần paraphrase phức tạp.
Câu 3: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: Professor Margaret Chen, traditional exams
- Vị trí trong bài: Đoạn 4, lời trích dẫn
- Giải thích: Professor Chen nói: “Traditional exams often measure what students can remember on a particular day”. Đáp án B “measure memory on a specific day” paraphrase “remember on a particular day”. Lưu ý: Đáp án A và C quá cực đoan (completely useless/replaced), đáp án D trái ngược với ý kiến của bà.
Câu 6: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: Artists and architects, first professionals
- Vị trí trong bài: Đoạn 3, câu 1
- Giải thích: “Artists and architects have long used portfolios to showcase their work to potential clients and employers.” Từ “long used” = “among the first”, câu này đúng với thông tin trong bài.
Câu 7: FALSE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: All universities, require portfolios
- Vị trí trong bài: Đoạn 2, câu 3
- Giải thích: Bài nói “In many institutions, portfolios are now mandatory requirements” – “many” không phải “all”. Đây là thông tin mâu thuẫn với câu hỏi nên chọn FALSE.
Câu 10: ownership
- Dạng câu hỏi: Sentence Completion
- Từ khóa: take greater, learning
- Vị trí trong bài: Đoạn 5, câu 1
- Giải thích: “Portfolios also encourage students to take greater ownership of their learning.” Câu trả lời là “ownership”, cần viết chính xác từ này (không thêm s vì đây là danh từ không đếm được trong ngữ cảnh này).
Câu 13: resistance
- Dạng câu hỏi: Sentence Completion
- Từ khóa: initially, faculty and students, traditional methods
- Vị trí trong bài: Đoạn cuối, câu 1
- Giải thích: “Despite some initial resistance from both faculty and students who were accustomed to traditional assessment methods”. Từ cần điền là “resistance”, phù hợp với ngữ cảnh về sự phản đối ban đầu.
Passage 2 – Giải Thích
Câu 14: E
- Dạng câu hỏi: Matching Information
- Từ khóa: technology, customized, existing university systems
- Vị trí trong bài: Đoạn E
- Giải thích: Đoạn E nói về “Technology infrastructure” và đề cập cụ thể đến “Georgia Tech created a bespoke e-portfolio system that seamlessly connects with its Canvas LMS”. Đây chính là việc customize technology để tích hợp với hệ thống hiện có.
Câu 20: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: all departments simultaneously, most effective
- Vị trí trong bài: Đoạn A
- Giải thích: Tác giả rõ ràng ủng hộ phương pháp “phased approach” (triển khai từng giai đoạn) qua ví dụ UBC: “starting small allowed the university to identify potential obstacles”. Điều này mâu thuẫn với việc triển khai đồng thời ở tất cả departments, nên đáp án là NO.
Câu 21: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: Faculty training, essential
- Vị trí trong bài: Đoạn B
- Giải thích: Đoạn B bắt đầu bằng “A critical component of successful implementation is faculty development”, rồi giải thích chi tiết về các chương trình đào tạo. Từ “critical component” = “essential”, tác giả rõ ràng đồng ý với quan điểm này.
Câu 24: scale
- Dạng câu hỏi: Summary Completion
- Từ khóa: rated, emerging to exemplary
- Vị trí trong bài: Đoạn C
- Giải thích: “Each category is assessed on a scale from emerging to exemplary”. Từ cần điền là “scale”, không được thay đổi thành số nhiều.
Câu 25: consistency
- Dạng câu hỏi: Summary Completion
- Từ khóa: ensure, different people who assess
- Vị trí trong bài: Đoạn C, câu cuối
- Giải thích: “…detailed descriptors that help ensure consistency across different evaluators.” Paraphrase: “different evaluators” = “different people who assess”. Từ cần điền là “consistency”.
Passage 3 – Giải Thích
Câu 27: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: constructivist learning theory, aligns
- Vị trí trong bài: Đoạn 2
- Giải thích: Đoạn 2 giải thích rõ: “portfolios embody this constructivist ethos by positioning students as active agents in curating, contextualizing, and presenting their learning”. Đáp án B “positions students as active participants” là paraphrase chính xác của “positioning students as active agents”.
Câu 29: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: Bergman and colleagues (2019), found
- Vị trí trong bài: Đoạn 4
- Giải thích: Nghiên cứu “identified a troubling pattern where students from privileged backgrounds… produced substantially more polished portfolios than their peers from marginalized communities”. Đáp án B phản ánh chính xác phát hiện này.
Câu 32: C
- Dạng câu hỏi: Matching Features
- Từ khóa: time burden, faculty members
- Vị trí trong bài: Đoạn 5
- Giải thích: Professor Elizabeth Thornton được trích dẫn nói về “the sustainability of portfolio systems depends on institutional commitment to providing adequate resources, including reduced teaching loads”. Trước đó đoạn này đã đề cập “Faculty members report spending three to five times longer” – rõ ràng đây là discussion về time burden.
Câu 37: constructivist learning theory
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: type of learning theory, aligns with
- Vị trí trong bài: Đoạn 2, câu 1
- Giải thích: “From a theoretical perspective, portfolio assessment aligns closely with constructivist learning theory”. Cần viết chính xác cả 3 từ này (trong giới hạn THREE WORDS).
Câu 38: three to five times
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: how much longer, faculty members spend
- Vị trí trong bài: Đoạn 5, câu 2
- Giải thích: “Faculty members report spending three to five times longer evaluating portfolios compared to grading traditional exams”. Đáp án chính xác là “three to five times” (3 words).
Câu 39: artificial intelligence / AI
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: technological development, concerns, authenticity
- Vị trí trong bài: Đoạn 6, câu 1
- Giải thích: “The advent of artificial intelligence and sophisticated text generation tools has introduced a new dimension of concern regarding portfolio authenticity”. Có thể viết “artificial intelligence” (2 words) hoặc “AI” (1 word), cả hai đều được chấp nhận.
Câu 40: collectivist cultures
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: Chen and Williams, research, cultures
- Vị trí trong bài: Đoạn 8
- Giải thích: “Research by Chen and Williams (2021)… revealed that students from collectivist cultures often struggled with the self-promotional aspects”. Đáp án là “collectivist cultures” (2 words).
5. Từ Vựng Quan Trọng Theo Passage
Passage 1 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| prominent | adj | /ˈprɒmɪnənt/ | nổi bật, quan trọng | portfolios have become an increasingly prominent feature | prominent feature, prominent role |
| comprehensive | adj | /ˌkɒmprɪˈhensɪv/ | toàn diện, bao quát | offer a more comprehensive view | comprehensive view, comprehensive approach |
| curated | adj | /kjʊəˈreɪtɪd/ | được tuyển chọn, sắp xếp kỹ lưỡng | a curated collection of work | curated collection, carefully curated |
| showcase | v | /ˈʃəʊkeɪs/ | trưng bày, giới thiệu | showcasing their development | showcase skills, showcase achievements |
| reflective | adj | /rɪˈflektɪv/ | mang tính suy ngẫm | reflective writings | reflective practice, reflective thinking |
| momentum | n | /məʊˈmentəm/ | đà phát triển, động lực | began to gain momentum | gain momentum, build momentum |
| longitudinal | adj | /ˌlɒndʒɪˈtjuːdɪnl/ | dọc theo thời gian (nghiên cứu) | longitudinal perspective | longitudinal study, longitudinal data |
| ownership | n | /ˈəʊnəʃɪp/ | quyền sở hữu, tự chủ | take greater ownership | take ownership, sense of ownership |
| metacognitive | adj | /ˌmetəˈkɒɡnətɪv/ | thuộc về tư duy về tư duy | metacognitive activities | metacognitive skills, metacognitive strategies |
| customize | v | /ˈkʌstəmaɪz/ | tùy chỉnh, cá nhân hóa | portfolios can be customized | customize content, highly customized |
| tangible | adj | /ˈtændʒəbl/ | hữu hình, rõ ràng | tangible evidence | tangible evidence, tangible results |
| indispensable | adj | /ˌɪndɪˈspensəbl/ | không thể thiếu | an indispensable tool | indispensable tool, indispensable part |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| integration | n | /ˌɪntɪˈɡreɪʃn/ | sự tích hợp, hội nhập | The integration of portfolio systems | integration into, successful integration |
| pedagogical | adj | /ˌpedəˈɡɒdʒɪkl/ | thuộc về sư phạm | a significant pedagogical shift | pedagogical approach, pedagogical philosophy |
| stakeholders | n | /ˈsteɪkhəʊldəz/ | các bên liên quan | commitment from multiple stakeholders | key stakeholders, engage stakeholders |
| phased | adj | /feɪzd/ | theo từng giai đoạn | adopted this phased approach | phased approach, phased implementation |
| refine | v | /rɪˈfaɪn/ | tinh chỉnh, cải thiện | refine processes | refine methods, continuously refine |
| transparent | adj | /trænsˈpærənt/ | minh bạch, rõ ràng | clear and transparent criteria | transparent process, transparent evaluation |
| rubric | n | /ˈruːbrɪk/ | tiêu chí, bảng đánh giá | developed a comprehensive rubric | grading rubric, assessment rubric |
| consistency | n | /kənˈsɪstənsi/ | tính nhất quán | help ensure consistency | ensure consistency, maintain consistency |
| embedded | adj | /ɪmˈbedɪd/ | được nhúng vào, tích hợp | embedded workshops | embedded support, deeply embedded |
| pivotal | adj | /ˈpɪvətl/ | then chốt, quan trọng | plays a pivotal role | pivotal role, pivotal moment |
| bespoke | adj | /bɪˈspəʊk/ | được thiết kế riêng | created a bespoke system | bespoke solution, bespoke service |
| seamlessly | adv | /ˈsiːmləsli/ | một cách liền mạch | seamlessly connects | integrate seamlessly, work seamlessly |
| formative | adj | /ˈfɔːmətɪv/ | mang tính hình thành | formative portfolio reviews | formative assessment, formative feedback |
| summative | adj | /ˈsʌmətɪv/ | mang tính tổng kết | only a summative assessment | summative evaluation, summative approach |
| tiered | adj | /tɪəd/ | phân tầng, phân cấp | a tiered privacy system | tiered system, tiered structure |
Passage 3 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| proliferation | n | /prəˌlɪfəˈreɪʃn/ | sự tăng trưởng nhanh | The proliferation of portfolio-based assessment | rapid proliferation, nuclear proliferation |
| tertiary | adj | /ˈtɜːʃəri/ | bậc ba (giáo dục đại học) | in tertiary education | tertiary education, tertiary sector |
| precipitate | v | /prɪˈsɪpɪteɪt/ | gây ra, thúc đẩy | has precipitated a reconceptualization | precipitate change, precipitate crisis |
| reconceptualization | n | /ˌriːkənˌseptʃuəlaɪˈzeɪʃn/ | sự tái khái niệm hóa | a fundamental reconceptualization | radical reconceptualization |
| paradigm shift | n | /ˈpærədaɪm ʃɪft/ | sự thay đổi mô hình tư duy | This paradigm shift extends | major paradigm shift, represent paradigm shift |
| ubiquitous | adj | /juːˈbɪkwɪtəs/ | có mặt khắp nơi | become increasingly ubiquitous | ubiquitous technology, ubiquitous presence |
| interrogate | v | /ɪnˈterəɡeɪt/ | xem xét kỹ lưỡng, chất vấn | begun to interrogate both | critically interrogate, interrogate assumptions |
| emancipatory | adj | /ɪˈmænsɪpətəri/ | giải phóng | the emancipatory potential | emancipatory practice, emancipatory education |
| modality | n | /məʊˈdæləti/ | phương thức, hình thức | this assessment modality | assessment modality, different modalities |
| constructivist | adj | /kənˈstrʌktɪvɪst/ | thuộc về chủ nghĩa kiến tạo | constructivist learning theory | constructivist approach, constructivist pedagogy |
| exemplify | v | /ɪɡˈzemplɪfaɪ/ | minh họa, là ví dụ điển hình | exemplified by traditional examinations | clearly exemplify, exemplify concept |
| metacognitive | adj | /ˌmetəˈkɒɡnətɪv/ | siêu nhận thức | The metacognitive demands | metacognitive strategies, metacognitive awareness |
| disparate | adj | /ˈdɪspərət/ | khác biệt, không liên quan | synthesize disparate experiences | disparate elements, disparate groups |
| coherent | adj | /kəʊˈhɪərənt/ | mạch lạc, có hệ thống | into a coherent narrative | coherent strategy, coherent argument |
| champion | v | /ˈtʃæmpiən/ | ủng hộ, bênh vực | has been championed as | champion cause, strongly champion |
| equitable | adj | /ˈekwɪtəbl/ | công bằng | a more equitable mechanism | equitable distribution, equitable access |
| inadvertently | adv | /ˌɪnədˈvɜːtntli/ | vô tình, không chủ ý | might inadvertently reproduce | inadvertently create, inadvertently cause |
| ameliorate | v | /əˈmiːliəreɪt/ | cải thiện | ameliorate existing inequities | ameliorate problems, ameliorate conditions |
| labour-intensive | adj | /ˈleɪbər ɪnˈtensɪv/ | tốn nhiều công sức | The labour-intensive nature | labour-intensive process, labour-intensive industry |
| sustainability | n | /səˌsteɪnəˈbɪləti/ | tính bền vững | the sustainability of portfolio systems | long-term sustainability, ensure sustainability |
| advent | n | /ˈædvent/ | sự ra đời | The advent of artificial intelligence | advent of technology, with the advent |
| authenticate | v | /ɔːˈθentɪkeɪt/ | xác thực | verify and authenticate | authenticate identity, authenticate documents |
| fabricate | v | /ˈfæbrɪkeɪt/ | bịa đặt, giả mạo | difficult to fabricate | fabricate evidence, fabricate stories |
| constitute | v | /ˈkɒnstɪtjuːt/ | tạo thành, cấu thành | what constitutes appropriate evidence | constitute majority, constitute threat |
| holistic | adj | /həʊˈlɪstɪk/ | toàn diện | a more holistic approach | holistic view, holistic assessment |
| ethnocentric | adj | /ˌeθnəʊˈsentrɪk/ | mang tính dân tộc trung tâm | impose ethnocentric values | ethnocentric bias, ethnocentric perspective |
| marginalize | v | /ˈmɑːdʒɪnəlaɪz/ | đẩy ra lề | further marginalize | marginalize groups, marginalize voices |
| affordance | n | /əˈfɔːdns/ | khả năng hỗ trợ | both affordances and limitations | technological affordances, educational affordances |
Chiến lược luyện thi IELTS Reading hiệu quả với portfolio giáo dục
Kết bài
Chủ đề về student portfolios trong higher education không chỉ phổ biến trong IELTS Reading mà còn phản ánh xu hướng giáo dục toàn cầu hiện nay. Qua bộ đề thi mẫu này, bạn đã được trải nghiệm một bài kiểm tra hoàn chỉnh với 40 câu hỏi trải dài qua 3 passages có độ khó tăng dần.
Passage 1 giới thiệu khái niệm cơ bản và lợi ích của portfolio, phù hợp cho học viên band 5.0-6.5 với từ vựng dễ hiểu và cấu trúc câu đơn giản. Passage 2 đào sâu vào các chiến lược triển khai thực tế tại các trường đại học, yêu cầu khả năng phân tích ở mức trung bình cho band 6.0-7.5. Passage 3 thách thức người học ở band 7.0-9.0 với nội dung học thuật phức tạp về tác động và vấn đề văn hóa trong việc sử dụng portfolio.
Đáp án chi tiết đã cung cấp không chỉ câu trả lời mà còn giải thích vị trí thông tin, kỹ thuật paraphrase, và chiến lược làm bài cho từng dạng câu hỏi. Bộ từ vựng được phân loại theo độ khó sẽ giúp bạn mở rộng vốn từ học thuật một cách có hệ thống.
Để tối đa hóa hiệu quả luyện tập, hãy:
- Làm bài trong đúng 60 phút để quen với áp lực thời gian thật
- Đối chiếu đáp án và đọc kỹ giải thích để hiểu tại sao đúng/sai
- Học thuộc từ vựng quan trọng cùng collocations
- Rút ra bài học về cách tìm thông tin và paraphrase
- Làm lại sau 1 tuần để kiểm tra khả năng ghi nhớ
Chúc bạn đạt band điểm cao trong kỳ thi IELTS sắp tới và tiếp tục theo dõi VN.IELTS.NET để cập nhật thêm nhiều đề thi mẫu chất lượng khác!
