IELTS Reading: Ảnh Hưởng Của Hồ Sơ Điện Tử Đến Tự Phản Ánh Của Học Sinh – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Chủ đề về công nghệ giáo dục và phương pháp học tập hiện đại là một trong những chủ đề phổ biến nhất trong kỳ thi IELTS Reading. Đặc biệt, “The Influence Of Digital Portfolios On Student Self-reflection” – ảnh hưởng của hồ sơ điện tử đến tự phản ánh của học sinh – là một chủ đề xuất hiện thường xuyên trong các đề thi IELTS Academic gần đây, phản ánh xu hướng số hóa trong giáo dục toàn cầu.

Trong bài viết này, bạn sẽ được thực hành với một đề thi IELTS Reading hoàn chỉnh gồm 3 passages với độ khó tăng dần từ Easy đến Hard. Đề thi bao gồm 40 câu hỏi đa dạng các dạng bài phổ biến như Multiple Choice, True/False/Not Given, Matching Information, và nhiều dạng khác. Mỗi passage đều được thiết kế theo chuẩn Cambridge IELTS, kèm theo đáp án chi tiết, giải thích cụ thể và bảng từ vựng quan trọng giúp bạn nâng cao kỹ năng làm bài một cách bài bản.

Đề thi này phù hợp cho học viên có trình độ từ band 5.0 trở lên, giúp bạn làm quen với format thi thật và rèn luyện khả năng quản lý thời gian hiệu quả.

Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

Bài thi IELTS Reading kéo dài trong 60 phút với 3 passages và tổng cộng 40 câu hỏi. Độ khó của các passages tăng dần, đòi hỏi bạn phải có chiến lược phân bổ thời gian hợp lý.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (câu hỏi 1-13)
• Passage 2: 18-20 phút (câu hỏi 14-26)
• Passage 3: 23-25 phút (câu hỏi 27-40)

Lưu ý rằng không có thời gian bổ sung để chuyển đáp án sang answer sheet, vì vậy bạn cần viết đáp án trực tiếp trong quá trình làm bài.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:

1. Multiple Choice – Chọn đáp án đúng từ các phương án cho sẵn
2. True/False/Not Given – Xác định thông tin đúng, sai hay không được nhắc đến
3. Matching Information – Nối thông tin với đoạn văn tương ứng
4. Yes/No/Not Given – Xác định ý kiến của tác giả
5. Matching Headings – Chọn tiêu đề phù hợp cho mỗi đoạn
6. Summary Completion – Điền từ vào chỗ trống trong đoạn tóm tắt
7. Sentence Endings – Hoàn thành câu với phần kết phù hợp

Đề thi IELTS Reading về ảnh hưởng của hồ sơ điện tử đến khả năng tự phản ánh của học sinh

IELTS Reading Practice Test

PASSAGE 1 – The Rise of Digital Learning Portfolios

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

In recent years, educational institutions around the world have increasingly adopted digital portfolios as a tool for tracking student progress and enhancing learning outcomes. A digital portfolio is essentially an electronic collection of a student’s work, achievements, and reflections, stored and organized using various technological platforms. Unlike traditional paper-based portfolios, digital versions offer several distinct advantages that have made them particularly appealing to both educators and learners.

The concept of portfolio-based learning is not new. Teachers have long encouraged students to compile samples of their best work as evidence of their learning journey. However, the transition to digital formats has revolutionized this practice. Digital portfolios can include not only written assignments and photographs but also videos, audio recordings, interactive presentations, and links to online projects. This multimedia capability allows students to showcase their abilities in ways that were previously impossible with physical portfolios.

One of the most significant benefits of digital portfolios is their role in promoting student self-reflection. When students regularly update their portfolios, they are encouraged to look back on their work and assess their own progress. This process of critical self-evaluation helps learners identify their strengths and weaknesses, set personal learning goals, and develop metacognitive skills – the ability to think about their own thinking. Research has shown that students who engage in regular self-reflection through digital portfolios demonstrate higher levels of academic achievement and personal growth.

Accessibility is another key advantage of digital portfolios. Students can access their portfolios from anywhere with an internet connection, making it easier to update content, share work with teachers and peers, and receive feedback in real-time. Parents can also be granted access, allowing them to stay informed about their children’s progress and participate more actively in their education. This increased transparency strengthens the connection between home and school, fostering a more collaborative approach to learning.

Furthermore, digital portfolios provide an authentic assessment tool that goes beyond traditional testing methods. Rather than relying solely on standardized exams that capture only a snapshot of student knowledge at a particular moment, portfolios offer a comprehensive view of learning over time. They document not just final products but also the process of learning, including drafts, revisions, and reflections on challenges overcome. This holistic perspective gives educators deeper insights into each student’s development and learning style.

The implementation of digital portfolios has also been facilitated by the widespread availability of user-friendly platforms. Numerous educational technology companies have developed specialized software and applications designed specifically for portfolio creation and management. These tools often include features such as customizable templates, rubrics for assessment, privacy controls, and integration with other learning management systems. Many platforms are also designed to be intuitive, requiring minimal technical expertise, which has helped overcome initial resistance from teachers who may have been reluctant to adopt new technology.

Despite these advantages, the adoption of digital portfolios is not without challenges. Some educators express concerns about the digital divide – the gap between students who have reliable access to technology and those who do not. In socioeconomically disadvantaged communities, students may lack the devices or internet connectivity needed to maintain digital portfolios effectively. Schools must therefore ensure equitable access to technology to prevent these tools from exacerbating existing inequalities.

Additionally, there is the question of digital literacy. While many young people are proficient in using social media and entertainment technologies, they may not possess the skills needed to create professional, well-organized digital portfolios. Schools need to provide adequate training and support to help students develop these competencies. Teachers themselves may require professional development to effectively integrate digital portfolios into their instructional practices and provide meaningful guidance to students.

Privacy and security are also important considerations. Digital portfolios often contain personal information and student work that must be protected. Educational institutions must implement robust security measures and ensure compliance with data protection regulations. Students and parents need to be educated about digital safety and the importance of maintaining privacy when sharing portfolio contents online.

Looking forward, the use of digital portfolios is likely to continue expanding as technology becomes even more embedded in education. Future developments may include artificial intelligence features that provide automated feedback on student work, advanced analytics that help teachers identify learning patterns, and enhanced multimedia capabilities that allow for even more creative forms of expression. As these tools evolve, they have the potential to further transform how we understand and support student learning.

Questions 1-13

Questions 1-5: Multiple Choice

Choose the correct letter, A, B, C, or D.

1. According to the passage, what is a digital portfolio?
   A. A physical collection of student assignments
   B. An electronic compilation of student work and reflections
   C. A social media platform for students
   D. A standardized testing system

2. What does the passage suggest about portfolio-based learning?
   A. It is a completely new educational concept
   B. It has existed for a long time but has been transformed by technology
   C. It is only effective in digital format
   D. It was invented by educational technology companies

3. How do digital portfolios help students develop metacognitive skills?
   A. By allowing them to play educational games
   B. By connecting them with other students
   C. By encouraging them to reflect on their own learning
   D. By providing automated grading

4. What advantage do digital portfolios offer for parents?
   A. They can grade their children’s work
   B. They can access and monitor their children’s progress
   C. They can create assignments for their children
   D. They can communicate with other parents

5. According to the passage, what is a major concern about digital portfolios?
   A. They are too expensive for all schools
   B. Students who lack technology access may be disadvantaged
   C. They take too much time to create
   D. They are not secure enough

Questions 6-10: 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. Digital portfolios can only contain written work and photographs.
7. Students who use digital portfolios regularly show higher academic achievement.
8. All teachers are enthusiastic about adopting digital portfolio technology.
9. Digital portfolios are more expensive than traditional paper portfolios.
10. Artificial intelligence may be used in future digital portfolio platforms.

Questions 11-13: Sentence Completion

Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.

11. Digital portfolios document not only final products but also the __ of learning.
12. Many educational technology platforms include __ that allow schools to control who can view student portfolios.
13. Schools need to ensure __ to technology to prevent digital portfolios from increasing educational inequality.

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PASSAGE 2 – Self-Reflection Through Digital Documentation

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The pedagogical shift toward student-centered learning has positioned self-reflection as a cornerstone of effective education. Digital portfolios have emerged as a particularly potent mechanism for facilitating this reflective practice, offering students a structured yet flexible framework within which to examine their learning trajectories. The relationship between digital portfolio usage and enhanced self-reflection capabilities represents a significant area of interest for contemporary educational researchers, who are increasingly recognizing that the act of documentation itself can be a transformative learning experience.

Constructivist learning theory provides a theoretical foundation for understanding how digital portfolios promote self-reflection. According to this pedagogical approach, learners actively construct knowledge through experiential engagement and reflective analysis rather than passively receiving information. When students curate their digital portfolios, they must make deliberate decisions about what work to include, how to organize their materials, and how to articulate their learning through written reflections. This curatorial process requires them to step back from their immediate learning experiences and adopt a metacognitive stance, evaluating their work through a critical lens.

Research conducted by Dr. Helen Barrett, a pioneering figure in digital portfolio scholarship, has demonstrated that the reflective components of digital portfolios are crucial to their educational value. In a longitudinal study spanning three years, Barrett tracked 200 secondary school students who maintained digital portfolios throughout their academic careers. Her findings revealed that students who were explicitly taught reflection strategies and required to include substantive reflective commentary alongside their work samples showed significantly greater gains in critical thinking skills, self-efficacy, and academic performance compared to control groups who simply compiled work without reflection.

The temporal dimension of digital portfolios contributes significantly to their reflective potential. Unlike one-off assignments that are submitted and forgotten, digital portfolios create a continuous narrative of learning development. Students can revisit earlier work and observe their progression over months or years, recognizing patterns in their learning behaviors, identifying recurring challenges, and celebrating improvements. This diachronic perspective – viewing one’s development across time – enables a form of deep reflection that is difficult to achieve through other educational methods.

Moreover, digital portfolios facilitate what educational theorist Donald Schön termed “reflection-in-action” and “reflection-on-action.” The former refers to the immediate, intuitive adjustments learners make while engaged in a task, while the latter involves deliberate, analytical consideration of experiences after they occur. Digital platforms support both types of reflection by allowing students to document their thinking during the learning process (through blog entries, video journals, or work-in-progress postings) as well as to compose more formal retrospective analyses once tasks are completed. This dual capacity enriches the reflective experience, providing multiple entry points for self-examination.

The multimedia nature of digital portfolios also expands reflective possibilities. Students can choose the representational mode that best captures their learning experience, whether through written text, recorded audio reflections, video presentations, or visual artifacts. Research in multimodal literacy suggests that different communication modes activate different cognitive processes, and allowing students to reflect through various media may lead to more nuanced and comprehensive self-understanding. For instance, a student who struggles with written expression might articulate profound insights through a reflective video, while another might find that creating an infographic about their learning journey crystallizes their understanding in ways that traditional essays cannot.

However, the mere presence of digital portfolio technology does not automatically generate meaningful reflection. The quality of self-reflective practice depends heavily on how portfolios are integrated into the curriculum and what scaffolding teachers provide. Studies have shown that when digital portfolios are implemented without adequate pedagogical support, they may become little more than digital filing cabinets, with students mechanically uploading work without genuine engagement in reflective thought. Effective implementation requires teachers to model reflection, provide clear criteria for what constitutes quality reflection, and create classroom cultures that value thoughtful self-examination.

Furthermore, the assessment of reflection presents significant challenges. While it is relatively straightforward to evaluate the technical quality of work samples included in portfolios, assessing the depth and authenticity of reflective writing is considerably more complex. Some researchers have developed reflective rubrics that attempt to distinguish between superficial, descriptive reflection (“I completed this assignment and it was hard”) and deeper, analytical reflection that demonstrates critical engagement with learning processes (“Initially, I approached this problem using X strategy, but when that proved ineffective, I reconsidered my assumptions and realized that Y approach would be more suitable because…”). However, there is ongoing debate about whether standardized rubrics can truly capture the personal, idiosyncratic nature of authentic reflection.

The social dimension of digital portfolios adds another layer to their reflective function. Many digital portfolio platforms include features that allow students to share their work and reflections with peers, teachers, and sometimes broader audiences. This social sharing can transform reflection from a private, introspective activity into a dialogic process where students receive diverse perspectives on their work and learning. Peer feedback, when constructively provided, can prompt students to see their learning through different lenses, challenging their assumptions and deepening their reflective analysis. However, this social aspect also introduces potential complications, as students may tailor their reflections to meet perceived audience expectations rather than engaging in truly authentic self-examination.

Looking at cross-cultural implementations, research indicates that the effectiveness of digital portfolios for promoting self-reflection may vary across different cultural contexts. Educational systems that traditionally emphasize teacher authority and hierarchical knowledge transmission may find it more challenging to implement student-centered reflective practices. In such contexts, students may initially struggle with the autonomy and self-direction required for meaningful portfolio development, requiring significant pedagogical adjustment and cultural sensitivity from educators.

Despite these challenges, the preponderance of evidence suggests that well-implemented digital portfolios serve as powerful catalysts for student self-reflection. As educational institutions continue to grapple with how to prepare students for a rapidly changing world, the capacity for self-directed learning and continuous self-improvement – skills that digital portfolios uniquely cultivate – becomes increasingly invaluable. The future trajectory of the role of education in fostering cultural empathy will likely see even more sophisticated integration of reflective portfolio practices across all levels of education.

Học sinh sử dụng hồ sơ điện tử để phản ánh và đánh giá quá trình học tập của bản thân

Questions 14-26

Questions 14-18: 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

14. Constructivist learning theory suggests that students learn best by receiving information passively.
15. Dr. Helen Barrett’s research showed that reflection strategies improved student outcomes.
16. Digital portfolios are more effective than traditional exams in all situations.
17. The ability to view one’s work over time is an important feature of digital portfolios.
18. All students prefer video reflection over written reflection.

Questions 19-22: Matching Information

Match the following concepts (A-F) with the correct descriptions (19-22). You may use any letter more than once.

A. Reflection-in-action
B. Reflection-on-action
C. Multimodal literacy
D. Scaffolding
E. Dialogic process
F. Diachronic perspective

19. Immediate adjustments made while performing a task
20. Viewing one’s development across different time periods
21. Reflection that becomes interactive through social sharing
22. Support structures teachers provide for learning

Questions 23-26: Summary Completion

Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer.

Digital portfolios facilitate self-reflection, but their effectiveness depends on proper implementation. Without adequate (23)__, portfolios may become merely digital storage spaces. Assessing reflection quality is difficult because unlike evaluating work samples, measuring the (24)____ of reflective writing is complex. Some researchers use (25)____ to distinguish superficial from analytical reflection. The (26)__ of digital portfolios allows students to share work with others, though this may influence how authentically they reflect.

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PASSAGE 3 – Theoretical Frameworks and Empirical Evidence for Portfolio-Mediated Reflection

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The proliferation of digital portfolio adoption in educational settings has catalyzed substantial scholarly inquiry into the mechanisms through which these technological tools influence student self-reflective capacity. While the intuitive appeal of portfolios as reflective instruments has long been acknowledged, rigorous empirical investigation reveals a considerably more nuanced and multifaceted relationship between portfolio engagement and the development of metacognitive awareness than simplistic cause-and-effect models would suggest. Contemporary research has increasingly adopted interdisciplinary approaches, drawing on cognitive psychology, educational technology, and sociocultural learning theories to construct comprehensive frameworks for understanding this phenomenon.

Cognitive load theory offers one particularly salient lens through which to examine the cognitive processes involved in portfolio-based reflection. According to this theoretical paradigm, working memory has finite capacity, and learning is optimized when instructional design manages the intrinsic, extraneous, and germane cognitive load imposed on learners. Digital portfolios, when properly structured, can reduce extraneous load by providing intuitive organizational systems and streamlined interfaces that allow students to focus cognitive resources on the substantive work of reflection rather than on navigating cumbersome technology. Simultaneously, well-designed prompts and scaffolding mechanisms can increase germane load – the desirable cognitive effort directed toward schema construction and knowledge integration – thereby facilitating deeper reflection.

However, paradoxically, the very affordances that make digital portfolios potentially pedagogically powerful can also introduce cognitive complications. The multimodal capabilities and hyperlinked, non-linear structures characteristic of digital environments may fragment attention and encourage surface-level browsing rather than sustained, deep engagement with content. Research by Salomon and colleagues has demonstrated that the medium through which information is presented influences the mental effort individuals invest in processing it, with certain digital formats inadvertently signaling to users that content is less demanding, thereby eliciting shallower processing. This phenomenon, termed the “perceived demand characteristic” of media, suggests that educators must be vigilant in designing digital portfolio environments that counter these unintentional cognitive effects.

From a sociocultural perspective, Vygotskian theory illuminates how digital portfolios function as cultural tools that mediate learning and identity formation. Vygotsky’s concept of the “zone of proximal development” (ZPD) – the space between what learners can accomplish independently and what they can achieve with expert guidance – provides a framework for understanding how technologically-mediated reflection can extend students’ capabilities beyond their unassisted capacity. Digital portfolios, when accompanied by strategic teacher interventions, peer collaboration, and well-designed prompts, create a supportive structure within the ZPD that enables students to engage in more sophisticated reflective analysis than they could produce in isolation. Over time, these externally-supported reflective processes become internalized, transforming into autonomous capabilities.

Empirical investigations into portfolio effectiveness have yielded mixed but generally positive results, with effect sizes varying considerably depending on implementation quality and contextual factors. A meta-analysis conducted by Abrami and colleagues, synthesizing findings from 87 studies encompassing over 20,000 students, found an overall moderate positive effect (d = 0.47) of digital portfolio use on student achievement outcomes. However, subgroup analyses revealed substantial heterogeneity, with effects ranging from negligible in poorly implemented programs to quite substantial (d > 0.80) in contexts featuring sustained engagement, explicit reflection instruction, and meaningful teacher feedback. This variability underscores that digital portfolios are not monolithic interventions but rather complex educational ecosystems whose effectiveness depends critically on ecological factors.

Particularly intriguing are findings regarding the differential impact of various portfolio structural features on reflective quality. Yancey’s seminal work distinguishes between “collections” (assemblages of work without overarching organization), “selective portfolios” (curated selections demonstrating specific competencies), and “reflective portfolios” (integrated presentations with explicit metacognitive commentary). Her research demonstrates that reflective portfolios, which require students to articulate connections between disparate work samples and trace their intellectual development, generate significantly richer self-reflection than mere collections. This finding has profound implications for portfolio design, suggesting that architectural choices about how portfolios are structured fundamentally shape the cognitive work students perform.

The temporal dynamics of portfolio engagement also warrant careful consideration. Longitudinal studies tracking students across multiple academic years reveal that reflective sophistication typically develops gradually rather than instantaneously, following a trajectory from predominantly descriptive (“I did this assignment”) to interpretive (“This assignment was challenging because…”) to critically analytical (“This experience transformed my understanding of X, connecting to broader themes in my learning including…”). Importantly, this developmental progression is not automatic but requires systematic cultivation through progressively scaffolded reflection prompts and formative feedback that explicitly addresses the quality of reflective thinking.

Furthermore, emerging research on epistemic cognition – individuals’ beliefs about the nature of knowledge and knowing – suggests that digital portfolios may influence not only what students reflect upon but also how they conceptualize knowledge itself. Students working with portfolios over extended periods sometimes demonstrate shifts from absolutist epistemologies (viewing knowledge as certain, static, and authority-derived) toward more evaluative perspectives recognizing knowledge as contextual, evolving, and constructed. These epistemological transformations, while not universal, represent potentially profound developmental shifts that extend far beyond specific content learning.

The assessment infrastructure surrounding digital portfolios significantly influences their reflective function. Traditional summative assessment approaches that assign holistic grades to portfolios may inadvertently undermine their reflective purpose by shifting student focus from authentic self-examination to strategic grade maximization. Alternative approaches emphasizing formative assessment, criterion-referenced feedback, and student involvement in co-constructing assessment criteria appear more conducive to genuine reflection. Some innovative programs have experimented with “ungraded portfolios” where students receive extensive narrative feedback but no numerical scores, reporting that this approach alleviates anxiety and encourages risk-taking in both creative work and reflective commentary. However, these alternative assessment models often face institutional resistance in systems oriented toward quantitative metrics and comparative ranking.

Technological affordances continue to evolve, with artificial intelligence and learning analytics introducing new possibilities and complications. AI-powered systems can now provide automated analysis of reflective writing, identifying patterns such as passive versus active voice usage, emotional tone, and complexity of causal reasoning. While these tools offer scalability for providing individualized feedback in large classes, they also raise concerns about reducing reflection to algorithmically-measurable features, potentially devaluing the subjective, intuitive, and affective dimensions of authentic self-examination. Moreover, the opacity of machine learning algorithms – their “black box” nature – makes it difficult for students to understand precisely what these systems are responding to, potentially compromising the pedagogical transparency essential for meaningful learning.

Cross-cultural research reveals that the relationship between digital portfolios and self-reflection is mediated by cultural norms regarding individualism, self-disclosure, and educational authority structures. While digital portfolios have been enthusiastically embraced in Western educational contexts emphasizing individual expression and personal narrative, their reception in more collectivist cultures has been more complex. In some Asian educational contexts, for example, students have reported discomfort with the self-promotional aspects of portfolio presentation and the expectation of explicit self-evaluation, which conflicts with cultural values emphasizing humility and group harmony. These findings highlight the importance of culturally-responsive implementation that adapts portfolio practices to local values rather than imposing universalized Western models. Understanding how the impact of collaborative learning on student performance intersects with digital portfolio practices in various cultural contexts represents an important area for future research.

Looking forward, the integration of digital portfolios into educational practice appears poised to deepen as technology becomes increasingly ubiquitous. However, optimizing their reflective potential will require ongoing attention to pedagogical principles rather than technological capabilities alone. The most consequential question is not whether digital portfolios can promote self-reflection – accumulated evidence suggests they can – but rather how educational systems can cultivate the institutional conditions, teacher expertise, and assessment cultures necessary for this potential to be consistently realized across diverse learning contexts.

Nghiên cứu về ảnh hưởng của hồ sơ điện tử trong giáo dục và phát triển tư duy phản biện

Questions 27-40

Questions 27-31: Multiple Choice

Choose the correct letter, A, B, C, or D.

27. According to cognitive load theory, how can digital portfolios optimize learning?
    A. By eliminating all cognitive effort
    B. By reducing unnecessary cognitive burden while increasing productive mental work
    C. By making all tasks easier for students
    D. By preventing students from working too hard

28. What does the passage say about the “perceived demand characteristic” of media?
    A. Digital formats always make learning more difficult
    B. Students prefer traditional formats over digital ones
    C. Certain digital formats may lead to less effortful processing
    D. All digital media requires the same level of mental effort

29. According to Vygotskian theory, digital portfolios function as:
    A. Replacement tools for teachers
    B. Cultural tools that mediate learning
    C. Entertainment devices
    D. Assessment instruments only

30. What did the meta-analysis by Abrami and colleagues reveal about digital portfolios?
    A. They have no effect on student achievement
    B. They have a consistently large positive effect
    C. They have a moderate positive effect that varies with implementation quality
    D. They are less effective than traditional methods

31. What does research on epistemic cognition suggest about digital portfolios?
    A. They only affect what students learn, not how they think about knowledge
    B. They may help students develop more sophisticated views about knowledge
    C. They reinforce absolutist views of knowledge
    D. They have no impact on students’ beliefs about knowledge

Questions 32-36: Matching Features

Match each research finding (32-36) with the correct researcher or concept (A-H).

A. Salomon and colleagues
B. Yancey
C. Abrami and colleagues
D. Barrett
E. Vygotsky
F. Cognitive load theory
G. Longitudinal studies
H. Cross-cultural research

32. Found that the medium of information presentation influences mental effort invested
33. Distinguished between collections, selective portfolios, and reflective portfolios
34. Conducted a meta-analysis of 87 studies on digital portfolio effectiveness
35. Revealed that reflective sophistication develops gradually over time
36. Showed cultural values affect how portfolios are received in different contexts

Questions 37-40: Sentence Completion

Complete the sentences below. Choose NO MORE THAN THREE WORDS from the passage for each answer.

37. Alternative assessment approaches that avoid numerical scores and use __ instead may better support genuine reflection.

38. AI systems can analyze reflective writing for features like passive voice, emotional tone, and complexity of __.

39. The __ of machine learning algorithms makes it difficult for students to understand what these systems evaluate.

40. Optimizing the reflective potential of portfolios requires attention to pedagogical principles rather than __ alone.

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Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. B
3. C
4. B
5. B
6. FALSE
7. TRUE
8. FALSE
9. NOT GIVEN
10. TRUE
11. process
12. privacy controls
13. equitable access

PASSAGE 2: Questions 14-26

14. NO
15. YES
16. NOT GIVEN
17. YES
18. NOT GIVEN
19. A
20. F
21. E
22. D
23. pedagogical support
24. depth (and) authenticity / authenticity (and) depth
25. reflective rubrics
26. social dimension

PASSAGE 3: Questions 27-40

27. B
28. C
29. B
30. C
31. B
32. A
33. B
34. C
35. G
36. H
37. narrative feedback / extensive narrative feedback
38. causal reasoning
39. opacity / “black box” nature
40. technological capabilities

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Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: digital portfolio, what is
• Vị trí trong bài: Đoạn 1, dòng 3-5
• Giải thích: Câu “A digital portfolio is essentially an electronic collection of a student’s work, achievements, and reflections” khớp chính xác với đáp án B. Các đáp án khác không được đề cập hoặc mâu thuẫn với định nghĩa này.

Câu 2: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: portfolio-based learning, suggest
• Vị trí trong bài: Đoạn 2, dòng 1-2
• Giải thích: Câu “The concept of portfolio-based learning is not new. Teachers have long encouraged students…” cho thấy đây không phải khái niệm mới, và câu tiếp theo “However, the transition to digital formats has revolutionized this practice” chỉ ra sự chuyển đổi công nghệ đã làm thay đổi nó.

Câu 6: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: only contain, written work, photographs
• Vị trí trong bài: Đoạn 2, dòng 4-5
• Giải thích: Bài viết nói rõ “digital portfolios can include not only written assignments and photographs but also videos, audio recordings, interactive presentations, and links to online projects”, vì vậy việc nói chỉ chứa văn bản và ảnh là SAI.

Câu 7: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: regularly, higher academic achievement
• Vị trí trong bài: Đoạn 3, dòng cuối
• Giải thích: Câu “students who engage in regular self-reflection through digital portfolios demonstrate higher levels of academic achievement” khớp chính xác với phát biểu.

Câu 11: process

• Dạng câu hỏi: Sentence Completion
• Từ khóa: document, final products, also
• Vị trí trong bài: Đoạn 5, dòng 6-7
• Giải thích: Câu gốc “They document not just final products but also the process of learning” cung cấp từ cần điền là “process”.

Passage 2 – Giải Thích

Câu 14: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: Constructivist learning theory, passively receiving
• Vị trí trong bài: Đoạn 2, dòng 2-3
• Giải thích: Bài viết nói “learners actively construct knowledge through experiential engagement and reflective analysis rather than passively receiving information”, điều này trái ngược hoàn toàn với phát biểu.

Câu 15: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: Dr. Helen Barrett, reflection strategies, improved
• Vị trí trong bài: Đoạn 3, dòng 5-8
• Giải thích: Nghiên cứu của Barrett cho thấy “students who were explicitly taught reflection strategies…showed significantly greater gains in critical thinking skills, self-efficacy, and academic performance”, khẳng định chiến lược phản ánh cải thiện kết quả học tập.

Câu 19: A

• Dạng câu hỏi: Matching Information
• Từ khóa: immediate adjustments, performing a task
• Vị trí trong bài: Đoạn 5, dòng 2-3
• Giải thích: “Reflection-in-action” được định nghĩa là “the immediate, intuitive adjustments learners make while engaged in a task”, khớp chính xác với mô tả.

Câu 23: pedagogical support

• Dạng câu hỏi: Summary Completion
• Từ khóa: without adequate, portfolios may become
• Vị trí trong bài: Đoạn 7, dòng 3-5
• Giải thích: Câu “when digital portfolios are implemented without adequate pedagogical support, they may become little more than digital filing cabinets” cung cấp cụm từ cần điền.

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: cognitive load theory, optimize learning
• Vị trí trong bài: Đoạn 2, dòng 5-9
• Giải thích: Bài viết giải thích rằng portfolio có thể “reduce extraneous load…allowing students to focus cognitive resources” và “increase germane load…thereby facilitating deeper reflection”, tức là giảm gánh nặng không cần thiết nhưng tăng nỗ lực nhận thức có ích.

Câu 30: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: meta-analysis, Abrami, reveal
• Vị trí trong bài: Đoạn 5, dòng 1-3
• Giải thích: Kết quả cho thấy “an overall moderate positive effect (d = 0.47)” nhưng “with effects ranging from negligible in poorly implemented programs to quite substantial…in contexts featuring sustained engagement”, tức là tác động trung bình nhưng phụ thuộc vào chất lượng triển khai.

Câu 32: A

• Dạng câu hỏi: Matching Features
• Từ khóa: medium, information presentation, mental effort
• Vị trí trong bài: Đoạn 3, dòng 4-6
• Giải thích: “Research by Salomon and colleagues has demonstrated that the medium through which information is presented influences the mental effort individuals invest in processing it” xác định rõ ràng Salomon là người nghiên cứu vấn đề này.

Câu 37: narrative feedback

• Dạng câu hỏi: Sentence Completion
• Từ khóa: alternative assessment, avoid numerical scores
• Vị trí trong bài: Đoạn 9, dòng 4-6
• Giải thích: Bài viết đề cập “ungraded portfolios where students receive extensive narrative feedback but no numerical scores”, cho thấy “narrative feedback” là cách thức đánh giá thay thế.

Câu 40: technological capabilities

• Dạng câu hỏi: Sentence Completion
• Từ khóa: optimizing, reflective potential, rather than, alone
• Vị trí trong bài: Đoạn cuối, dòng 2-3
• Giải thích: Câu “will require ongoing attention to pedagogical principles rather than technological capabilities alone” cung cấp cụm từ cần điền.

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Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
portfolio	n	/pɔːtˈfəʊliəʊ/	hồ sơ, danh mục đầu tư	digital portfolios as a tool for tracking student progress	digital portfolio, learning portfolio
self-reflection	n	/self rɪˈflekʃn/	sự tự phản ánh, tự suy ngẫm	promoting student self-reflection	encourage self-reflection, engage in self-reflection
showcase	v	/ˈʃəʊkeɪs/	trưng bày, thể hiện	showcase their abilities in ways	showcase abilities, showcase talents
metacognitive	adj	/ˌmetəˈkɒɡnətɪv/	thuộc về siêu nhận thức	develop metacognitive skills	metacognitive skills, metacognitive awareness
accessibility	n	/əkˌsesəˈbɪləti/	khả năng tiếp cận	Accessibility is another key advantage	improve accessibility, ensure accessibility
collaborative	adj	/kəˈlæbərətɪv/	hợp tác, cộng tác	fostering a more collaborative approach	collaborative approach, collaborative learning
authentic assessment	n	/ɔːˈθentɪk əˈsesmənt/	đánh giá chân thực	provide an authentic assessment tool	authentic assessment, performance assessment
holistic	adj	/həˈlɪstɪk/	toàn diện, tổng thể	This holistic perspective gives educators	holistic perspective, holistic approach
digital divide	n	/ˈdɪdʒɪtl dɪˈvaɪd/	khoảng cách số	concerns about the digital divide	bridge the digital divide, close the digital divide
digital literacy	n	/ˈdɪdʒɪtl ˈlɪtərəsi/	kiến thức số, biết đọc biết viết kỹ thuật số	the question of digital literacy	improve digital literacy, develop digital literacy
equitable access	n	/ˈekwɪtəbl ˈækses/	quyền tiếp cận công bằng	ensure equitable access to technology	ensure equitable access, provide equitable access
embedded	adj	/ɪmˈbedɪd/	được nhúng vào, được tích hợp	technology becomes even more embedded	embedded in education, deeply embedded

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
pedagogical	adj	/ˌpedəˈɡɒdʒɪkl/	thuộc về sư phạm	The pedagogical shift toward student-centered learning	pedagogical approach, pedagogical practice
cornerstone	n	/ˈkɔːnəstəʊn/	nền tảng, yếu tố cơ bản	positioned self-reflection as a cornerstone	cornerstone of education, fundamental cornerstone
transformative	adj	/trænsˈfɔːmətɪv/	có tính chuyển đổi, biến đổi	a transformative learning experience	transformative experience, transformative power
constructivist	adj	/kənˈstrʌktɪvɪst/	theo thuyết kiến tạo	Constructivist learning theory provides	constructivist approach, constructivist theory
curatorial	adj	/ˌkjʊərəˈtɔːriəl/	thuộc về quản lý bảo tàng, sưu tầm	This curatorial process requires them	curatorial process, curatorial decisions
longitudinal study	n	/ˌlɒndʒɪˈtjuːdɪnl ˈstʌdi/	nghiên cứu theo chiều dọc (dài hạn)	In a longitudinal study spanning three years	conduct longitudinal study, longitudinal research
self-efficacy	n	/self ˈefɪkəsi/	niềm tin vào năng lực bản thân	gains in critical thinking skills, self-efficacy	develop self-efficacy, improve self-efficacy
temporal dimension	n	/ˈtempərəl dɪˈmenʃn/	chiều thời gian, khía cạnh thời gian	The temporal dimension of digital portfolios	temporal dimension, temporal aspect
diachronic	adj	/ˌdaɪəˈkrɒnɪk/	xuyên thời gian, theo thời gian	This diachronic perspective enables	diachronic perspective, diachronic analysis
multimodal literacy	n	/ˌmʌltiˈməʊdl ˈlɪtərəsi/	kiến thức đa phương thức	Research in multimodal literacy suggests	multimodal literacy, multimodal communication
scaffolding	n	/ˈskæfəldɪŋ/	giàn giáo học tập, hỗ trợ từng bước	what scaffolding teachers provide	provide scaffolding, instructional scaffolding
dialogic process	n	/ˌdaɪəˈlɒdʒɪk ˈprəʊses/	quá trình đối thoại	transform reflection into a dialogic process	dialogic process, dialogic interaction
idiosyncratic	adj	/ˌɪdiəsɪŋˈkrætɪk/	đặc thù, riêng biệt	the personal, idiosyncratic nature	idiosyncratic nature, idiosyncratic characteristics
preponderance	n	/prɪˈpɒndərəns/	sự áp đảo, phần lớn	the preponderance of evidence suggests	preponderance of evidence, preponderance of opinion
catalysts	n	/ˈkætəlɪsts/	chất xúc tác, tác nhân thúc đẩy	serve as powerful catalysts for student self-reflection	powerful catalysts, serve as catalysts

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
proliferation	n	/prəˌlɪfəˈreɪʃn/	sự gia tăng nhanh chóng	The proliferation of digital portfolio adoption	proliferation of technology, rapid proliferation
catalyze	v	/ˈkætəlaɪz/	xúc tác, thúc đẩy	has catalyzed substantial scholarly inquiry	catalyze change, catalyze development
nuanced	adj	/ˈnjuːɑːnst/	tinh tế, nhiều sắc thái	a considerably more nuanced relationship	nuanced understanding, nuanced perspective
metacognitive awareness	n	/ˌmetəˈkɒɡnətɪv əˈweənəs/	nhận thức siêu nhận thức	development of metacognitive awareness	develop metacognitive awareness, enhance metacognitive awareness
interdisciplinary	adj	/ˌɪntəˈdɪsəplɪnəri/	liên ngành	adopted interdisciplinary approaches	interdisciplinary approach, interdisciplinary research
cognitive load	n	/ˈkɒɡnətɪv ləʊd/	tải nhận thức	Cognitive load theory offers	reduce cognitive load, manage cognitive load
salient	adj	/ˈseɪliənt/	nổi bật, đáng chú ý	one particularly salient lens	salient features, salient points
germane	adj	/dʒɜːˈmeɪn/	liên quan, thích hợp	increase germane load	germane load, germane to the topic
affordances	n	/əˈfɔːdənsɪz/	khả năng hỗ trợ, tính năng	the very affordances that make digital portfolios	technological affordances, digital affordances
fragment	v	/ˈfræɡment/	làm phân mảnh, chia cắt	may fragment attention	fragment attention, fragment information
inadvertently	adv	/ˌɪnədˈvɜːtntli/	vô ý, không cố ý	inadvertently signaling to users	inadvertently cause, inadvertently create
elicit	v	/ɪˈlɪsɪt/	gợi ra, làm xuất hiện	thereby eliciting shallower processing	elicit response, elicit information
sociocultural	adj	/ˌsəʊsiəʊˈkʌltʃərəl/	thuộc về văn hóa xã hội	From a sociocultural perspective	sociocultural context, sociocultural factors
zone of proximal development	n	/zəʊn əv ˈprɒksɪməl dɪˈveləpmənt/	vùng phát triển gần nhất (lý thuyết Vygotsky)	Vygotsky’s concept of the zone of proximal development	within the zone of proximal development
meta-analysis	n	/ˌmetə əˈnæləsɪs/	phân tích tổng hợp	A meta-analysis conducted by Abrami	conduct meta-analysis, comprehensive meta-analysis
effect size	n	/ɪˈfekt saɪz/	quy mô tác động	with effect sizes varying considerably	calculate effect size, measure effect size
heterogeneity	n	/ˌhetərədʒəˈniːəti/	tính không đồng nhất	revealed substantial heterogeneity	substantial heterogeneity, considerable heterogeneity
monolithic	adj	/ˌmɒnəˈlɪθɪk/	nguyên khối, không thay đổi	are not monolithic interventions	monolithic structure, monolithic approach
epistemic cognition	n	/ɪˈpɪstemɪk kɒɡˈnɪʃn/	nhận thức tri thức luận	emerging research on epistemic cognition	epistemic cognition, epistemic beliefs
absolutist	adj	/ˈæbsəluːtɪst/	theo chủ nghĩa tuyệt đối	from absolutist epistemologies	absolutist view, absolutist position
summative assessment	n	/ˈsʌmətɪv əˈsesmənt/	đánh giá tổng kết	Traditional summative assessment approaches	summative assessment, final summative assessment
formative assessment	n	/ˈfɔːmətɪv əˈsesmənt/	đánh giá hình thành	approaches emphasizing formative assessment	formative assessment, ongoing formative assessment
criterion-referenced	adj	/kraɪˈtɪəriən ˈrefrənst/	tham chiếu tiêu chí	criterion-referenced feedback	criterion-referenced assessment, criterion-referenced evaluation
opacity	n	/əʊˈpæsəti/	tính mờ đục, không trong suốt	the opacity of machine learning algorithms	opacity of algorithms, lack of opacity
pedagogical transparency	n	/ˌpedəˈɡɒdʒɪkl trænsˈpærənsi/	tính minh bạch sư phạm	compromising the pedagogical transparency	ensure pedagogical transparency, maintain pedagogical transparency
collectivist	adj	/kəˈlektɪvɪst/	theo chủ nghĩa tập thể	in more collectivist cultures	collectivist culture, collectivist society
self-promotional	adj	/self prəˈməʊʃənl/	tự quảng bá	discomfort with the self-promotional aspects	self-promotional activities, self-promotional behavior
culturally-responsive	adj	/ˈkʌltʃərəli rɪˈspɒnsɪv/	đáp ứng văn hóa	importance of culturally-responsive implementation	culturally-responsive teaching, culturally-responsive practice
ubiquitous	adj	/juːˈbɪkwɪtəs/	phổ biến khắp nơi	as technology becomes increasingly ubiquitous	ubiquitous technology, ubiquitous computing

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Kết Bài

Chủ đề “The influence of digital portfolios on student self-reflection” không chỉ phổ biến trong các kỳ thi IELTS Reading mà còn phản ánh một xu hướng quan trọng trong giáo dục hiện đại. Bộ đề thi mẫu này đã cung cấp cho bạn trải nghiệm làm bài hoàn chỉnh với 3 passages có độ khó tăng dần, từ Easy (Band 5.0-6.5) đến Medium (Band 6.0-7.5) và Hard (Band 7.0-9.0).

Qua 40 câu hỏi đa dạng các dạng bài phổ biến như Multiple Choice, True/False/Not Given, Matching Information, và Summary Completion, bạn đã được rèn luyện kỹ năng đọc hiểu, phân tích thông tin và quản lý thời gian một cách thực chiến. Phần đáp án chi tiết kèm giải thích cụ thể giúp bạn hiểu rõ logic đằng sau mỗi câu trả lời, từ đó cải thiện chiến lược làm bài trong các lần thi sau.

Đặc biệt, bảng từ vựng theo từng passage với phiên âm, nghĩa tiếng Việt và collocations sẽ giúp bạn mở rộng vốn từ học thuật, đặc biệt là những từ vựng liên quan đến công nghệ giáo dục, tâm lý học nhận thức và phương pháp học tập – những chủ đề thường xuyên xuất hiện trong IELTS Academic Reading.

Hãy thực hành đề thi này trong điều kiện thi thật với thời gian 60 phút để đánh giá chính xác năng lực hiện tại của bạn. Sau đó, dành thời gian xem xét kỹ phần giải thích đáp án để hiểu sâu hơn về cách paraphrase và xác định thông tin trong passage. Chúc bạn ôn tập hiệu quả và đạt band điểm mục tiêu trong kỳ thi IELTS sắp tới!