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Pre-recorded Session Oral Presentations (30 minutes)
Oct 16, 2020 12:00 Noon - Aug 31, 2021 01:45 PM(Asia/Ho_Chi_Minh)
20201016T1200 20201016T1345 Asia/Ho_Chi_Minh AN INVESTIGATION INTO EFL TEACHERS’ PERCEPTIONS AND PRACTICE OF FORMATIVE ASSESSMENT AT SOME COLLEGES IN THUA THIEN HUE PROVINCE

Assessment is considered as the most important stage that reflect significantly the students' levels. It is meant to "first and foremost, serve the purpose of supporting learning" (Black & Wiliam, 2006, p.9). At some colleges in Thua Thien Hue province, EFL teachers typically use paper tests. These forms of tests have been the predominant methods employed to evaluate student learning. They seem to rely heavily on summative assessment to judge their students' knowledge. As a result, formative assessment, which have been considered as an essential element to improving student learning, is neglected. This descriptive study therefore aims to investigate intensively teachers' understanding of formative assessment, how they implement formative assessment in their classroom as well as the challenges they have to confront when conducting this kind of assessment in their own classroom. The current study was conducted with the participation of 40 teachers from some colleges in Hue province. Quantitative and qualitative data were collected via questionnaires and semi-structured interviews. Main findings reveal that: (1) almost all teachers are highly aware of formative assessment in relation to its importance and necessity; (2) most of teachers take the right learning sequence when applying formative assessment in classroom; (3) size of class is one of outstanding difficulties that teachers have to deal with when they use formative assessment. The paper ends with some implications for a better use of formative assessment in the future. Key words: teachers' perception, formative assessment, teaching effectiveness, classroom practices

Pre-recorded Session VietTESOL International Convention 2021 convention@viettesol.org

Assessment is considered as the most important stage that reflect significantly the students' levels. It is meant to "first and foremost, serve the purpose of supporting learning" (Black & Wiliam, 2006, p.9). At some colleges in Thua Thien Hue province, EFL teachers typically use paper tests. These forms of tests have been the predominant methods employed to evaluate student learning. They seem to rely heavily on summative assessment to judge their students' knowledge. As a result, formative assessment, which have been considered as an essential element to improving student learning, is neglected. This descriptive study therefore aims to investigate intensively teachers' understanding of formative assessment, how they implement formative assessment in their classroom as well as the challenges they have to confront when conducting this kind of assessment in their own classroom. The current study was conducted with the participation of 40 teachers from some colleges in Hue province. Quantitative and qualitative data were collected via questionnaires and semi-structured interviews. Main findings reveal that: (1) almost all teachers are highly aware of formative assessment in relation to its importance and necessity; (2) most of teachers take the right learning sequence when applying formative assessment in classroom; (3) size of class is one of outstanding difficulties that teachers have to deal with when they use formative assessment. The paper ends with some implications for a better use of formative assessment in the future. Key words: teachers' perception, formative assessment, teaching effectiveness, classroom practices

Học viên Cao học
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Trường Đại học Ngoại ngữ Huế
No moderator for this session!
Ms. Nguyen  Loan
Vice Head of Division of English Linguistics and Culture Studies
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Hung Vuong University
Hanoi University of Industry
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Hanoi University of Industry
Mrs. Quynh Nguyen
Lecturer
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Thai Nguyen University of Sciences
lecturer
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Faculty of Foreign Languages - University of Dalat
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