Assessment for Learning: Perspectives, Beliefs and Practice of School Teachers in Vietnam
Main Article Content
Abstract
Classroom assessment has been recognized as an inseparable component of teaching. Nowadays, besides the function of measuring the level of mastering learning objectives of students, educators and researchers are paying more attention on the benefits of facilitating learning that classroom assessment can bring about. This study was conducted basing on a survey on the school teachers’ perspectives, beliefs and practice of classroom assessment, particularly focusing on formative assessment strategies. The survey questionnaire was responded by over 500 primary and secondary teachers throughout the country. Assessment strategies which were investigated include: clarifying and sharing learning objectives, collecting learning evidences, giving feedback, making students to be the owners of learning. Besides descriptive statistics results, the findings show a relationship between teachers’ perspectives and beliefs and their practice of classroom assessment.
Keywords:
Assessment for learning, formative assessment, assessment strategy, learning objective, criteria, feedback.
References
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https://doi.org/10.36941/jesr-2021-0101.
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[3] J. L. Herman, E. Osmundson, D. Silver, Capturing Quality in Formative Assessment Practice: Measurement Challenges, CRESST Report 770, National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2010.
[4] L. T. Hung, V. H. Ha, The Effect of Formative Assessment on Students’ Learning Motivation in Blended Teaching, Vietnam Journal of Education, Vol. 490, No. 2, 2020, pp. 14-18 (in Vietnamese).
[5] T. H. Le, P. L. Vu, T. H. T. Nguyen, The Effect of Formative Assessment on Students’ Self Learning Compentency, Vietnam Journal of Education at Vinh University, Vol. 499, No. 1, 2021, pp. 48-53 (in Vietnamese).
[6] J. Vogelzang, W. F. Admiraal, Classroom Action Research on Formative Assessment in a Context-based Chemistry Course, Educational Action Research, Vol. 25, No. 1, 2017, pp. 155-166.
[7] A. J. Nitko, S. M. Brookhart, Education Assessment of Students, New Jearsey: Merrill Prentice Hall, 2007.
[8] H. Fry, S. Ketteridge, S. Marshall, A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, Routledge, 2008.
[9] S. Brookhart, C. Moss, B. Long, Promoting Student Ownership of Learning through High-impact Formative Assessment Practices, Journal of MultiDisciplinary Evaluation, Vol. 6, No. 12, 2009, pp. 52-67.
[10] Vietnam Central Executive Committee, Resolution No. 29-NQ/TW on Fundamental and Comprehensive Renovation of Education and Training, Meeting the Requirements of Industrialization and Modernization in the Conditions of Socialist-oriented Market Economy and International Integration, 2013 (in Vietnamese).
[11] L. T. Hung, How does Online Formative Feedback Impact Student’s Motivation and Self-Directed Learning Skills During the COVID-19 Pandemic?. Journal of Educational and Social Research, Vol. 11, No. 5, 2021, pp. 11-20.
https://doi.org/10.36941/jesr-2021-0101.
[12] N. T. K. Anh, The Influence of Formative Assessment on the Development of EFL Primary School Students’ Speaking Skill: A Case Study in Nghe An Province, Master’s Thesis, 2021 (in Vietnamese)
[13] K. A. Alotaibi, Teachers' Perceptions on Factors Influence Adoption of Formative Assessment, Journal of Education and Learning, Vol. 8, No. 1, 2019, pp. 74-86.
[14] F. M. van der Kleij, Comparison of Teacher and Student Perceptions of Formative Assessment Feedback Practices and Association with Individual Student Characteristics, Teaching and Teacher Education, Vol. 85, 2019, pp. 175-189.
[15] W. Harlen, M. James, Assessment and Learning: Differences and Relationships between Formative and Summative Assessment, Assessment in Education: Principles, Policy and Practice, Vol. 4, No. 3, 1997, pp. 365-379.
[16] P. Black, D. Wiliam, Assessment and Classroom Learning, Assessment in Education: Principles, Policy and Practice, Vol. 5, No. 1, 1998, pp. 7-74.
[17] I. Clark, Formative Assessment: Policy, Perspectives and Practice, Florida Journal of Educational Administration and Policy, Vol. 4, No. 2, 2011, pp. 158-180.
[18] J. H. McMillan, Formative Classroom Assessment: The Key to Improving Student Achievement, Formative Classroom Assessment: Theory into Practice, Vol. 1, 2007, pp. 1-8.
[19] R. Stiggins, Essential Formative Assessment Competencies for Teachers and School Leaders, Handbook of Formative Assessment, 2010, pp. 233-250.
[20] C. Gears, Classroom Asessment: Minute by Minute, Day by Day, Assessment, Vol. 63, No. 3, 2005,
pp. 19-24.
[21] D. Wiliam, S. Leahy, Embedding Formative Assessment: Practical Techniques for F-12 Classrooms, Learning Sciences International, 2015.
[22] S. Leahy, D. Wiliam, Embedding Formative Assessment: Practical Techniques for K-12 Classrooms, Hawker Brownlow Education, 2015.
[23] I. A. M. S. Widiastuti, N. Mukminatien, J. A. Prayogo, E. Irawati, Dissonances between Teachers' Beliefs and Practices of Formative Assessment in EFL Classes, International Journal of Instruction, Vol. 13, No. 1, 2020, pp. 71-84.
[24] Gates, Wyoming Teachers’ Knowledge and Use of Formative Assessment, Department of Educational Leadership, Ph.D. 2008.
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