Ma, Hong Anh (2021) From Testing to Active Student Learning: Vietnamese EFL Teachers’ Perception of Formative Assessment. Research Master thesis, Victoria University.

Abstract

Assessment is integral to the teaching and learning process. The use of formative assessment and feedback for students is particularly conducive to language learning and teaching and is supportive of achieving language learning outcomes. However, in Vietnam, due to several factors such as large classroom size or insufficient in-class hours, Vietnamese language teachers generally place little emphasis on formative assessment. In recent years, Vietnamese teachers have re-evaluated the existing testing and assessment approaches and begun to recognise that constant feedback facilitates student-centered learning and promotes active learning. This qualitative study aims to examine the perceptions and in-class practices of formative assessment of Vietnamese EFL teachers in secondary schools, by means of semi-structured interviews with teachers, classroom audio recordings, and teachers’ reflective notes. The findings show that there is a shift of teachers’ focus from summative to formative assessment to varying degrees. Participating teachers also acknowledge in-class formative assessment practices via a cyclic process, and their formative assessment techniques are summarised in an inventory. The role of formative assessment in linking student language with classroom activities and therefore promoting active student learning in EFL classes is also discussed.

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