FORMATIVE ASSESSMENTS IN ENGLISH MODULES AT THAI NGUYEN UNIVERSITY OF EDUCATION, VIETNAM

FORMATIVE ASSESSMENTS IN ENGLISH MODULES AT THAI NGUYEN UNIVERSITY OF EDUCATION, VIETNAM

Nguyen Quoc Thuy

Lecturer of Thai Nguyen University of Education,

Vietnam, Thai Nguyen

ABSTRACT

Evaluating students' learning outcomes is an important step in the teaching and learning process. Therefore, the selection of appropriate assessment methods contributes to measuring the output standards of the course. This article deals with the formative assessments in English modules as a measure to improve the effectiveness of teaching and studying the foreign language for non-specialized students at Thai Nguyen University of Education (TNUE).  

Keywords: formative assessment, process, English module, effectiveness.

1. Introduction

Teaching is a process consisting of many closely related and interrelated stages, such as objectives, content, methods, organization of teaching, testing, and assessment, … in which assessment not only helps to determine the quality of teaching and learning but also has the function of detecting and adjusting its insufficiency. This helps teachers and students to control the teaching and learning process in a positive direction: teachers adjust their teaching methods, and students adjust their learning methods in accordance with actual requirements.

Assessment is the final stages of the teaching and learning process, recognizing qualifications and/or granting degrees or certificates to learners. At the same time, it is the basis for opening a new teaching process. Therefore, assessment has an important role in the teaching process.  

Researchers have given many different definitions of the concept of assessment in teaching. Coombe Christine et al (2007) argued: “Assessment is an umbrella term for all types of measures used to evaluate student progress.” It refers to a variety of ways to gather information about a learner's ability or achievement. According to Harlen, W., & Deakin-Crick, R. (2002), “Assessment is a term that covers any activity in which evidence of learning is collected in a planned and systematic way and is used to make a judgment about learning." The author Phan Trong Ngo (2005) defined that assessment in teaching includes gathering information about a certain area of teaching, commenting, and judging that object on the basis of comparing the information received. According to author Lam Quang Thiep (2011), assessment is the process of collecting and using information so that teachers can make better decisions after a process of teaching and learning activities.

There are different types of assessment used in teaching. Hughes Arthur (1997) divided assessment in teaching into two types: formative and summative assessments. He also pointed out the difference between these two types of assessment: “Assessment is formative when teachers use it to check on the progress of their students, to see how far they have mastered what they should have learned, and then use this information to modify their future teaching plans. Such assessment can also be the basis for feedback to the students. Summative assessment is used at the end of the term, semester, or year in order to measure what has been achieved both by groups and by individuals." (Hughes Arthur. 1997).  Thus, the formative assessment is an “assessment for learning” and the summative assessment is an “assessment of learning.” (Harlen, W., & Deakin-Crick, R. 2002). This means that formative assessments focus on tracking learners and helping them learn better with ongoing feedback, while summative assessments focus on how well learners have learned with grades or outcomes.

2. Formative assessment in English modules at TNUE

Formative assessment is an indispensable part in the program of English modules 1-2-3 for non-specialized students at TNUE. The formative assessment score accounts for 50% of the total score of the course, including a “diligence score, regularity score, and periodic score according to the Regulation on formal university training under the current credit system." (TNUE. 2020). Thus, the formative assessment score is composed of scores of the three above parts. The weight of each part, the number of assessments, as well as the evaluation criteria are specified in the course syllabus (pic.1) (TNUE. 2022).

Picture 1. Forms and weight of the formative assessment in English modules 1-2-3

During the learning process, the diligence score is used to recognize the student's learning attitude, positivity, seriousness, and assiduity. It plays an important role in assessing the acquisition of knowledge imparted by the teacher. The criteria used in the assessment of diligence are proactivity, the level of active preparation of lessons and participation in activities during the lessons, and the amount of time required to attend the course…(pic.2) (TNUE. 2022).

Picture 2. Assessment Rubric of the Diligence

The assessment rubric of diligence is publicly announced to students at the beginning of the course, and each student's diligence score is also determined according to this rubric at the end of the course. However, some people believe that the criterion of "activity, active level of preparing lessons and participating in activities during lessons" is often assessed subjectively by the teachers.

Regular assessment is “a form of assessment in the daily teaching process.” It can be done through “assessment of individual assignments, essays, group assignments, experiments/practices, seminars.” (TNUE. 2020). In the non-major English program, students' regular assessment scores are determined by the levels of completing online exercises according to the Life-Intermediate A2-B1 book at MyELT.heinle.com... (pic.3) (TNUE. 2022) and practical exercises provided by the teachers on virtual software such as Google Classroom*, Canvas…

Picture 3. Assessement Rubric of the Exercise on MYELT 

Virtual learning networks are used to enhance the practice of the four skills of English listening, speaking, reading, and writing for students. The choice of a virtual network, a classroom such as Google Classroom*, Canvas, etc., depends on the teachers so that the students' learning in that virtual classroom can be effective. Using these virtual networks, teachers provide additional learning materials, hands-on exercises, and group activities to students. Students use these virtual networks to do assignments, check grades, and write articles (messages, microblogs, and notes) for classmates, teachers, and parents. This learning activity not only saves time for learners but also gives them a whole new learning experience. In addition, teachers can use virtual networks to create a place for students to exchange ideas and discuss class activities.

The scoring criteria for this virtual online practice are also very specific. In the assessment rubric, not only the level of participation and the correct implementation of the exercises that meet the requirements in terms of form and content but also skills in using information technology in performing tasks of each student are also included in the evaluation criteria. (pic.4) (TNUE. 2022)

Picture 4. Assessement Rubric of the Practice on Canvas or Google classroom*

Regular assessment is conducted daily by teachers through systematic observation of students' learning activities, through their acquisition of new knowledge, review, and consolidation of knowledge, as well as the application of knowledge into practice. Regular assessment is nothing new, and in fact, it is very clearly integrated into the teachers' everyday classroom work. Regular assessment helps teachers fulfill the requirements of the subject program to adjust teaching and learning activities timely and motivate students to strive for active learning in a continuous and systematic manner; at the same time, it creates conditions for the teaching and learning process to move to a higher stage of development.

Periodic assessment is an integral part of the formative assessment. This is "a form of assessing students' learning outcomes after completing a part of the course program." (TNUE. 2020). Periodic assessment in English modules 1-2-3 at TNUE is usually held in the 9th or 10th week of the semester. The tests are administered in the form of essays for writing and multiple choice for listening and reading skills. The format and assessment criteria are the same as those of the VSTEP (Vietnamese Standardized Test of English Proficiency) exam that students must take at the end of the course.  

If the regular assessment tests are usually conducted by the teaching staff themselves, the periodical assessment of English modules 1-2-3 for non-specialized students is usually organized seriously and strictly with the supervision of the university departments (Training department, Examination department, Information technology department, Department of Foreign languages, etc.). In fact, the results of the periodic assessment tests are very close to the results of the summative assessments. Periodic assessment allows teachers and learners to look back on the results of their work after a certain period of time and consolidate and expand the content studied, thereby orienting the next teaching and learning process.

Regular and periodic assessments do not contradict each other in teaching. They are approaches that can complement each other. Regular assessments help students perform better when they take periodic assessments, and conversely, periodic assessments can reflect the impact of regular assessments.

In short, diligence assessment, regular assessment, and periodic assessments have become indispensable parts of formative assessment in English modules 1-2-3 for non-specialized students at TNUE. Learners have different learning styles and strategies, so formative assessment should be used and carried out flexibly so that it can become an effective measure to improve the quality of teaching and learning. This helps to create a positive atmosphere and a better learning environment for students. 

3. Some recommendations in the formative assessment of English modules 1-2-3

 Teachers should have good skills in using diverse forms of assessing students' learning outcomes. This will help the assessment results to be reflected faithfully. At the same time, it also contributes to making students more active in learning activities. The use of various forms of assessing learning outcomes must also go hand in hand with reasonable scoring criteria to stimulate students to be active in studying.

Assessments should be conducted as often as possible. It will make students study more often instead of just studying near the end of the term or the end of the course. Teachers should develop detailed, clear, and publicized tests and assessment criteria right from the beginning of the course. In order to create fairness in assessment, it is necessary to have a common and unified regulation on criteria that are difficult to evaluate quantitatively, which serves as a basis for consistent implementation among lecturers when assessing the level of participation and learning effort of students. This will help students be more active and try harder in their studies.

When building tests for regular or periodic assessments in English modules 1-2-3, teachers need to combine the assessment of students' memorization of vocabulary, phonics, and grammatical structures and the assessment of communication ability and application of language knowledge in specific communication situations. At the same time, teachers should pay attention to monitoring and encouraging the process of forming and developing students' competencies and qualities. It is necessary to combine different forms of formative assessments, summative with students' self-assessments and assessments of the school and society.

The author Dao Thi Oanh has pointed out that "Learning is a gradual progression rather than a single “leap,” so teachers need to start early by building a complete series of different assessment tests to understand the student's progress clearly.” (Dao Thi Oanh. 2015). In the teaching and learning process, it is necessary to combine well the two forms of assessment: formative and summative assessments, to be able to give accurate conclusions about the students. Teachers should not only be interested in the summative assessment to know what students have achieved at the end of the course. They should pay more attention to the formative assessment because it is an important channel to understand students' feedback in order to adjust and improve teaching quality.

4. Conclusion

Formative assessment is an important part of the teaching and learning process. It is an activity that takes place throughout the process, providing feedback to teachers with the aim of improving teaching. Formative assessments also promote students' learning motivation. If it is performed well, it will help students promote active learning, overcome their weaknesses and limitations, and improve efficiency in learning English. To improve the effectiveness of teaching and learning English, teachers need to diversify and combine forms of assessment flexibly and effectively.

*(At the request of Roskomnadzor, we inform you that a foreign person who owns Google information resources is a violator of the legislation of the Russian Federation - ed.)

References:

1. Coombe Christine - Keith Folse - Nancy Hubley (2007). A practical guide to Assessing English Language Learners. The University of Michigan Press.
2. Dao Thi Oanh. (2015). Some methods and techniques for assessing the process in the classroom at high schools. Education Magazine. No. 372. P11-14.
3. Harlen, W., & Deakin-Crick, R. (2002). A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning. London: EPPI-Centre, Social Science Research Unit, University of London Institute of Education.
4. Lam Quang Thiep (2011), Measurement in theoretical and applied education, Hanoi National University Publishing House.
5. Phan Trong Ngo (2005), Teaching and teaching methods in schools, Pedagogical University Publishing House, Hanoi.
6. TNUE. (2020). Regulations on assessment of academic results of regular training students. Decision No. 200/QD-DHSP. February 3, 2020.
7. TNUE. (2022). Course Syllabus. English Modules 1-2-3. Thai Nguyen 9/10/2020.