what are the main values, attitudes and assumptions of vietnamese teachers on student assessment in...

WHAT ARE THE MAIN VALUES, ATTITUDES AND ASSUMPTIONS OF VIETNAMESE TEACHERS ON STUDENT

ASSESSMENT IN HIGHER EDUCATION AND WHAT ARE THE MAIN INFLUENCES UPON THEIR TEACHING?

A STUDY AT A MEDIUM-SIZED UNIVERSITY IN THE SOUTH OF VIETNAM

NGUYEN THI HAI TRA, MED

TRA VINH UNIVERSITYTEACHING AND LEARNING

CENTER

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Teaching and Learning Center

CONTENTS

1. Purposes of the study

2. Purposes of student assessment in higher education

3. Types of assessment

4. Issues of formative assessment implementation

5. Student assessment in Vietnam

6. Methods of the study

7. Findings and discussion

8. Conclusion and suggestions

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PURPOSES OF THE STUDY

To focus on developing insights into the values, attitudes, and assumptions about student assessment that are held by teachers and academic administrators at the site university,

To explore how these values, attitudes, and assumptions impact on teaching practice.

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PURPOSES OF ASSESSMENT IN HIGHER EDUCATION

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To support the learning process,

To maintain disciplinary or professional standards,

To judge student achievement of essential knowledge

and skills.


FORMATIVE vs. SUMMARTIVE ASSESSMENT

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Formative assessment Summative assessment• Assessment FOR learning • Assessment OF learning

• To support further development of students learning,

• Formative feedback is seen as a central element of formative assessment

• To measure the sum of students’ performance or to grade or rank students’ achievement,

• To identify their strengths and weaknesses of teaching practice

• ‘High-stakes’ testing

ISSUES OF FORMATIVE ASSESSMENT IMPLEMENTATION

The size of large classes,

The extensive and excessive curriculum requirements in educational systems,

Teachers’ expertise, professional knowledge and skills,

Having a cultural context.

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STUDENT ASSESSMETN OF LEARNING IN VIETNAM

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MOET’s Regulation 25 and Regulation 43, Require greater memorization in the final exams, Do not emphasize formative assessment, Students ‘cram’ for the exams,


METHODS8

Procedure: getting all permission data collection

data analysis writing report

Instrument: semi-structured interview


FINDINGS AND DICUSSION

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Traditional student assessment: Summative assessmentTeachers did not have the responsibility for

implementing the whole process of student assessment

Students adopt their learning style to 'surface approach to learning’

=> did not help to improve students' learning


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Recent student assessment: Regulation 975

Advantages of recent student assessment practice:

1. Formative and summative assessment:

At least 2 formative assessment + 1 summative assessment

Final grade = (averaged grades of FA + grade of SA)/2



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Recent student assessment: Regulation 975Advantages of recent student assessment practice:

2. Teachers had authority over the whole process of student assessment:

Design, develop, implement, then grade assessment tasks (formative and summative assessment)Have explicit responsibility for success and failures of students



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Recent student assessment: Regulation 975

Advantages of recent student assessment practice:

3. Informing teachers about their students' learning process:

Have a better picture of students’ learning during a semester



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Recent student assessment: Advantages of recent student assessment practice:

4. Informing teachers about their teaching:

Enable teachers to identify their weakness in teaching

=> Modify their teaching for a current semester and a subsequent semester



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5. Implementing formative assessment:



For theoretical units For practical units

• Writing, oral and/or multiple-choice tests

• Asking questions• Writing essays• Presentation

• Observing, grading and providing feedback on students’ performance

• Oral tests

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6. Giving students feedback on their learning:

Provide students with constructive oral and written feedback

Provide students with chances to respond to teachers’ feedback



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Recent student assessment: Drawbacks of student assessment practice

1. Increasing teachers’ workload: Teachers have to do all work in the process of student

assessment Teachers earn very low incomes and most need to earn

extra incomes from other sources They “fulfil their tasks, but lack accountability in the

assessment tasks” (Teacher 2)Teaching and Learning Center


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Recent student assessment: Drawbacks of student assessment practice:

2. Fairness and appropriateness of assessment tasks:



‘Short – cuts’

Reduce the amount of formative feedback

Use grade of 1st formative assessment for 2nd one

Assign grades for formative assessment based on class attendance

Use norm reference

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Have been changed for the better, A powerful tool in directly or indirectly

supporting student learning, The teachers recognized the important

responsibility, The broader conception of student assessment

helped them monitor their student learning progress,


CONCLUSION AND SUGGESTION

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Teachers’ workloads increasedFairness in assessment became an issue.

=> Explore students’ experiences and perceptions of fairness in assessment,


CONCLUSION AND SUGGESTION

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Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-75. Chun, L. O. Y. (2006). Practice and challenges of school-based formative assessment. Paper presented at the

32nd Annual Coference of International Association for Educational Assessment: Assessment in an Era of Rapid Change: Innovations and Best Practices, Singapore.

Flick, U. (2009). An introduction to qualitative research (4th ed.). London: SAGE Publications. Flint, N. R., & Johnson, B. (2011). Towards fairner university assessment: Recognising the concerns of

students. London & New York: Routledge. Joughin, G. (2009). Assessment, learning and judgement in higher education: Springer. Kennedy, K. J., & Lee, J. (2008). Changing schools in Asia: Schools for the knowledge society. London:

Routledge. Looney, J. W. (2011). Integrating formative and summative assessment: Progress toward a seamless system?

OECD Education Working Papers, 58. Marsh, C. J. (2007). A critical analysis of the use of formative assessment in schools. Education Research

Policy Practice, 6, 25-29. Marton, F., Hounsell, D., & Entwistle, N. (1997). The experience of learning: Implications for teaching and

studying in higher education (2nd ed.). Edinburgh: Scottish Academiac Press. McDonald, A. (2001). The prevalence and effects of test anxiety in school children. Educational Psychology,

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university. Sydney, Australia: University of New South Wales Press.


REFERRENCES

21 OECD. (2005). Formative assessment: Improving learning in secondary classroom. Paris: OECD. Osborn, M., McNess, E., Broadfoot, P., Pollard, A., & Triggs, P. (2000). What teachers do: changing policy and

practice in primary education. (London, Continuum). Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks: SAGE Publications. Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London & New York: Routledge. Rowntree, D. (1987). Assessing students: How shall we know them? London: Kogan Page. Rushton, A. (2005). Formative assessment: a key to deep learning? Medical Teacher, 27(6), 509-513. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(1),

1-25. Sadler, D. R. (1998a). Formative assessment: revisiting the territory. Assessment in Education, 5(1), 77-84. Sadler, D. R. (1998b). Letting students into the secret: Further steps in making criteria and standards work to

improve learning. Paper presented at the Queensland Studies Authority Annual Conference for State Review panels and District panel chairs, Brisbane, Australia.

Spradley, J. P. (1979). The ethnographic interview. New York: Holt, Rinehart and Winston. Stefani, L. A. J. (1994). Peer, self and tutor assessment: relative reliabilities. Studies in higher education, 19(1),

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& Switzerland: the International Academy of Education (IAE) & the International Bureau of Education (IBE). http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_18.pdf.

Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutor's written responses. Assessment & Evaluation in Higher Education, 31(3), 379-394.

Welch, A. B. (2000). Responding to student concerns about fairness. Teaching Exceptional Children, 33(22), 36-40.


REFERRENCES

http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_18.pdf

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