INTRODUCTION
Rationale
English is a globally spoken language and a vital skill for success in various fields, yet many non-native students find it challenging to learn Effective testing and assessment are key to measuring student progress, but traditional methods often lead to disengagement due to their monotonous nature To foster interest in English language learning, it is essential to explore more engaging and relevant assessment strategies that resonate with students' daily lives.
The recognition of technology's role in enhancing learning outcomes is crucial, as rapid advancements have led to a variety of tools and resources that facilitate innovative testing and assessment methods Interactive platforms, gamification, and real-life scenarios can significantly increase engagement and relevance in evaluations Thus, leveraging technology to improve testing and assessment is vital for fostering interest in English language learning.
Furthermore, this topic aligns with the current trends in education towards more personalized and student-centered learning As educators increasingly recognize the
3 importance of catering to individual student needs and preferences, finding ways to personalize testing and assessment can enhance student motivation and engagement
By tailoring testing and assessment to the interests, abilities, and learning styles of students, teachers can create a more engaging and effective learning environment
In conclusion, enhancing student interest in learning English through effective changes in testing assessment is essential to combat disengagement Recognizing the importance of technology and aligning with current educational trends towards personalized, student-centered learning, educators can explore strategies to make assessments more engaging and relevant By doing so, they can foster a greater interest in English language learning and support students in achieving their language goals.
Objectives of the study
- The objectives of the study on effective changes in testing assessment to enhance students' interest in learning English are:
➢ To identify the current testing and assessment methods used in English language learning and their effectiveness in promoting student interest
➢ To explore innovative and effective methods of testing and assessment that can enhance student motivation and engagement in English language learning
➢ To understand the role of technology in enhancing testing and assessment and its potential to promote interest in English language learning
➢ To investigate the impact of personalized and student-centered testing and assessment on student motivation and interest in English language learning
➢ To provide practical recommendations and guidelines for educators and policymakers on how to implement effective changes in testing assessment to enhance students' interest in learning English
The study seeks to enhance English language learning by developing more effective and engaging testing and assessment methods, ultimately fostering greater interest and success in this essential skill.
Scope of the study
This study will examine effective changes in testing and assessment methods to boost 10th-grade students' interest in learning English at an Ethnic Boarding School It will analyze the current assessment practices in English language learning and evaluate their effectiveness in engaging students.
The research will investigate innovative testing and assessment methods, emphasizing technology and personalized, student-centered strategies Data collection will involve surveys, interviews, and classroom observations to understand student perceptions of these methods and their effects on motivation and engagement in English language learning.
The study offers practical recommendations for educators and policymakers at the Ethnic Boarding School to improve testing assessments and boost 10th-grade students' interest in learning English However, the findings are specific to this school and may not apply to other educational contexts or student groups.
The new factors of the study
The study highlights the significance of personalized and student-centered testing and assessment, focusing on how these approaches cater to individual student needs and preferences It explores the positive effects of such tailored assessments on enhancing student motivation and interest in learning.
Structure of the study
The structure of the study on effective changes in testing assessment to enhance students' interest in learning English may include the following sections:
The introduction highlights the significance of learning the English language and emphasizes how testing and assessment can enhance student engagement It outlines the study's purpose, objectives, research questions, and the overall scope of the research.
This literature review explores various testing and assessment methods in English language learning, highlighting their effectiveness in fostering student interest It examines innovative approaches that enhance motivation and engagement, as well as the role of technology in these processes Additionally, the review discusses the impact of personalized and student-centered assessment strategies on boosting student motivation and interest.
The methodology section details the research design, sampling approach, and data collection and analysis techniques employed in the study It also describes the study population, the instruments used for data collection, and the ethical considerations taken into account.
The study's findings reveal an analysis of the current testing and assessment methods employed in English language learning at the Ethnic Boarding School It highlights student perceptions regarding these methods and examines how various testing and assessment approaches influence student motivation and interest in learning.
The discussion section interprets the study's results in relation to the research questions and objectives, emphasizing the implications for English language learning.
6 recommendations for educators and policymakers, and identifies areas for future research
➢ Conclusion: This section summarizes the main findings of the study, restates the significance of the study, and offers final thoughts on the study's implications for English language learning
➢ References: This section lists all the references cited in the study
Overall, the structure of the study follows a standard research format that aims to present a clear and logical argument supported by relevant literature and empirical evidence
CONTENT OF THE STUDY
Theoretical basis
Circular No 22/2020/TT-BGDDT outlines the criteria and objectives for assessment in education, emphasizing that the evaluation of learning units is based on specific content and requirements This assessment aims to measure the lifelong learning achievements of individuals and evaluate the competencies and qualities of civil servants, public employees, and workers within a learning society.
In Assesment for Learning: 10 Principles of The Assessment Reform Group, 2002 (quoted again from the reference in [1]) the authors define:
The learning process involves discovering and interpreting evidence presented by the learner, while the teacher assesses the learner's current position in their educational journey This assessment guides the next steps in the learning path and determines the most effective strategies to help the learner achieve their goals.
Periodic and regular assessments in teaching practice are complementary rather than contradictory Regular assessments do not eliminate the need for grading and feedback on student work, and periodic assessments remain essential Together, these approaches enhance student performance, with regular assessments improving outcomes in routine evaluations and periodic assessments reflecting the benefits of consistent feedback.
According to TS Ta Ngoc Tri (Department of Education, Ministry of Education and
Effective formative feedback from teachers is a key criterion in teaching assessment, as it significantly motivates students and fosters their self-esteem and positive mindset Feedback should be timely, clear, and objective, avoiding personal biases Teachers can provide constructive responses to student work, such as "Well done" or "You need to put in more effort."
Effective teacher feedback on student learning is crucial for improvement, as it should provide actionable advice Good feedback typically includes three key components that guide students on how to enhance their work.
Practical basis
2.2.1 The situation of testing assessment before applying the study
Psychological students often experience anxiety regarding formal assessment tests, which can be exhausting and fail to accurately reflect the effectiveness of teaching methods or the overall progress in language proficiency In particular, students with incomplete knowledge struggle with communication due to low confidence and limited understanding Therefore, it is essential for teachers to identify these weaknesses and implement regular assessment activities that enhance language skills By consistently evaluating areas of difficulty and employing pairing and group strategies, teachers can help boost students' confidence and improve their language use.
Challenges such as test anxiety can diminish students' motivation and interest in learning English Anxious students may disengage from language classes, prioritizing rote memorization over the development of communicative skills Additionally, if assessment methods fail to accurately reflect their learning progress or offer meaningful feedback, students risk becoming disinterested in language learning entirely.
To tackle these challenges, it is essential to investigate innovative testing and assessment strategies that align with best practices in language education Implementing assessment methods that are authentic, communicative, and tailored to the unique needs of each learner can significantly enhance the learning experience.
9 it may be possible to enhance students' motivation, reduce their anxiety, and increase their overall interest in learning English
To evaluate the necessity of the study, the teacher distributed printed survey forms to students during their English language classes, and the results of the survey can be found in Appendix 1.
Question 1 How often do you feel stressed or anxious during English language assessments? a Almost always b Sometimes c Rarely d Never
The pie chart illustrating responses to the question, "How often do you feel stressed or anxious during English language assessments?" reveals that a significant 70% of students experience stress or anxiety almost always during these evaluations.
How often do you feel stressed or anxious during English language assessments?
Almost always Sometimes Rarely Never
In a recent assessment, 70% of students reported that they engage in the activity almost always, while 23% indicated that they do so sometimes Only 5% of students responded with rarely, and a mere 2% stated they never participate This data highlights a strong tendency among students to frequently engage in the assessed activity.
"Rarely," and a very small section (2%) labeled "Never."
Question 2 Do you feel that the current assessment methods accurately reflect your progress in English language learning? a Yes, they are very accurate b Somewhat, but there is room for improvement c No, they are not accurate at all d I'm not sure
The pie chart illustrating responses to Question 2, "Do you feel that the current assessment methods accurately reflect your progress in English language learning?" reveals that 40% of students believe the current assessment methods do not accurately represent their progress in learning English.
Do you feel that the current assessment methods accurately reflect your progress in English language learning?
Yes, they are very accurate Somewhat not accurate at all not sure
The survey results indicate that 23% of respondents felt somewhat accurate, highlighting potential for improvement Only 20% of students reported being very accurate, while 17% remained uncertain A pie chart would visually represent these findings, with a significant portion (40%) reflecting the overall responses.
The survey results indicate that a majority of respondents (23%) believe the accuracy is "Somewhat, but there is room for improvement," while 20% affirm that "Yes, they are very accurate." Additionally, 17% of participants expressed uncertainty, stating "I'm not sure," highlighting a lack of consensus on the accuracy of the subject in question.
The survey results indicate a pressing need for changes in English language assessment methods to boost student engagement Many students experience significant stress and anxiety during assessments, suggesting that current practices may hinder effective learning Additionally, a large number of students feel that these methods do not accurately reflect their progress in language acquisition This underscores the importance for educators to rethink traditional assessment approaches and consider innovative strategies that enhance student involvement while minimizing stress By adopting such methods, teachers can cultivate a more supportive learning environment that fosters student success.
Solutions to the problems
Teachers will determine what needs to be evaluated For example, she can organize an activity that can assess whether students can understand, respond to, and use those structures
Observation-based assessment is an essential method for educators to gauge students' progress and comprehension across different subjects By monitoring students' behaviors, interactions, and performance during various learning activities, teachers can collect insights into their strengths, weaknesses, and opportunities for growth.
In language learning, teachers can effectively assess students' comprehension and application of various structures and vocabulary through observation For instance, by organizing conversation activities that require the use of specific grammar and vocabulary, teachers can evaluate student performance and offer targeted feedback on their strengths and areas for improvement.
Observation-based assessment is applicable across various subjects, including science, math, and social studies For instance, in a science class, teachers can evaluate students' abilities to conduct experiments, utilize scientific methods, analyze data, and draw conclusions In English language teaching, a speaking activity can be organized where students discuss prompts, such as sharing their favorite vacation and its significance Additionally, teachers may require the use of specific grammar structures, like the present perfect tense, to enhance language skills in their responses.
During the activity, the teacher circulates the classroom to observe student performance, noting their correct and appropriate use of the target grammar structure She assesses their fluency and accuracy in expressing ideas while also identifying errors and areas where students may be struggling.
The teacher can offer valuable feedback to students based on her observations of their performance She may commend those who correctly use the target structure while giving corrective feedback to those who make mistakes Additionally, she can supply extra practice activities or resources for students requiring further assistance in grasping and applying the target structure.
Overall, this type of observation-based assessment can help teachers gauge their students' progress and understanding, and provide targeted feedback and support to help them improve their language skills
Applying a number of games in evaluating tests is a very popular method today, both helping teachers check the vocabulary taught to students, and creating a love of learning in class
Utilizing games as an assessment tool offers an enjoyable and interactive method to evaluate students' grasp of the material These games effectively assess a range of skills, including vocabulary, grammar, comprehension, critical thinking, and problem-solving abilities.
Some examples of game-based assessments include:
Vocabulary games like crossword puzzles, word searches, and hangman are effective tools for evaluating students' vocabulary knowledge Additionally, these games can be modified to incorporate grammar rules and idioms, enhancing the learning experience.
Reading games like Jeopardy and Kahoot effectively assess comprehension and critical thinking skills These interactive games can feature questions based on a specific reading passage or novel, tailored to evaluate various levels of understanding.
Writing games like Mad Libs and sentence completion are effective tools for assessing students' writing abilities They can reveal deficiencies in vocabulary, grammar, and sentence structure, providing valuable insights for educators.
Role-playing games, including simulations and debates, serve as effective tools for evaluating students' problem-solving and critical thinking abilities By engaging in these interactive activities, students can practically apply their knowledge in a stimulating environment.
Utilizing games as an assessment tool can effectively gauge students' comprehension of the material while fostering an enjoyable and engaging learning atmosphere It is crucial, however, to align these games with the learning objectives and ensure that the assessment remains fair and objective.
For example, Game: "Family Tree Bingo"- Unit 1
Materials: Bingo cards (pre-made or created by the teacher), markers or counters, a list of family-related vocabulary words or phrases
To enhance vocabulary learning, prepare Bingo cards featuring various family-related terms such as mother, father, sister, brother, grandparents, aunt, uncle, and cousin Ensure that each student receives a unique Bingo card to promote engagement and interaction during the class.
In this engaging classroom activity, the teacher will announce a family-related vocabulary word or phrase from a prepared list Students will then mark the corresponding square on their Bingo card if they have it The objective is for the first student to complete a line of five marked squares, whether horizontally, vertically, or diagonally, and call out "Bingo!" to win the game.
➢ Begin the game by calling out the first vocabulary word or phrase from the list
As the game advances, the teacher can share more details about each family member or relationship when they are mentioned, such as identifying "this person as your mother's sister" or "these individuals as your parents' parents."
After the game concludes, the teacher can facilitate a class discussion focused on family life and relationships, utilizing the vocabulary and concepts introduced during the game Questions such as "Who are the most important people in your family?" and "What are some common traditions or activities you engage in with your family?" can encourage students to share their experiences and insights.
The effectiveness of the solution
The study on "Some Effective Changes in Testing Assessment to Enhance Students' Interest in Learning English" highlights the importance of promoting student engagement and motivation in English language learning By integrating game-based and project-based assessments, along with self-assessment and portfolio assessment, educators can foster a more interactive and engaging learning environment Game-based assessments offer a fun way for students to gauge their language understanding while enhancing critical thinking and problem-solving skills In parallel, project-based assessments allow students to apply their language knowledge in real-world contexts, nurturing creativity and personalized learning.
Implementing self-assessment can help students become more aware of their own learning process and progress, and to take responsibility for their own learning This
35 can promote engagement and motivation in the learning of English, as students feel more invested in their own learning
Portfolio assessment offers a comprehensive view of student learning by highlighting diverse skills, knowledge, and competencies This approach enhances student engagement and motivation, as it values and recognizes their learning in a meaningful manner.
The study on "Some Effective Changes in Testing Assessment to Enhance Students' Interest in Learning English" highlights strategies to boost student engagement and motivation in English language learning By integrating these changes into assessments, educators can foster a more interactive and engaging learning environment, empowering students to take charge of their education while cultivating essential skills like reflection, critical thinking, and problem-solving.
To elicit the effectiveness of the study, I have conducted a survey on the participants Here are the results: (APPENDIX 2)
Question 1: Have these changes enhanced your interest in learning English? a Yes, significantly b Yes, to some extent c No, not at all
Have these changes enhanced your interest in learning
Yes, significantly Yes, to some extent No, not at all
The pie chart shows the percentage distribution of the responses to the question
"Have these changes enhanced your interest in learning English?" The chart indicates that 60% of the respondents answered "Yes, significantly", 37% answered
The majority of respondents indicated that the changes in testing assessment methods have been effective in increasing students' interest in learning English, with only 3% stating that they were not effective at all.
Question 2: How much do you feel that the current testing assessment methods align with what you have learned in English class? a Very much b Somewhat c Not much d Not at all
The pie chart illustrates participants' perceptions of the alignment between current testing assessment methods and their learning in English class, featuring four distinct slices.
• The slice for "Very much" would be the largest and take up 60% of the chart
How much do you feel that the current testing assessment methods align with what you have learned in English class?
Very much Somewhat Not much Not at all
• The slice for "Somewhat" would be the second-largest and take up 32% of the chart
• The slice for "Not much" would be relatively small and take up 5% of the chart
The chart reveals that only 3% of participants feel that the testing assessment methods do not align with their English class learning In contrast, a significant 60% of respondents believe that these methods align "Very much" with their educational experience.
CONCLUSION AND RECOMMENDATIONS
Conclusions
The study on "Some Effective Changes in Testing Assessment to Enhance Students' Interest in Learning English" emphasizes the importance of transforming traditional assessment methods Key recommendations include implementing game-based and project-based assessments, as well as self-assessment and portfolio assessment By adopting these innovative approaches, educators can foster a more engaging and interactive learning environment, ultimately boosting student motivation and interest in learning the English language.
Game-based assessments offer an engaging method for students to gauge their language comprehension, while project-based assessments enable them to contextualize their language skills and foster creativity Self-assessment promotes awareness of individual learning journeys, and portfolio assessments deliver a thorough and well-rounded perspective on student progress.
In summary, the enhancements in testing assessments outlined in this study can significantly boost student engagement and motivation in learning the English language By integrating these improvements into the assessment process, educators can foster a more dynamic and effective learning environment.
38 dynamic and personalized learning environment that encourages students to take ownership of their own learning, develop key skills, and foster a positive attitude towards the learning of English.
Recommendations
To enhance students' interest in learning English, it is recommended that teachers adopt game-based and project-based assessment methods to boost engagement and motivation Incorporating self-assessment activities can help students gain awareness of their learning processes and take ownership of their education Additionally, utilizing portfolio assessment methods offers a comprehensive view of student learning Professional development opportunities should be provided for teachers to refine their skills in these assessment strategies Schools and institutions must also support teachers with the necessary resources to implement these changes effectively Finally, further research is needed to evaluate the effectiveness of these assessment modifications across various contexts and student populations.
Implementing these strategies enables teachers and schools to foster an engaging and interactive learning environment, enhancing student motivation and participation in English language learning, which ultimately results in better learning outcomes and greater student success.
Question 1 How often do you feel stressed or anxious during English language assessments? a Almost always b Sometimes c Rarely d Never
Question 2 Do you feel that the current assessment methods accurately reflect your progress in English language learning? a Yes, they are very accurate b Somewhat, but there is room for improvement c No, they are not accurate at all d I'm not sure
Circle your answer Question 1: Have these changes enhanced your interest in learning English? a Yes, significantly b Yes, to some extent c No, not at all
Question 2: How much do you feel that the current testing assessment methods align with what you have learned in English class? a Very much b Somewhat c Not much d Not at all
SURVEY THE URGENCY AND FEASIBILITY
The survey aims to collect data on the urgency and feasibility of solutions designed to boost students' interest in learning English through improved testing assessments It will assess current attitudes towards English language learning, evaluate the effectiveness of existing assessments, and identify areas for enhancement The findings will guide the development of strategies to increase student engagement and improve overall performance in English.
The survey content focuses on 02 main issues:
1 Are the proposed solutions really urgent to the current research problem?
2 Are the proposed solutions feasible to the current research problem?
2.2 Survey methods and rating scales
The method used for the survey is Exchange by questionnaire; with a scale of 04 levels (corresponding to scores from 1 to 4):
Not urgent; Less urgent; Urgent and Very urgent Not feasible; Less feasible;
- Calculate the average score 𝑥̅ according to software Average
- Survey the urgency and feasibility of the proposed solution
Please take the time to carefully read and objectively answer the following questions accurately and objectively by checking ( X ) uniquely in the box of the selected option
Question 1: According to the teacher, is it really necessary to Not urgent Less urgent Urgent Very urgent
45 apply some effective changes in testing assessment to enghance students’ interest in learning
Question 2: Is it feasible to apply some effective changes in testing assessment to enghance students’ interest in learning
Little feasible Feasible Very feasible
We urge you to please take the time to read carefully and answer the following questions correctly by ticking (X) uniquely in the box of the selected option
Question 1: In your opinion, is it really necessary to apply some effective changes in testing assessment to enghance students’ interest in learning
Not urgent Less urgent Urgent Very urgent
Question 2: In your opinion, is it feasible to apply some effective changes in testing assessment to enghance students’ interest in learning
Little feasible Feasible Very feasible
1 English teachers of 3 high schools in the district 24
2 10 grade students, at experimental class at the work school
4 Survey results on the urgency and feasibility of proposed solutions
4.1 The urgency ofthe proposed solution
Assess the urgency of the proposed solution
According to you, is it really necessary to apply some effective changes in testing assessment to enghance students’ interest in learning English?
Less urgent Urgent Very urgent
In your opinion, is it really necessary to apply some effective changes in testing assessment to enghance students’ interest in learning English?
Less urgent Urgent Very urgent
Table 3: Calculate average score 𝑥̅ by Average software
1 According to you, is it really necessary to some effective changes in testing assessment to enghance students’ interest in learning English?
2 In your opinion, is it really urgent to apply some effective changes in testing assessment to enghance students’ interest in learning English?
The survey results in Table 1 reveal teachers' opinions on the urgency of proposed solutions to enhance students' interest in learning English through improved testing assessments The table categorizes urgency into four levels: "Not urgent," "Less urgent," "Urgent," and "Very urgent," while also listing various proposed solutions for further discussion.
The table indicates that out of 24 respondents, none of them thought that the proposed solution was not urgent, one respondent thought it was less urgent, three
A significant number of respondents, 47 in total, expressed that it is urgent to implement effective changes in testing assessments to boost students' interest in learning English Notably, 20 respondents deemed this issue as very urgent The data indicates that most teachers view this solution as a high priority that demands immediate action.
The average scores of the four levels are: 0.1+1.2+3.3+20.4
Table 2 displays survey results reflecting students' views on the urgency of proposed solutions to boost their interest in learning English through improved testing assessments It categorizes responses into four levels of urgency: "Not urgent," "Less urgent," "Urgent," and "Very urgent," alongside a list of proposed solutions for further discussion.
The survey results reveal that among 35 student respondents, there was unanimous agreement on the urgency of the proposed solution for improving testing assessments in English learning While one respondent viewed it as less urgent and four deemed it urgent, a significant majority of 30 students classified it as very urgent This indicates that most students prioritize the need for effective changes to enhance their interest in learning English, highlighting the necessity for immediate action.
The average scores of the four levels are: 0.1+1.2+4.3+30.4
Assess the feasibility of proposed solutions
In your opinion, is it feasible to apply some effective changes in testing assessment to enghance students’ interest in learning English?
Little feasible Feasible Very feasible 0/24 1/24 3/24 20/24
In your opinion, is it feasible to apply some effective changes in testing assessment to enghance students’ interest in learning
Little feasible Feasible Very feasible
Table 3: Calculate average score 𝑥̅ by Average software
1 In your opinion, is it feasible to apply some effective changes in testing assessment to enghance students’ interest in learning English?
2 In your opinion, is it feasible to apply some effective changes in testing assessment to enghance students’ interest in learning English? 3,82
From the data obtained in the table above, the following observations can be drawn:
Table 1 displays survey results reflecting teachers' opinions on the feasibility of various proposed solutions designed to boost students' interest in learning English through improved testing assessments The table categorizes feasibility into four levels: "Not feasible," "Little feasible," "Feasible," and "Very feasible," while also outlining a range of proposed solutions for further discussion.
The survey of 24 teachers reveals that all respondents view the proposed solution as feasible, with 20 indicating it is very feasible for enhancing students' interest in learning English Only one teacher rated it as slightly feasible, while three considered it feasible This overwhelming consensus suggests that the majority of educators believe the implementation of effective changes in testing assessment can be achieved with minimal challenges.
The average scores of the four levels are: 0.1+1.2+3.3+20.4
Table 2 displays survey results reflecting students' opinions on the feasibility of proposed solutions designed to boost their interest in learning English through improved testing assessments It categorizes feasibility into four levels: "Not feasible," "Little feasible," "Feasible," and "Very feasible," while also outlining a range of proposed solutions for further discussion.
The survey results reveal that among 35 student respondents, none deemed the proposed solution unfeasible, while one found it slightly feasible Four respondents considered it feasible, and a significant majority of 30 students rated it as very feasible for implementing effective changes in testing assessment to boost their interest in learning English This indicates that most students view the solution as a highly viable approach that can be executed with minimal obstacles.
The average scores of the four levels are: 0.1+1.2+4.3+30.4
Survey results from teachers and students reveal a significant urgency and feasibility for implementing effective changes in testing assessments to boost students' interest in learning English Most respondents view the proposed solutions as both urgent and feasible, highlighting the critical need for modifications in testing methods to enhance student performance and engagement in the subject.
The survey results emphasize the need for effective testing and assessment practices that enhance engagement and motivation in English language learning Educators can leverage these insights to create targeted strategies that cater to students' interests, incorporating methods like gamification, adaptive learning, and technology-driven assessments.
Overall, the survey results emphasize the need for ongoing efforts to enhance the quality of English language education and promote a positive learning experience for students.