INTRODUCTION
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
This study aims to enhance the development of more effective and engaging testing and assessment methods in English language learning By achieving these objectives, it seeks to foster increased interest and success in mastering this vital skill, ultimately contributing to improved language proficiency outcomes.
Scope of the study
This study focuses on evaluating effective changes in testing and assessment methods to increase 10th-grade students' interest in learning English at an Ethnic Boarding School It aims to understand the current assessment practices used in English language instruction and analyze their impact on student engagement and motivation The research seeks to identify strategies that can enhance the effectiveness of testing approaches to foster a more compelling learning experience for students.
This study will examine innovative and effective testing and assessment methods, emphasizing the use of technology and personalized, student-centered approaches to enhance English language learning Data collection through surveys, interviews, and classroom observations will provide valuable insights into student perceptions of assessment methods and their impact on motivation and engagement By exploring these aspects, the research aims to identify strategies that improve student outcomes and promote active participation in language education.
This study offers practical recommendations and guidelines for educators and policymakers at the Ethnic Boarding School to implement effective assessment strategies that boost students' interest in learning English Focusing on 10th-grade students, the research provides targeted insights, although its findings may not be applicable to different educational contexts or diverse student populations.
The new factors of the study
This study highlights the significance of personalized and student-centered testing and assessment methods, emphasizing the need to cater to individual student needs and preferences It explores how implementing such tailored approaches can positively influence student motivation and interest, fostering a more engaging and effective learning experience.
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:
This article highlights the significance of English language learning and emphasizes how testing and assessment play a crucial role in enhancing student engagement It outlines the study's purpose and objectives, aiming to explore effective evaluation methods that motivate learners The research addresses key questions related to assessment strategies and their impact on student interest, while also defining the scope of the investigation to ensure focused and meaningful insights into language learning practices.
This literature review explores key testing and assessment methods in English language learning, highlighting their effectiveness in boosting student interest and motivation It examines innovative approaches and the impact of technology on assessment practices, emphasizing how personalized and student-centered methods can enhance engagement The review also discusses contemporary strategies designed to promote active learning and improve student outcomes through more effective testing and assessment techniques.
The methodology section details the research design, sampling methods, data collection techniques, and data analysis procedures employed in the study It provides a comprehensive description of the study population and the instruments used for data collection Additionally, ethical considerations are addressed to ensure the integrity and validity of the research process.
The study’s results highlight the current testing and assessment methods employed in English language learning at the Ethnic Boarding School, revealing students' perceptions of these evaluation techniques Findings indicate that assessment approaches significantly influence student motivation and interest, with some methods fostering greater engagement and others potentially hindering learning enthusiasm Overall, the research underscores the importance of effective testing strategies to enhance student learning outcomes and maintain motivation in an ethnically diverse educational context.
The discussion section interprets the study's results in relation to its research questions and objectives, highlighting their implications for English language learning It offers valuable recommendations for educators and policymakers to enhance language teaching strategies and improve learner outcomes Additionally, the section identifies key areas for future research to further advance understanding in this field.
➢ 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 clear criteria and purposes for testing and assessment in education It emphasizes that assessment should evaluate both the implementation of lifelong learning and the capacities of civil servants, public employees, and employees within the learning society Specifically, the criteria focus on content and requirements to effectively measure learning outcomes and individual qualities, promoting continuous professional development and societal learning.
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 provided by the learner, allowing the teacher to assess their current understanding Based on this assessment, the teacher determines the learner’s progress and guides them toward their next learning goals Effective instruction relies on this dynamic evaluation to ensure continuous growth and achievement.
Periodic assessments and regular assessments complement each other in teaching practice, rather than contradicting Regular assessments involve ongoing grading and feedback on student work, while periodic assessments serve as broader evaluations over time, both contributing to effective student learning Regular assessments help students improve performance in routine evaluations, and periodic assessments reflect the overall impact of consistent assessment strategies Integrating both approaches ensures a comprehensive evaluation of student progress and enhances the effectiveness of teaching.
According to TS Ta Ngoc Tri (Department of Education, Ministry of Education and
Effective formative feedback is essential in teaching assessment, as it motivates students, builds their self-esteem, and fosters positive thinking Teachers should provide timely, objective, and unbiased responses without personal feelings, using constructive comments rather than vague acknowledgments like "Okay" or "Need to try harder." Meaningful feedback guides students on specific areas for improvement and typically includes three key components: clear guidance, actionable advice, and encouragement to enhance learning outcomes.
Practical basis
2.2.1 The situation of testing assessment before applying the study
Psychological students often fear formal assessment tests, which can be exhausting and fail to accurately reflect teaching effectiveness or student progress In particular, incomplete students face communication barriers due to lack of confidence and knowledge, highlighting the need for teachers to identify their weaknesses Implementing regular assessment activities can help monitor these gaps and enhance students' language skills Utilizing pairing and group work strategies can boost students’ confidence and promote better language use, ultimately supporting their overall learning development.
Challenges such as test anxiety and ineffective assessment methods can significantly decrease students' motivation and interest in learning English When students feel anxious about testing, they are less likely to engage fully in language classes and may rely on rote memorization instead of developing real communicative skills Additionally, if assessments do not accurately reflect students' progress or offer meaningful feedback, students may become disengaged and lose interest in their language learning journey Addressing these issues is crucial to fostering sustained motivation and improving overall language acquisition.
To effectively address current challenges, it is essential to explore innovative testing and assessment methods aligned with best practices in language teaching and learning Adopting authentic, communicative, and personalized assessment approaches can boost students' motivation, reduce anxiety, and enhance their overall interest in learning English.
To evaluate the necessity of the study, teachers distributed printed survey forms to students during their English language classes The survey results, detailed in Appendix 1, provide valuable insights into students' attitudes and experiences, highlighting key areas for potential educational improvements.
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?" indicates that a significant majority of students, 70%, experience stress or anxiety almost always during these assessments This highlights the prevalent issue of test-related anxiety among learners, emphasizing the need for strategies to help reduce stress and improve their assessment experiences Addressing this concern is crucial for enhancing student performance and well-being in English language evaluations.
How often do you feel stressed or anxious during English language assessments?
The assessment results reveal that most students frequently engage with the activity, with 70% responding "Almost always." The second most common response was "Sometimes," chosen by 23% of students, indicating regular but less consistent participation Only 5% of students responded with "Rarely," showing infrequent engagement, while a mere 2% selected "Never," suggesting very few students abstain entirely from the activity The accompanying pie chart visually highlights these responses, emphasizing the predominant "Almost always" section.
"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
According to the pie chart responding to Question 2, "Do you feel that the current assessment methods accurately reflect your progress in English language learning?", 40% of students do not believe that the existing assessment methods effectively measure their language progress.
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
Approximately 23% of students felt they could improve in this area, indicating room for growth Only 20% of students strongly agreed that their responses were highly accurate, highlighting a need for enhanced accuracy Meanwhile, 17% of students remained unsure about their performance, reflecting uncertainty A pie chart visualization reveals that 40% of respondents represent a significant portion, emphasizing the importance of addressing these areas for improvement.
According to survey data, only 17% of respondents are unsure about the accuracy of the information, indicating some uncertainty Meanwhile, 20% believe the information is somewhat accurate but recognize there is room for improvement A larger portion, 23%, feels the information is not accurate at all, highlighting the need for better precision Interestingly, only 40% of respondents trust the accuracy of the information, with the largest segment expressing skepticism about its correctness This data underscores the importance of enhancing accuracy to improve user trust and reliability.
The survey indicates a pressing need to improve English language assessments to boost student engagement and reduce stress Many students experience frequent anxiety during assessments, suggesting traditional methods may hinder effective learning Additionally, a significant number feel that current assessments do not accurately measure their language progress These insights emphasize the importance for educators to adopt innovative, student-centered evaluation strategies that promote motivation, lessen anxiety, and accurately reflect learning gains, ultimately creating a more supportive environment for 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
Assessment through observation is a vital method for teachers to evaluate students' progress and understanding across various subjects By monitoring students' behavior, interactions, and performance during different learning activities, educators can identify their strengths, weaknesses, and areas needing improvement This observational approach provides valuable insights that support targeted instruction and enhance student learning outcomes.
In language learning, teachers can effectively assess students' comprehension, usage, and response skills through observation For example, organizing conversation activities that require students to apply specific grammar structures or vocabulary allows teachers to monitor their performance in real-time By observing these interactions, teachers can identify students’ strengths and areas needing improvement, providing targeted feedback to enhance their language proficiency.
Observation-based assessment is versatile and can be effectively applied across various subjects such as science, math, and social studies For instance, teachers can evaluate students' scientific skills through experiments that observe their ability to apply scientific methods, analyze data, and draw conclusions In English language teaching, educators can assess speaking abilities by organizing activities where students discuss prompts like sharing their favorite vacation experiences and explaining why they found them memorable Additionally, teachers can incorporate specific grammar structures, such as the present perfect tense, into these activities to assess language proficiency, making observation-based assessment a comprehensive tool for evaluating student skills across multiple subjects.
During the activity, the teacher circulates around the room to observe students' performance, focusing on their use of target grammar structures and overall fluency She takes notes on the accuracy and appropriateness of their language, identifying errors and areas of difficulty This allows her to assess students' understanding and tailor future instruction to address their specific needs.
The teacher observes students’ performance and offers targeted feedback, praising correct use of the target structure and correcting errors to support learning She provides additional practice activities and resources for students needing extra help, ensuring all students improve their understanding and application of the language skill This feedback process enhances student engagement and promotes effective language acquisition.
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
Using games as an assessment tool offers a fun and engaging way to evaluate students' understanding of course material These interactive methods effectively assess a range of skills, including vocabulary, grammar, comprehension, critical thinking, and problem-solving Implementing game-based assessments can enhance student motivation while providing accurate insights into their learning progress, making them a valuable addition to modern educational strategies.
Some examples of game-based assessments include:
Vocabulary games like crossword puzzles, word searches, and hangman are effective tools for assessing students' vocabulary knowledge These engaging activities can be customized to incorporate grammar rules or idiomatic expressions, enhancing language learning and retention Incorporating such games into your teaching strategy promotes active learning and helps students expand their vocabulary in an enjoyable way.
Reading games like Jeopardy and Kahoot are effective tools to assess students' comprehension and critical thinking skills These engaging activities can feature questions based on reading passages or novels, allowing educators to evaluate various levels of understanding Incorporating such interactive games into lessons enhances reading comprehension and fosters critical analysis, making learning both fun and effective.
Writing games like Mad Libs and sentence completion exercises are effective tools for assessing students' writing skills, as they help identify gaps in vocabulary, grammar, and sentence structure, fostering improved writing proficiency through engaging activities.
Role-playing games, including simulations and debates, are effective tools for assessing students' problem-solving and critical thinking skills These interactive activities enable students to apply their knowledge in practical, real-world scenarios, making learning more engaging and meaningful Incorporating role-playing games into education enhances critical thinking, improves problem-solving abilities, and promotes active student participation.
Using games as an assessment tool offers an engaging way to evaluate students' understanding of the material, fostering a fun and interactive learning environment To maximize their effectiveness, it is essential to align the games with specific learning objectives, ensuring that they accurately measure student knowledge Additionally, maintaining fairness and objectivity in assessments is crucial to provide valid and reliable evaluation outcomes Incorporating game-based assessments can enhance student engagement while effectively assessing their academic progress.
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 family-related vocabulary, prepare or print unique Bingo cards with various family terms such as mother, father, sister, brother, grandparents, aunt, uncle, and cousin for each student Ensure that each Bingo card is different to promote engagement and learning This activity encourages students to familiarize themselves with essential family vocabulary in an interactive and fun way before the class begins Using customized Bingo cards is an effective method to reinforce understanding of family-related words while maintaining student interest.
In this engaging classroom activity, the teacher explains the rules of the Bingo game focused on family-related vocabulary As the teacher calls out a family-related word or phrase from the list, students mark the corresponding square on their Bingo cards if they have it The goal is to complete a line of five marked squares horizontally, vertically, or diagonally The first student to achieve this and call out “Bingo” wins the game, making learning vocabulary both fun and interactive This method effectively reinforces family vocabulary while encouraging active participation.
➢ Begin the game by calling out the first vocabulary word or phrase from the list
During the game, the teacher can enhance learning by offering additional details about each family member or relationship as they are identified For example, the teacher might say, "This person is your mother's sister," or "These people are your parents' parents," helping students build a clearer understanding of family tree concepts and familial connections.
After the game concludes, the teacher can facilitate a class discussion on family life and relationships, using the vocabulary and concepts from the game as a foundation Engaging students with questions like, "Who are the most important people in your family?" and "What are some common traditions or activities you share with your family?" encourages meaningful conversations about family dynamics and strengthens understanding of familial roles.
The effectiveness of the solution
Implementing effective testing assessments such as game-based, project-based, self-assessment, and portfolio assessment can significantly enhance student engagement and motivation in learning English Game-based assessments make language evaluation fun and interactive while promoting critical thinking and problem-solving skills Project-based assessments encourage students to apply their language knowledge in practical contexts, fostering creativity and personalized learning These innovative assessment strategies create a dynamic and engaging environment that motivates students to take ownership of their English language learning journey.
Implementing self-assessment encourages students to become more aware of their learning progress and take responsibility for their education This approach boosts student engagement and motivation in learning English, as learners feel more invested in their own development By fostering self-awareness and accountability, self-assessment enhances language acquisition and supports continuous improvement Incorporating self-assessment strategies into English education can lead to more motivated and autonomous learners.
Implementing portfolio assessment offers a holistic view of student learning by showcasing diverse skills, knowledge, and competencies This approach enhances student engagement and motivation, as learners feel their efforts are genuinely valued and recognized By emphasizing a comprehensive evaluation method, portfolio assessment encourages deeper student involvement and a more meaningful learning experience.
The study titled "Some Effective Changes in Testing Assessment to Enhance Students' Interest in Learning English" highlights how innovative assessment strategies can boost student engagement and motivation Incorporating these changes into the assessment process helps create a more interactive and engaging learning environment, encouraging students to take ownership of their learning journey These assessments also foster the development of essential skills such as reflection, critical thinking, and problem-solving, ultimately enhancing English language learning outcomes.
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
A recent survey indicates that the majority of respondents—97%—believe that the changes in testing assessment methods have been effective in increasing students' interest in learning English, with only 3% responding "No, not at all." This demonstrates that innovative assessment strategies are largely successful in motivating students and improving engagement in English language learning.
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 English testing assessment methods and their classroom learning It is divided into four slices, each representing a different level of agreement or disagreement The chart highlights that a significant portion of students feel that these assessments accurately reflect their learning, while others believe there is a disconnect Overall, the data provides insights into how well current testing methods evaluate students' English proficiency, emphasizing areas for potential improvement in assessment strategies.
• 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 "Not at all" slice accounts for just 3% of the chart, indicating that very few participants feel that current testing assessment methods do not reflect their learning in English class Overall, the chart reveals that the majority of participants believe the assessment methods align well with their classroom learning, with 60% expressing that they feel the assessments align "Very much." This suggests a strong positive perception of the relevance and accuracy of the testing methods in assessing English proficiency.
CONCLUSION AND RECOMMENDATIONS
Conclusions
The study on "Some Effective Changes in Testing Assessment to Enhance Students' Interest in Learning English" emphasizes the importance of adopting innovative assessment methods such as game-based, project-based, self-assessment, and portfolio assessment Incorporating these strategies can transform traditional testing into engaging, interactive experiences that boost student motivation and interest in learning English These effective assessment changes help create a more dynamic learning environment, encouraging active participation and fostering a deeper understanding of the language.
Game-based assessment offers an engaging and enjoyable method for students to evaluate their language skills, enhancing motivation and participation Project-based assessment encourages students to apply language knowledge in real-world contexts, fostering creativity and personalized learning experiences Self-assessment promotes greater awareness of individual learning progress, enabling students to reflect on their strengths and areas for improvement Portfolio assessment provides a comprehensive view of student development, capturing a holistic picture of language growth over time Implementing these diverse assessment strategies can improve language learning outcomes and support student-centered education.
Implementing effective testing assessments can significantly enhance student engagement and motivation in learning English By incorporating these strategies, teachers create a dynamic and personalized learning environment that encourages students to take ownership of their progress Such approaches help develop essential language skills and foster a positive attitude towards learning English, leading to improved educational outcomes.
Recommendations
Based on the study "Some Effective Changes in Testing Assessment to Enhance Students' Interest in Learning English," several key recommendations are proposed to improve student engagement and learning outcomes Teachers should incorporate game-based and project-based assessments to boost motivation and active participation in English language learning Integrating self-assessment activities can help students become more aware of their progress, fostering ownership of their learning process Using portfolio assessments provides a more comprehensive view of student development, supporting personalized learning Professional development opportunities are essential for teachers to acquire skills in implementing these innovative assessment methods effectively Schools and institutions need to offer resources and support to facilitate these assessment reforms Additionally, further research is necessary to evaluate the effectiveness of these assessment strategies across diverse student populations and educational contexts.
Implementing these recommendations helps teachers and schools create a more engaging and interactive learning environment This approach promotes increased student engagement and motivation in learning English As a result, students achieve improved learning outcomes and greater overall success in their language acquisition.
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 assess the urgency and feasibility of proposed solutions to improve students' interest in learning English through effective testing assessment changes It seeks to identify current attitudes toward English language learning, evaluate the effectiveness of existing testing methods, and explore potential areas for improvement The results will guide the development of targeted strategies to boost student engagement and enhance overall performance in English, ultimately leading to more effective language learning experiences.
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; Feasible and VeryViable
- Calculate the average score 𝑥̅ according to software Average
- Survey the urgency and feasibility of the proposed solution + Survey formfor teachers
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 apply some effective changes in testing assessment to enghance students’ interest in learning English?
Question 2: Is it feasible to apply some effective changes in testing assessment to enghance students’ interest in learning English?
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 English?
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 English?
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?
Based on the data in Table 1, it is evident that teachers' opinions vary regarding the urgency of proposed solutions to improve students' interest in learning English through effective assessment changes The survey categorizes urgency levels into four groups: "Not urgent," "Less urgent," "Urgent," and "Very urgent," highlighting differing perceptions among educators The table also outlines specific proposed solutions aimed at enhancing English learning motivation, providing a comprehensive overview for discussion.
The survey of 24 respondents reveals that the majority recognize the urgency of implementing effective changes in testing assessment to boost students’ interest in learning English Specifically, 20 respondents (approximately 83%) consider this solution to be very urgent, while only 1 respondent views it as less urgent and 3 as urgent None of the participants believe the solution is not urgent, indicating a strong consensus among teachers that this issue is a high priority requiring immediate action.
The average scores of the four levels are: 0.1+1.2+3.3+20.4
Table 2 presents survey results reflecting students' opinions on the urgency of proposed solutions to enhance their interest in learning English through effective assessment changes The table categorizes the urgency levels into four groups: "Not urgent," "Less urgent," "Urgent," and "Very urgent." It also outlines various proposed solutions aimed at improving English learning engagement through targeted assessment strategies These insights highlight students' perceptions of which assessment modifications are most critical for fostering better language learning motivation.
The survey of 35 students reveals that the majority recognize the importance of implementing effective changes in testing assessments to boost their interest in learning English Specifically, 30 students (the majority) view this solution as very urgent, highlighting its high priority and the need for immediate action Only one student perceives it as less urgent, while four students consider it urgent, and none believe it is not urgent at all This data indicates strong student support for addressing testing assessment reforms promptly to improve English learning engagement.
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 presents survey results reflecting teachers' opinions on the feasibility of proposed solutions to enhance students' interest in learning English through effective assessment modifications The table categorizes feasibility into four levels: "Not feasible," "Little feasible," "Feasible," and "Very feasible." It also includes a list of suggested solutions for discussion, providing valuable insights into their potential effectiveness in improving English language learning through assessment strategies.
The data shows that none of the 24 teacher respondents deemed the proposed solution unfeasible, with only one considering it slightly feasible Three teachers found it feasible, while a significant majority of 20 respondents believed it was very feasible to implement effective changes in testing assessment to boost students’ interest in learning English Overall, the table indicates that most teachers view this approach as highly feasible and readily implementable without major obstacles or challenges.
The average scores of the four levels are: 0.1+1.2+3.3+20.4
Table 2 presents survey results showcasing students’ opinions on the feasibility of proposed solutions to boost their interest in learning English through effective assessment changes The table categorizes feasibility into four levels: "Not feasible," "Little feasible," "Feasible," and "Very feasible," providing a clear understanding of students' perceptions It also includes a list of proposed solutions for discussion, highlighting the varied perspectives on potential approaches to improve English learning engagement.
The survey of 35 students revealed that none considered the proposed solution unfeasible, with only one student perceiving it as slightly feasible Four students believed it was feasible, while a majority of 30 respondents regarded it as very feasible for improving testing assessments to boost their interest in learning English These findings indicate that most students view this solution as highly feasible and easily implementable without significant challenges.
The average scores of the four levels are: 0.1+1.2+4.3+30.4
Survey results from teachers and students indicate a strong consensus on the urgent and feasible need for effective changes in English testing assessments The majority of respondents view these modifications as essential and practical, highlighting a pressing need to enhance student engagement and performance through improved assessment strategies Implementing these changes can significantly boost students' interest in learning English and lead to better academic outcomes.
Survey results emphasize the importance of implementing effective testing and assessment practices that boost student engagement, motivation, and interest in English language learning Educators can leverage these insights to develop targeted strategies, including gamification, adaptive learning, and technology-based assessments, tailored to meet students' individual needs and foster a more dynamic learning environment.
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.