INTRODUCTION
Aims of the study
This study aims to explore primary English teachers’ perceptions of formative assessment and its benefits as an effective classroom strategy in Quang Binh province, where teachers are primarily responsible for evaluating instruction and student learning It seeks to assess teachers' current understanding of formative assessment, examine their practical implementation of it, and identify the challenges and difficulties they face when integrating formative language assessment into their teaching practices.
The researcher would recommend some suggestions to help them overcome these challenges.
The significance of the study
The assessment landscape in Vietnam is undergoing significant transformation, driven by the new National Curriculum aimed at aligning assessment, instruction, and curriculum A key focus is promoting the use of formative assessment in English classrooms, especially in Quang Binh, where teachers traditionally emphasize summative assessments This transition to a more balanced assessment approach presents challenges but offers substantial benefits The study provides valuable insights into primary English teachers' perceptions of formative assessment, highlighting its purposes, advantages, and impact on effective teaching and learning Understanding these aspects can help teachers, educational leaders, and parents recognize the value of formative assessment, identify learning barriers, and evaluate teaching practices Ultimately, this knowledge can support teachers in improving their assessment strategies and fostering a positive attitude towards formative assessment in the classroom.
This research is expected to significantly contribute to educational assessment in Quang Binh, an area that currently requires more attention The lack of research in contemporary assessment methods, such as formative assessment, highlights the need for further study By investigating assessment for learning, this study aims to provide valuable insights and practical recommendations for policymakers and teachers The findings can serve as a foundation for future professional development and improvement in educational assessment practices.
The scope of the study
This study provides an initial exploration of primary English teachers’ perceptions and practices regarding formative assessment It involves a small-scale investigation with thirty teachers from fifteen primary schools in Quang Binh province The research aims to understand teachers’ attitudes towards formative assessment and how they implement it in their classroom practices The findings offer insights into current trends and challenges faced by primary teachers in applying formative assessment techniques This study contributes to the ongoing discourse on enhancing assessment strategies to improve English language education at the primary level.
Research questions
This research aims to explore teachers' perceptions of formative assessment and feedback in primary English classrooms It seeks to identify diverse views among educators and examine potential mismatches in assessment types and their implementation The study addresses specific research questions that focus the data collection to effectively achieve its objectives, providing insights into current practices and perceptions of formative assessment in primary education.
1 What are teachers’ perceptions towards formative assessment?
2 How do teachers implement formative assessment in their teaching?
This study examines primary English teachers' perceptions of formative assessment, conducted two years after implementing Circular No.30/2014/TT-BGDĐT Data collection involved questionnaires and semi-structured interviews, providing comprehensive insights into teachers' attitudes and experiences The findings were analyzed to identify key themes, leading to valuable conclusions about the effectiveness and challenges of formative assessment in primary education The research is organized into structured chapters for clarity and in-depth discussion.
Chapter 1: Introduction Chapter 2: Literature review Chapter 3: Methodology Chapter 4: Findings and Discussion Chapter 5: Conclusions
THEORETICAL BACKGROUND
Assessment
Understanding assessment is essential to grasp the concept of formative assessment; assessment, often considered a 20th-century development, has been defined in various ways, such as "the process of gathering, recording, interpreting, using, and reporting information about a child's progress and achievements" (Lamber & Lines, 2004) According to Linn and Miller (2005), assessment of student learning is a systematic process of collecting information regarding student progress toward learning goals, measurable through tools like tests, essays, authentic performance tasks, teacher observations, and student self-reports Pelligrino et al (2001) emphasize that assessment plays a vital role in providing information to support decision-making for students, teachers, administrators, and policymakers, highlighting its importance in the educational process.
Assessment encompasses a range of practices, from formative to summative techniques, including Assessment for Learning (AfL) and Assessment of Learning (AoL) (Black et al., 2003) Assessment for Learning is an ongoing process where teachers use continuous evidence to support and improve students’ learning at all stages of the educational journey Conducting effective assessments helps inform teaching strategies and enhances student understanding, making it a crucial component of the overall educational assessment framework.
Learning is often separate from the teaching and learning process and falls within a measurement paradigm which focuses on more formal external examinations
Using assessment as a tool for learning English is essential, as it serves as a means to actively engage and motivate students According to the National Research Council (NRC, 1996), assessment and learning are interconnected, emphasizing that assessment should not be viewed solely as a judgment but as a valuable aid in the learning process Effective assessment helps students recognize their mistakes, guiding them to improve and avoid repeating errors in future learning This approach fosters continuous improvement and deeper understanding, making assessment an integral part of language acquisition.
It is instructive to recognize the purposes of assessments before addressing assessment types Kellough (1999) has characterized six purposes of assessment:
To identify students’ strengths and weaknesses
To assess the effectiveness of a particular instructional strategy
To assess and improve the effectiveness of curriculum programs
To assess and improve teaching effectiveness
Assessment plays a crucial role in providing data that supports informed decision-making in education It encompasses a wide range of testing formats, from statewide accountability tests and district benchmarks to daily classroom assessments Framing these evaluations as assessment—essentially information—helps educators better understand student performance The more comprehensive the assessment data, the clearer the picture of student achievement and the identification of any learning gaps, enabling targeted interventions and improved educational outcomes.
Defining formative assessment and summative assessment
Understanding the difference between formative and summative assessments is essential for effective teaching, yet these terms have become confusing in recent years, particularly regarding formative assessment In a balanced assessment system, both types play a crucial role in gathering meaningful information about student progress Relying too heavily on either formative or summative assessments can obscure the true picture of student achievement, especially in English classrooms where nuanced understanding is vital.
William (2001) emphasizes that the primary distinction between formative and summative assessments lies in their purpose, not their timing An assessment can serve both formative and summative functions simultaneously, depending on how it is used Traditionally, writing assessments conducted at the end of a term or academic year are categorized as summative assessments, as they evaluate overall student achievement.
Summative assessment typically occurs at the end of courses or programs, serving to measure and communicate students’ performance and accountability, as noted by Torrance and Pryor (2002) Its primary goal is to evaluate the learning that has taken place Additionally, Pelligrino et al (2001) emphasize that summative assessment functions as a tool to observe student behavior, generate data to infer students' understanding, and provide valuable feedback to teachers to improve learning and teaching effectiveness.
Summative assessment has faced significant criticism for its limited ability to promote meaningful student learning and motivation Studies by Black and William (1998) highlight that relying on one or two exams per term can lead students to postpone their studying, negatively impacting their performance Falchikov (2005) further argues that an overemphasis on examinations encourages surface rather than deep learning and increases student stress, especially when only one assessment opportunity exists This high-stakes approach can cause undue pressure, as students lack additional chances to improve their results Additionally, subject areas like ESP require comprehensive assessment methods that evaluate all language skills—such as speaking and listening—which cannot be effectively measured through traditional written exams.
Contemporary learning theories such as constructivism, cognitive theory, and cultural theory emphasize that knowledge is actively constructed through language and social interaction Additionally, these theories highlight that learning and development are deeply embedded within cultural contexts and supported by social interactions, making cultural relevance essential for effective education (Shepard, 2005).
Within social constructivist perspectives, formative assessment is viewed as a dynamic process where teachers and peers support learners in progressing from their current understanding to higher levels of ability, leveraging their zone of proximal development (Shepard, 2005) The zone of proximal development represents an individual's potential for learning, which is influenced by the social environment in which learning occurs When facilitated by more knowledgeable others, a person's potential ability exceeds their current skill level, highlighting the importance of social interaction in effective formative assessment.
Scaffolding and formative assessment are essential instructional strategies that help advance student learning within the zone of proximal development Scaffolding involves providing learners with tailored supports such as reminders, hints, and encouragement during problem-solving activities to facilitate successful task completion (Gibbons, 2002) These strategies enable teachers to effectively guide students through challenging concepts, fostering continuous academic growth and understanding.
In today's rapidly changing and highly globalized world, understanding how knowledge is constructed in diverse classrooms is essential Vygotsky’s social constructivist theory offers valuable insights into learning processes, emphasizing the importance of social interaction and cultural context Pedagogical strategies like scaffolding, mutual teaching, and cooperative learning directly connect Vygotsky’s principles to effective teaching practices and formative assessment, enhancing student engagement and understanding in multicultural settings.
Effective teaching requires the strategic use of formative assessment to support individual student growth and provide targeted guidance for future development Regardless of the teaching context, creating an appropriate learning environment is essential to maximize student learning outcomes According to socio-cultural learning theory, teachers must understand how to utilize formative assessment effectively to address diverse student needs and promote meaningful learning experiences.
Formative assessment, unlike summative assessment which emphasizes grades and marks, is focused on providing ongoing feedback to support student learning (Irons, 2008) It involves tasks that teachers use to give students insights into their progress, making it an active, collaborative process Heritage (2010) describes formative assessment as a continuous activity conducted during teaching and learning, where both teachers and students collaborate to gather information that guides next instructional steps This ongoing process enhances learning by focusing on improvement and understanding rather than just final outcomes.
Formative assessment offers instructors more opportunities to regularly observe students’ skills and adapt lessons to meet their needs effectively According to Harlen (2006), it functions as a cyclical process that identifies students’ current learning status and helps set clear learning targets, enhancing personalized instruction and student progress.
Decisions about how Collection of evidence to take next steps relating to goals
Interpretation of Decision about evidence next steps
Figure 2.4: Formative assessment cycle (Adapted from Harlen, 2006)
Judgement of achievement (Criterion referenced)
Chappuis and Stiggins (2004) highlight that traditional assessments often view students as passive participants, whereas formative assessment encourages students to become active learners who take ownership of their learning process This approach allows students to assess their own work and that of their peers, fostering greater engagement and responsibility Additionally, formative assessment promotes collaboration between students and instructors in establishing assessment criteria and standards, thereby enhancing the learning experience.
Formative assessment can be approached in two ways: formal and informal Formal assessment involves a series of short written exams administered under controlled conditions throughout the course, providing structured evaluation points In contrast, informal assessment includes ongoing methods such as observations, questioning, dialogue, and note-taking, which facilitate continuous feedback and understanding of student progress (Ainsworth, 2006).
Formative assessment differs from summative assessment in its primary goal of improving student learning rather than judging it Its main emphasis is to provide feedback that helps students understand their current level of understanding and identify areas for improvement According to Crook (2003), summative assessment is used for judgment, typically giving students a final grade, while formative assessment focuses on promoting progress through constructive feedback This ongoing feedback guides students on what they have achieved and what steps they need to take to master the material in future learning.
Formative assessment is rooted in a learner-centered approach that tailors evaluation methods to meet each student's unique needs Incorporating diverse assessment procedures ensures all students have opportunities to showcase their abilities and provides teachers with comprehensive information This enables educators to create balanced, accurate assessments that reflect each student's progress and support effective learning.
Benefits of formative assessment
Basing on the academic research mentioned above, the researcher focuses on the main benefits of formative assessment as following:
Providing effective feedback to students
Feedback is a vital component of the teaching and learning process, with research by Black and William (1998) and Crook (2001) highlighting its significant impact on student achievement through formative assessment Effective feedback helps students identify gaps between their current knowledge and learning goals by providing specific and focused insights When students are aware of the learning intentions behind tasks, their motivation and focus improve, leading to better learning outcomes Low student achievement often stems from misunderstandings about what teachers expect, emphasizing the importance of clear, targeted feedback in fostering student success.
To construct a way forward for the learner, Crook (2001) suggested that feedback must:
- Be accessible to and understood by learner; have a catalytic and coaching value which will inspire confidence and hope in the learner;
- Enable the learner to identify gaps between current and desired performance, and to take some action to close that gap
Black and William (1998) emphasized the importance of fostering a culture of success where all students can achieve by focusing on their individual progress rather than being compared to others They advocated for providing students with detailed feedback on their strengths and weaknesses, guiding them on the next steps to improve This approach helps identify specific problems and potential solutions, promoting continuous student development and academic achievement.
Actively involving students in their learning
Constructivist learning theory emphasizes that meaningful learning occurs when students actively engage in constructing and expanding their knowledge while applying it to solve real-world problems According to Windschilt (2002), meaningful learning is characterized by active manipulation, construction, cooperation, authenticity, and intentionality, fostering a collaborative partnership between teachers and students in pursuit of shared goals (Black et al., 2004) Additionally, involving students in the assessment process enables them to use feedback effectively, helping them understand their progress, identify their current position relative to learning targets, and plan subsequent learning steps (Chappuis & Stiggins, 2002).
Black and William (1998b) emphasized that students achieve better results when actively engaged in their own learning process They argued that understanding what and why they need to learn, along with actively assessing their comprehension, helps students identify gaps in knowledge and areas for improvement Incorporating student involvement in classroom assessments not only enhances learning outcomes but also fosters the development of self-regulated learners.
Adjusting teaching to take account of the results of assessment
Black and William (1998b) emphasized that formative assessment is crucial for providing teachers with insights into students’ progress and evaluating the effectiveness of classroom instruction and curriculum materials They highlighted that using techniques such as teacher observation, classroom discussions, homework, projects, and test analysis can help teachers understand students’ knowledge gaps and learning needs, ultimately enhancing the teaching and learning process.
Effective formative assessment allows teachers to monitor student progress and identify learning difficulties, enabling them to adjust instruction through re-teaching, alternative strategies, or additional practice Incorporating formative assessment as a core element of teaching fosters a dynamic, interactive, and dialogic learning environment This approach positions teachers in a responsive role, actively engaging with students’ needs and making instructional decisions that enhance learning outcomes.
Formative assessment’s influence on the students’ motivation
Effective classroom assessment strategies are crucial in addressing the diverse needs, backgrounds, and skills of students The type of assessment a teacher uses can significantly influence students’ intrinsic motivation and attitude toward learning Research by Black et al (2004) highlights that students are motivated by success and a sense of competence, and they are more inclined to dedicate effort when they feel ownership and have choice in their learning process.
Motivation and self-esteem are crucial factors in the learning and assessment process Frequent high-stakes assessments, which assign marks or grades, can negatively impact student motivation and damage self-esteem, especially among low-achieving learners This form of assessment often fosters a sense of helplessness in students with poor performance, reinforcing feelings of inadequacy and discouragement (Dweck, 1986) Such feedback can lead low-achieving students to believe they lack the ability to improve, ultimately hindering their academic growth and confidence.
“ability, causing them to come to believe that they cannot learn He also shows that when students receive a grade and a comment, they ignore the comment
Effective student feedback plays a crucial role in fostering a positive learning environment When learning activities are perceived as competitions, students become focused on winning or losing, which can diminish motivation, especially for those labeled as "losers." Research by Black and Wiliam (1998a) emphasizes that a classroom culture centered on rewards, such as grades, gold stars, or rankings, encourages students to prioritize obtaining high marks over genuinely enhancing their understanding This focus often leads students to seek out cues for the correct answers rather than engaging deeply with the learning process, highlighting the importance of constructive feedback that emphasizes learning growth over competition.
Indeed, students are more likely to become enthusiastic and lifelong learners if they are provided with an engaging curriculum, a safe and caring environment
Students’ ability to be able to assess themselves and understand how to improve student’s learning
A number of studies (Black et al 2004; Black & William, 1998) have expressed the importance of involving students in their own learning through peer and self-assessment as principles of formative assessment
Peer and self-assessment are essential elements of formative assessment, enhancing student engagement and learning outcomes According to Black and William (1998a), students achieve more when actively involved in their learning, understanding the purpose and steps needed for success Black et al (2004) emphasize that for peer and self-assessment to be effective, teachers must use these strategies to support all students, particularly those with lower achievement levels, in developing assessment knowledge and skills.
Teacher’s role in formative assessment
Heritage (2010) has stated that teachers, who want to practice formative assessment, must reconstruct their teaching contract to counteract students’ habits
This implies the notion that power in the classroom is not only refined to the teachers Instead it is distributed between teachers and students
Circular No.30 emphasizes teachers' vital role in formative assessment by observing, monitoring, and providing qualitative feedback on students' learning processes Teachers are responsible for advising, instructing, and encouraging students, as well as evaluating their development of key capabilities and qualities During lessons, teachers should tailor their actions according to each lesson's objectives and characteristics, focusing on guiding students through effective learning practices and fostering their personal growth This approach ensures a comprehensive assessment of student progress and promotes continuous development throughout the educational process.
- Observe, monitor, exchange and examine the process and performance of each student or student group according to the process of teaching;
Provide oral or written feedback in students' notebooks to evaluate their achieved results and identify areas for improvement, focusing on their level of knowledge, ability to apply what they have learned, and proficiency in essential skills relevant to the lessons and student activities.
Focus on individual students’ academic progress by monitoring their performance closely and implementing targeted interventions to assist them in overcoming challenges Recognize that variations in students’ abilities and levels of achievement are natural, and adjustments should be made accordingly to support each learner’s unique needs.
Effective formative assessment requires a classroom environment that fosters high-quality interactions, where students feel safe to ask for help, view errors as valuable learning opportunities, and openly admit difficulties Teachers must possess the necessary skills, knowledge, and positive attitudes to create a supportive classroom culture that facilitates the successful implementation of formative assessment A safe and engaging classroom environment is essential for students’ active participation and meaningful learning progress.
Challenges in applying formative assessment
Formative assessment is widely recognized as a valuable approach to enhance student learning and achievement However, studies indicate that teachers struggle to develop effective formative assessment strategies due to the pressure of summative examinations Many teachers feel uncertain about implementing formative assessment techniques and are hesitant to seek support in developing these approaches Additionally, some teachers perceive formative assessment as time-consuming and impractical for large classes, posing obstacles to its widespread adoption in educational settings.
Black and William (1998b) identified key barriers to effective formative assessment, highlighting that teachers often prioritize assessing the quantity of work and presentation over the quality of student learning They noted that excessive focus on marking and grading can negatively impact students' self-esteem, while comparisons among students tend to demoralize less successful learners Additionally, teachers' feedback frequently serves managerial or social purposes rather than supporting students’ learning and improvement.
Application of formative assessment in Asian countries and Vietnam with
Many Asian countries have reformed their educational policies by adopting formative assessment methods to enhance student learning In 2001, the Republic of China's Ministry of Education issued the "Outlines" for Basic Education Curriculum reform, emphasizing the role of formative assessment in supporting and improving the learning process (Yin & Buck, 2015) That same year, Hong Kong introduced the School-Based Assessment system, aiming to balance formative and summative assessments to promote continuous learning support rather than just reporting student achievement In 2009, Singapore embraced the concept of "Holistic Assessment," as outlined by the Primary Education Review and Implementation Committee, to revamp primary education through a comprehensive evaluation approach.
Singaporean system particularly focused on students’ skill development and constructive feedback to effectively reduce the pressure from examinations
The Vietnamese Communist Party emphasizes the urgent need for radical innovation in education, training, and human resources development as part of ongoing national and regional transformations Central to this effort is the third solution of the Ministry of Education and Training’s nine-point renovation plan, which focuses on overhauling testing, examination, and student assessment methods to enhance learner quality and capacity This pioneering approach aims to serve as a key breakthrough in implementing comprehensive educational reform across Vietnam Consequently, Circular No.30/2014/TT-BGDĐT was issued to establish new regulations on primary student assessment, replacing the previous Circular No.32/2009/TT-BGDDT, and came into effect on October 15, 2014.
The purposes of assessment are pointed out in the Circular (Article 3, Circular 30/2014):
To enhance primary education quality, teachers should innovate teaching methods and adapt their approaches based on real-life experiences during and after each instruction phase Recognizing students' efforts and progress allows for timely encouragement, while identifying challenges beyond students’ capabilities enables targeted guidance and support Accurate assessment of students’ strengths and weaknesses is essential for implementing effective solutions that improve learning outcomes and productivity By doing so, teachers contribute significantly to achieving the goals of primary education and fostering students’ overall development.
Empowering students to perform self-assessment and actively participate in the evaluation process fosters self-awareness and independence in their learning journey Developing adaptability in learning approaches encourages students to tailor their methods for better understanding and retention Enhancing communication and cooperation skills promotes teamwork and social interaction, essential for academic success Cultivating enthusiasm and a passion for ongoing practice inspires continuous improvement and mastery of skills, leading to overall academic advancement.
- Help students’ parents or guardians participate in the assessment of school performance, practice, formation and development of students’ capabilities and qualities; cooperate actively with schools in educational activities
- Help educational management officers of different levels direct educational activities punctually, renew methodology of teaching and assessment in order to achieve educational efficiency
Also, the Circular focuses on three subject matters including (MOET, 2014):
- Assess school performance and advancement of students in terms of standardized knowledge, skills in each subject and other educational activities according to primary education programs
- Assess the formation and development of some capabilities of students: + Self-service, self-management;
+ Self-learning and problem solving;
- Assess the formation and development of some qualities of students:
+ Studiousness, diligence; enthusiasm about taking part in educational activities;
+ Self-confidence, self-esteem and personal responsibility;
+ Love for families, friends and others; schools, classrooms, hometown and native country
In the 6 th Article of the Circular, the manner of formative assessment is pointed out:
Formative assessment involves ongoing evaluations conducted during students' learning processes, focusing on their understanding of subject content and engagement in educational activities These assessments measure the application of knowledge and skills across various settings, including school, home, and society, supporting continuous improvement and personalized learning.
In formative assessment, teachers should document the most notable remarks in logbooks, including students' achieved results and areas needing improvement They must identify specific measures to help students overcome difficulties, while also noting the development of students’ capabilities and qualities Special attention should be given to observations that facilitate monitoring and supporting student learning and progress.
The results of implementation of Circular No 30/2014 / TT-BGDĐT in Vietnam
During the workshop on disseminating radical educational innovations, the Ministry of Education and Training leader highlighted that implementing qualitative assessments through comments, instead of traditional scoring, has positively impacted primary education While Circular 32's assessment methods showed positive elements, they also exposed limitations, notably the heavy burden of ongoing and summative assessments on students, teachers, and parents The emphasis on scores has contributed to pressure among students and parents, fueling issues like widespread tutoring and societal frustrations.
Circular No.30/2014/TT-BGDĐT, issued by the Minister of Education and Training on August 28, 2014, and effective from October 15, 2014, establishes guidelines for the assessment of primary students It details the relevant content, evaluation methods, and the utilization of assessment results, ensuring a standardized approach to measuring students' learning progress.
According to Article 2 of this regulation, the evaluation of primary school students involves observation, monitoring, and review of their learning processes and development It also includes advising, guiding, and motivating students to enhance their academic and personal growth The evaluation encompasses both qualitative and quantitative comments on students' learning outcomes, training, and the development of their capacities and overall quality.
Elementary school students are in a critical stage of personality development, making it essential to provide them with a solid foundation of common knowledge During this period, fostering their character and encouraging physical activity are crucial for their overall growth Additionally, teaching life skills to primary students helps them build essential competencies for future success and well-being.
To address the growing need for fair student assessment, MOET issued Circular 30, which shifts from score-based evaluation to reviewer-based assessments for primary students This progressive approach emphasizes a humane and effective educational policy, inspired by successful implementations in countries like Finland and Australia.
Since its enforcement nearly two years ago, Circular 30 has significantly impacted the relevant processes While it offers notable advantages, such as streamlining procedures and enhancing transparency, there are also disadvantages, including bureaucratic challenges and implementation difficulties Overall, the Circular’s effects highlight both opportunities and areas for improvement in its ongoing application and enforcement.
- The verbal assessment without giving scores or assigning homework had some positive impacts such as reducing the pressure, creating psychological comfort for students in academic and educational activities
Effective evaluation methods necessitate a shift in teachers’ mindset, encouraging increased responsibility and proactive innovation in teaching strategies Teachers should actively redesign classroom activities to better identify students’ efforts, progress, and limitations This approach enables educators to provide personalized guidance, support, encouragement, and motivation, fostering a tailored learning experience that enhances student development and achievement.
Implementing Circular 30 improves the cooperation between schools and students' families, fostering a shift in parents' perceptions from simply focusing on exam scores to supporting holistic student development This shift encourages parents to actively engage with teachers and participate more fully in their children's education, thereby enhancing overall learning outcomes.
Circular 30 highlights the need to address certain disadvantages, notably the heavy workload placed on teachers Student assessment methods that rely on written comments are effective only in small classes with fewer than 25 students; however, in most countries, class sizes range from 40 to 60 students Teachers specializing in subjects like physical education and music often oversee 10 to 15 classes, leading to overwhelming workloads and delays in providing quick student evaluations.
Therefore, the implementation of Circular 30 in many places has still been superficial and ineffective
This chapter explores the concept of assessment for formative purposes and its role in improving learning outcomes Literature indicates that formative assessment is a powerful tool for enhancing student achievement, closely aligned with the constructivist approach to teaching Implementing assessment for learning fosters active student engagement and supports tailored instructional strategies, ultimately promoting deeper understanding and academic success.
This chapter discusses both summative and formative assessment concepts to establish a foundation for ongoing research The study aims to explore Quang Binh primary teachers' practices of formative assessment in English classrooms Understanding these assessment strategies is essential for enhancing teaching effectiveness and student learning outcomes The research focuses on how primary educators implement formative assessment techniques to improve language instruction This exploration contributes valuable insights into effective assessment practices in primary English education.
This chapter outlines the research methodology, detailing the research design, data collection methods, and data analysis strategies employed It also discusses the study's strengths and limitations, providing a comprehensive overview of the approach taken to ensure the validity and reliability of the research findings.
RESEARCH METHODOLOGY
Context of the study
Quang Binh is a province in the Middle of Vietnam, 500 kilometers to the South of Ha Noi, 1.200 kilometers to the North of Ho Chi Minh City The West has
201 kilometers of border with People Republic of Laos, the East borders on 116 kilometers of Eastern Sea
Quang Binh Province comprises one city and seven districts, encompassing 156 communes and wards, with a total population of approximately 872,925 residents The population distribution is uneven, with 80.42% living in rural areas and 19.58% in urban areas The province boasts abundant labor resources, constituting about 49.28% of its population As of 2013, Quang Binh had over 25,000 individuals with undergraduate degrees, more than 600 with master's degrees, and nearly 50 doctors and doctoral associate professors, demonstrating a growing skilled workforce Additionally, around 105,000 workers have received training, representing approximately 25% of the total workforce, highlighting the province’s investment in human capital development.
The primary educational system in the region includes 229 schools, with three dedicated centers for disabled students and over seventy thousand primary learners Since 2012, the VNEN pilot model has been implemented in 14 primary schools, introducing innovative formative assessment methods This model shifts from traditional teacher-centered teaching to student-centered learning, where children sit in small groups of 4-6 and actively engage in peer learning and problem-solving, fostering qualities like initiative, creativity, self-esteem, and communication skills VNEN schools also enhance student engagement by providing diverse learning opportunities, showcasing student achievements through colorful displays, and encouraging community participation through classroom community corners and student councils with rotational elections, promoting leadership and social responsibility among students.
Figure 3.1 Map of the main districts of Quang Binh
The new primary school model has been expanded to include over 120 schools, emphasizing regular assessments and diverse evaluation methods It incorporates assessments of classroom activities, student reports on project work, and presentations such as articles, videos, and presentations showcasing learning outcomes The model promotes a comprehensive evaluation approach, combining assessments of teaching quality, educational progress, and final summative assessments It also integrates teacher evaluations, self-assessment, peer review among students, and feedback from parents and the community to ensure a holistic approach to student development.
Since 2015, 100% primary schools in Quang Binh have implemented regulations on assessment of primary students according the Circular No.30/2014/TT-BGDĐT.
Participants
This study employed purposive sampling, selecting thirty experienced female English teachers from fifteen primary schools across eight districts, towns, and cities in Quang Binh, representing urban, rural, and mountainous areas Participants were chosen based on criteria such as qualification level, teacher training, teaching experience, and gender, ensuring a diverse and representative sample Most teachers hold bachelor degrees and demonstrate strong English competence, with teaching experience ranging from one to over twenty years For ethical considerations, pseudonyms are used when discussing participant data to protect their identities.
Teaching experience Number Gender Qualifications
Under two years 3 Female Bachelor of English 1 2
From 5 to 9 years 15 Female Bachelor of English 15
From 10 to under 20 years 10 Female Bachelor of English 5 10 More than 20 years 2 Female Bachelor of English 2
Table 3.1 General information of the participants
Table 3.1 presents the regions where study participants are employed, based on data collected during individual interviews The majority of participants, ten teachers, work in Dong Hoi city, while others are from Bo Trach (6), Quang Trach (2), Le Thuy (5), Quang Ninh (3), Minh Hoa (2), and Tuyen Hoa (2).
Figure 3.2 Rate of teachers participating in research distributed in 8 regions in Quang Binh
Rate of teachers participating in research distributed in 8 regions in Quang Binh
Le Thuy Quang Ninh Dong Hoi
Bo Trach Quang Trach Tuyen Hoa Minh Hoa
All thirty teachers have experienced both summative and formative assessments, highlighting their familiarity with different evaluation methods Purposive sampling was used to select participants who are likely to provide the most valuable insights, based on the researcher’s prior knowledge of specific individuals and events Of these thirty teachers, all were invited to complete a questionnaire, while eight were selected for interviews to gather more in-depth data Further details regarding the survey and interview selection process are discussed in the next chapter.
This study explores teachers' perceptions of formative assessment, the primary assessment methods used in Quang Binh primary schools, and the extent of formative assessment implementation To achieve this, both quantitative and qualitative data collection methods were employed, providing a comprehensive understanding of the current assessment practices The combined approach offers valuable insights into how formative assessment is perceived and applied within the educational context of Quang Binh.
A total of thirty teachers completed the questionnaire, providing valuable insights into their perspectives To deepen the understanding of teachers’ opinions, the researcher conducted nine interviews—eight individual interviews and one focus group—primarily held in primary schools Specifically, ten teachers from Dong Hoi and three teachers from Le Thuy participated in interviews at local primary schools Additionally, eight hours of classroom observation were carried out with eight teachers who had previously completed the survey, allowing for a comprehensive analysis of their instructional practices.
A questionnaire was designed and distributed to thirty teachers across fifteen primary schools in eight districts of Quang Binh to assess their practices of formative assessment in English classrooms This quantitative data collection aimed to evaluate teachers' implementation of formative assessment strategies and their effectiveness in enhancing student learning The results provide valuable insights into current assessment practices among primary school English teachers in the region.
The questionnaire comprised twenty-two perception statements and questions to assess teachers' perceptions of formative assessment, divided into three sections The first section collected personal information, while the second explored teachers’ general perceptions of formative assessment using a five-point Likert scale ranging from Strongly Disagree to Strongly Agree, focusing on the benefits of formative assessment The third section examined teachers’ actual practices related to formative assessment, allowing for nuanced responses that facilitated meaningful categorization and analysis Overall, the questionnaire provided a clear and immediate overview of primary school teachers' formative assessment practices in Quang Binh, contributing valuable insights into their understanding and implementation.
The teaching checklist was utilized for class observation, with the investigator observing eight classes, each lasting 40 minutes, to assess teaching practices Additionally, the researcher reviewed eight teachers' note-taking notebooks to gain insights into their formative assessment strategies To obtain a comprehensive understanding of primary teachers' actual practices, interviews were conducted with all eight teachers, providing valuable qualitative data on their formative assessment methods.
This study employed interviews as a primary data collection method, reflecting their vital role in contemporary educational qualitative research Interviews facilitate an in-depth exploration of participants' perspectives, emphasizing the social construction of reality, knowledge, and language within specific contexts This approach aligns with recent developments in qualitative research, highlighting the importance of conversations and contextual understanding in uncovering meaningful insights.
An interview offers valuable insights into an individual's inner thoughts, enabling the assessment of their knowledge, information, and understanding It allows for the measurement of personal preferences, likes, and dislikes, as well as underlying attitudes and beliefs According to Cohen et al (2000), interviews are an effective tool to explore what a person knows, values, and thinks, making them essential for gaining comprehensive behavioral and psychological insights.
Bishop (1997) defines interviews as a collaborative storytelling process involving sequential, semi-structured, in-depth conversations These interviews are conducted in a dialogic and reflective manner, enabling ongoing collaborative analysis This approach facilitates the construction of meaningful insights and explanations about the lived experiences of research participants, emphasizing the importance of dialogue in qualitative research.
This study employed a semi-structured and focus group approach to gather in-depth insights The interviews complemented questionnaire responses by allowing participants to share their interpretations of their environment and express how they perceive various situations This method helped uncover nuanced perspectives and enrich the understanding of participants' viewpoints, making it a valuable tool for qualitative research.
Eight participants, representing a diverse range of ages and teaching experiences, were recruited for thirty-minute face-to-face interviews The interviews lasted between twenty and forty minutes and were audio recorded for comprehensive analysis Participants were selected based on their years of teaching experience to ensure a varied and insightful perspective.
Participants were asked to submit a sample of their formative assessment task prior to the interview, serving as a stimulus to encourage detailed discussion of their feedback practices This preparatory step facilitated deeper insights into how educators implement formative assessments and utilize feedback to enhance student learning.
The semi-structured interview format allowed for flexibility in asking spontaneous questions based on the immediate context, enabling participants to clarify and elaborate on their answers in real-time This approach facilitated dynamic interactions and richer data collection Although participants responded to the same predetermined questions, the flexibility led to diverse responses, providing valuable insights Ensuring all participants answered the core questions maintained data consistency and comparability, resulting in a comprehensive and reliable dataset for analysis.