INTRODUCTION
Rationale
Assessment is a crucial element in education, significantly influencing language teaching and learning It shapes instructional decisions, measures the achievement of educational objectives, and supplies essential data for administrative choices.
Many educators today equate assessment with high-stakes standardized tests, often relying on summative evaluations in their teaching practices However, research by Heritage (2007) highlights that standardized tests can overshadow more effective forms of assessment Formative assessment, as noted by Popham (2009), offers a transformative approach that enables teachers to adjust their instruction and helps students refine their learning goals Studies over the past decade have shown that formative assessment significantly enhances student achievement When effectively implemented by teachers and students, formative assessment facilitates informed decisions regarding instructional and learning strategies, ultimately optimizing educational outcomes.
2 assessment, they may affect the quality of their assessment practice in the classroom and, eventually, their students learning
This study investigates EFL teachers' perceptions and practices of formative assessment in upper-secondary schools in Quang Binh province The researchers aim to assess the current implementation of formative assessment in instructional practices and identify what teachers have successfully integrated and what remains unaddressed in the EFL context Titled “Formative Assessment: EFL Teachers’ Perceptions and Practice at Upper-Secondary Schools in Quang Binh Province,” this research aspires to serve as a valuable resource for educators and contribute meaningfully to the field of English language teaching and learning.
The aims and objectives of the study
This research investigates the perceptions and practices of upper-secondary school EFL teachers in Quang Binh province regarding formative assessment It focuses on their understanding of formative assessment concepts and the realities of implementing these assessments in the classroom Additionally, the study identifies the challenges teachers face in applying formative assessment in their context Based on practical findings, the researcher provides insights into the implementation of formative assessment by EFL teachers and offers implications to enhance its effectiveness as a tool for improving teaching practices.
The objectives of this research are:
- To study the upper-secondary EFL teachers’ perception of formative assessment
- To explore the reality of implementing formative assessment in teaching English
- To gain an in-depth understanding of difficulties which teachers encounter in their practice, then to provide some suggestions for more effective teacher implementation practice.
Research questions
This study aims to understand the perceptions of upper-secondary school EFL teachers in Quang Binh province regarding formative assessment and its implementation in instructional practice It also seeks to identify the challenges these teachers face in their context and provide suggestions for improving practices among upper-secondary teachers.
1) What are the EFL teachers’ perceptions of implementing Formative Assessment at upper- secondary schools in Quang Binh province?
2) What is the reality of conducting Formative Assessment at Upper-secondary schools in Quang Binh province?
3) What are difficulties faced by the teachers in implementing Formative Assessment at upper-secondary schools in Quang Binh province?
Significance of the research
This study aims to shed light on the perceptions and practices of formative assessment in teaching Additionally, it seeks to encourage further research into how upper-secondary school EFL teachers can effectively implement this type of assessment in their instructional practices.
The scope of the research
This research focuses on upper-secondary teachers' perceptions of formative assessment and its implementation in the context of English as a Foreign Language (EFL) Conducted in 2015-2016, the study involved 30 teachers from six upper-secondary schools in Quang Binh province While the findings are specific to the participants and time frame, they provide a foundational basis for similar research in upper-secondary schools across Vietnam.
Organization of the thesis
The thesis consists of five chapters, including (1) Introduction, (2) Literature Review, (3) Research Methodology, (4) Finding and Discussions and (5) Conclusion and Implications
The introduction of this study explores teacher perceptions and the reality of conducting formative assessments in Quang Binh province It aims to address key research questions while highlighting the significance and scope of the study to emphasize the thesis's importance Additionally, the organization of the thesis is outlined to provide a clear structure for the research.
Chapter Two, the Literature Review, outlines the essential literature related to formative assessment It summarizes relevant studies on the implementation of formative assessment in language instruction Additionally, this chapter provides the rationale for the current study.
Chapter Three outlines the research methodology of the study, detailing the finalized research design, the participants involved, and the research instruments utilized The chapter concludes with a description of the procedures for data collection and analysis.
Chapter Four, Findings and Discussions, reveals the perceptions of upper-secondary school EFL teachers regarding formative assessment and their practical experiences It also highlights the challenges faced by participants in implementing these assessments, accompanied by an interpretation of the results.
Chapter Five concludes the study by highlighting its significance and offering practical suggestions for implementing formative assessment Additionally, it addresses the research limitations and provides recommendations for future studies.
LITERATURE REVIEW
Assessment
Assessment is a systematic process of gathering information about a specific subject, as defined by Bachman (2004) It encompasses various procedures used to evaluate individuals, including informal observations, self-assessments, quizzes, interviews, and tests, as noted by Huhta (2008).
According to Lambert and Lines (2000), assessment is defined as “the process of gathering, interpreting, recording, and using information about the pupils’ response to educational tasks.” Black and William (1998) emphasized that assessment serves as a valuable tool when the information obtained is utilized to adapt and enhance teaching and learning strategies.
According to Palomba and Banta (1999), assessment involves the systematic collection and analysis of information regarding educational programs aimed at enhancing learning and development This process entails gathering insights from various sources to gain a comprehensive understanding of students' knowledge and abilities stemming from their educational experiences Ultimately, the findings from assessments are utilized to enhance future learning outcomes.
In general, the term of assessment is understood as the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning
Assessment plays a crucial role in the teaching and learning process, as it enables educators to gauge students' prior knowledge, track their learning progress, and identify their strengths and weaknesses (Alderson, 2005) Teachers must have a clear understanding of the various types of learning assessments used in language instruction, ensuring they select the appropriate methods and criteria that align with their students' needs.
2.1.2 Assessment in comparing with evaluation
Assessment and evaluation are distinct processes, despite their similarities According to Surbhi (2016), assessment involves appraising an entity, while evaluation is concerned with making judgments about values, performance, or numerical data The term "evaluation" originates from "value," highlighting its focus on the usefulness of something Thus, evaluation serves as an examination to measure an entity's utility.
Evaluation is a systematic and objective method for measuring or observing individuals or entities, aimed at drawing conclusions based on established criteria and standards It assesses the performance of people, completed projects, processes, or products to determine their value and significance.
Assessment and evaluation are fundamentally different concepts Evaluation focuses on making judgments about performance, while assessment aims to identify and address areas for improvement According to researchers, assessment encompasses various methods, including informal, formal, and self-evaluation techniques Examples include asking students about their learning experiences and their self-assessment of their progress and necessary changes for future tasks.
Comparing the difference between assessment and evaluation plays a crucial role It helps instructors make good decisions in analyzing and refining the performance of a person, product, project or process
Assessment types include diagnostic, formative, summative, norm-referenced, and criterion-referenced tests (Amanda, 2015), each offering distinct advantages Diagnostic assessments are administered at the start of the school year or a unit to gauge students' prior knowledge Formative assessments occur throughout the learning process, aiming to evaluate student progress toward specific learning goals In contrast, summative assessments measure a student's mastery of a topic after instruction has concluded Criterion-referenced tests assess student performance against established standards or specific objectives, with unit and chapter tests typically falling into this category.
Norm-referenced tests evaluate students by comparing their performance to a national average, allowing for ranking among peers The current research focuses specifically on formative and summative assessments, as well as the distinctions between the two.
Assessment is crucial for effective classroom teaching as it provides teachers with accurate insights into student progress, enabling them to adjust their instructional methods accordingly (Westwood, 2008) It serves two main purposes: formative assessment, or assessment for learning, which informs teaching strategies based on student needs, and summative assessment, or assessment of learning, which evaluates student achievement for grading and accountability purposes.
Summative assessment is always defined as a summary of what the students learnt during a course and it is usually done at the end of the semester (Brown,
Summative assessment, as noted by Swain (2000), is frequently perceived as the concluding evaluation for students, signifying a sense of finality Similarly, Dockrell (1995) described this type of assessment as one that occurs at the end of a course or program, encapsulating the overall outcomes.
Summative assessments, such as final exams and proficiency tests, evaluate the objectives achieved but provide no feedback or suggestions for improvement, leaving both teachers and students with limited opportunities to address low performance This lack of feedback hinders diagnostic understanding, preventing students from identifying their weaknesses Additionally, the timing of these assessments, often at the end of a course, adds to the stress experienced by both students and educators (Alderson & Charles, 2005).
Summative assessment, as defined by Wiliam & Black (1996), refers to evaluations conducted at the conclusion of units, mid-term, or an entire course, aimed at measuring students' learning for grading, certification, and curriculum effectiveness research It can be characterized by three key aspects: its purposes, timing, and level of generalization Primarily, summative assessment emphasizes graduation and certification, is conducted at the course's end, and assesses broader competencies (Newton).
The purpose of summative assessment is to evaluate and describe the learning achievements of students at a specific point in time This information is essential for reporting to parents, teachers, and the students themselves, as well as to other interested parties.
9 school governors or school boards” (Harlen & James, 1997, p 370) In other words, it serves the functions of accountability and assessing effectiveness (Dockrell, 1995, p.293)
Summative assessment occurs at the conclusion of specific intervals, such as the end of a school term or year, providing valuable insights into student performance This type of assessment yields grades or achievement levels that reflect students' accomplishments, benefiting various stakeholders, including teachers, parents, principals, and society at large (Dockrell, 1995).
Related studies
Recent studies highlight the significance of formative assessment in classrooms, particularly among EFL teachers This growing body of research focuses on the perceptions and practices of formative assessment within EFL instruction Notably, the present research references key studies, including those conducted by Black &
William (2003), Chun (2007), Douglas (2009), Clark (2012), Heritage and Chang
(2012), Stiggin and Popham (2013), Alvarer et al (2014), Ajisoko and Wati (2015), George and al (2015), Ho (2015), Jamali and Gheisari (2015), Le (2015), Nguyen and Ahmad (2016)
Ajisoko and Wati (2015) investigated teachers' perceptions and practices of formative assessment in Indonesia, focusing on EFL upper-secondary teachers in East Jakarta The study aimed to understand how these teachers comprehend formative assessment concepts and how this understanding translates into their classroom practices, ultimately impacting assessment quality and student learning Involving 50 EFL teachers from 10 vocational secondary schools, the research utilized questionnaires and interviews for data collection Findings indicated that while 89% of teachers claimed to understand and implement formative assessment purposes, only 50% of interviewees could articulate these purposes fully Additionally, many teachers acknowledged planning formative assessments alongside lesson plans, recognizing them as essential to teaching and learning However, a discrepancy was noted between questionnaire responses and interview insights regarding the principles of formative assessment, with 87% of teachers expressing agreement in the questionnaires.
A study on formative assessment revealed that 85% of teachers understand and implement it in line with established literature and policy, according to questionnaire results In contrast, only 65% of teachers interviewed demonstrated a clear understanding of both formal and informal formative assessment This indicates a significant disparity between the questionnaire and interview findings.
15 the teachers in the interview claimed that they do formative assessment on their teaching and learning
Douglas (2009) investigated the perceptions of secondary school teachers in Honiara, Solomon Islands, regarding the value of formative assessment, involving five teachers from various schools The study utilized semi-structured interviews and focus group discussions to gather data A key finding revealed that most participants recognized the significance and impact of formative assessment on learning However, the researcher noted that this understanding was hindered by teachers' limited theoretical knowledge of integrating assessment into the educational process and their familiarity with learning theories (Torrance & Pryor, 1997, cited in Douglas, 2009) Additionally, the research indicated that formative assessment posed challenges for participants lacking teaching qualifications While the researcher acknowledged the potential role of formative assessment in Solomon Islands secondary schools, its implementation remains restricted.
The research findings revealed that discussions with five teachers led to various generalizations Notably, there were significant gaps and differences between the teachers' perceptions and their theoretical understanding of formative assessment, as well as their ability to effectively implement relevant practices in the classroom.
Despite a theoretical understanding of formative assessment processes, many educators still struggle to grasp their true significance Additionally, the study revealed that most teachers believe student cooperation is essential for effective learning outcomes.
Students achieve greater success when they are fully engaged in their learning process By understanding what they need to learn and why it matters, and by actively assessing their own comprehension and knowledge gaps, they can significantly enhance their educational outcomes In contrast, passive learning—where students merely complete exercises without grasping the underlying intentions or significance—leads to lesser achievement.
Teachers in the study identified that their use of formative assessment in the classroom was constrained by school policies, systems, and methods The study concluded that enhancements are necessary for classroom teachers' formative assessment practices in secondary schools in the Solomon Islands It suggested clarifying and sharing learning intentions and success criteria with students, empowering them to take ownership of their learning, and promoting peer support as instructional resources.
Jamali and Gheisari (2015) conducted a study on formative assessment in Kermanshah high schools, focusing on teachers' familiarity and application of various strategies The research aimed to identify assessment strategies and evaluate the perceptions of EFL teachers in the region Data were collected using an open-ended questionnaire with 20 items related to five assessment strategies, administered to 200 randomly selected high school English teachers Participants held BA and MA degrees in fields such as TEFL, Linguistics, English Literature, and English Translation, with a majority having a BA in teaching The findings revealed that most teachers in Kermanshah utilized questioning as a key formative assessment technique, while the effectiveness of the other four strategies was also explored.
15 formative assessment without grade, peer-assessment, self-assessment, formative use of summative assessment and summarizing, teachers do not use them in their teaching classes
The study conducted by George et al (2015) examined the formative assessment practices of senior high school teachers in the Ashanti Mampong Municipality of Ghana It aimed to evaluate teachers' knowledge of formative assessment, identify the strategies employed in classrooms, and understand their perceptions regarding the impact of these practices on teaching and learning Involving 350 teachers from four public senior high schools, the research utilized a questionnaire with primarily closed-ended items to gather data on teachers' views and practices The findings revealed that about half of the respondents had a basic understanding of formative assessment, with common practices such as class exercises and oral questioning being underutilized Additionally, many teachers demonstrated a limited grasp of the concept and purpose of formative assessment, viewing it merely as routine tasks rather than essential components of the learning process Ultimately, the study concluded that a significant number of teachers lacked a comprehensive understanding of formative assessment, perceiving it as a norm rather than a tool for enhancing educational outcomes.
To enhance the formative assessment literacy of Senior High School teachers and align their assessment beliefs with professional standards, it is essential to organize short-term courses, workshops, seminars, and other in-service training activities Broadening teachers’ understanding of formative assessment and its sub-concepts will positively influence their assessment practices.
Le (2015) investigated the effectiveness of learning assessment for non-English major students at a non-public university in Ho Chi Minh City, Vietnam The study utilized various data collection methods, including document analysis, interviews, and classroom observations, to gather both qualitative and quantitative data from managers, teachers, and students The findings revealed that traditional assessment methods, such as multiple choice and true-false questions, were predominantly used in formative assessments, indicating an over-reliance on these techniques Furthermore, there was a notable absence of alternative assessment methods, including self-assessment, peer-assessment, and performance-based activities Ultimately, the research concluded that most teachers did not incorporate formative assessment into their instructional practices.
Nguyen and Ahmad (2016) conducted a formative study in Vietnam to examine the impact of formative assessment on student achievement at a college in Da Nang The research involved 6 teachers and 30 students, revealing that formative assessment significantly enhances student performance in the short term, with students benefiting greatly from the employed techniques.
In other words, students’ learning and achievement were improved under the formative assessment techniques
Ho (2015) conducted a qualitative study on formative assessment practices in higher education within the Vietnamese context The research aimed to examine the assessment strategies employed by Vietnamese lecturers to enhance learning and to identify socio-cultural factors that affect these practices Data were collected through multiple methods, including video-recorded observations of five teaching sessions for each lecturer, analysis of relevant documents such as the university's assessment policy and lecturers' lesson plans, and semi-structured interviews with three lecturers and 19 students from three classes The study provided a comprehensive overview of the assessment methods used by Vietnamese lecturers and the socio-cultural influences on these practices.
Chun (2007) investigated the implementation of formative assessment in business fundamentals teaching by two secondary school teachers, focusing on their understanding and the challenges they faced The study involved classroom observations and semi-structured interviews to gather data on teaching practices and teachers' perceptions Findings revealed that the teachers' use of formative assessment often stifled student thinking and knowledge construction, as they frequently provided standard answers and limited opportunities for students to discover solutions independently.
Summary
This chapter explores formative assessment concepts and their classroom implementation, highlighting benefits for EFL teachers A review of literature reveals significant studies in Vietnam by Nguyen (2016), Ho (2015), and Le (2015), emphasizing the research's role in enhancing teaching and learning Despite these findings, there is a lack of focus on formative assessment in upper-secondary schools This research aims to investigate how upper-secondary English teachers implement formative assessment and identify effective strategies for its application in teaching.
RESEARCH METHODOLOGY
Research design and research method
This study investigates perceptions of formative assessment and its implementation in upper-secondary schools in Quang Binh Utilizing questionnaires, interviews, and classroom observations, the researcher aims to answer key research questions regarding these practices.
This study utilized a mixed-methods approach, integrating both qualitative (interviews and questionnaires) and quantitative (questionnaires and observations) techniques This combination aimed to validate data and enhance understanding of upper-secondary school teachers' perceptions of formative assessment and the realities of its implementation in their work environments.
Participants
A study involving thirty EFL teachers from six upper-secondary schools in Quang Binh province revealed a gender imbalance, with 28 female and 2 male participants The participants' ages ranged from 24 to 51 years, and their teaching experience varied between 2 and 19 years In terms of qualifications, 14.3% held an M.A degree, 16.6% were pursuing an M.A, while 69.1% had a B.A degree.
For the interview, only six teachers were invited to participate, a decision made to ensure a focused and manageable discussion.
The study ensured a manageable population size by selecting participants who provided neutral responses, as well as those who agreed or disagreed in their completed questionnaires The sample consisted of six teachers, including one male and five females, aged between 24 and 51, with teaching experience in English at the upper-secondary level ranging from 2 to 19 years.
In a study conducted in Quang Binh province, six teachers were selected to explore the implementation of formative assessment in upper-secondary schools, comprising one male and five female educators The focus was on 11th-grade classes, as 10th graders are already accustomed to upper-secondary learning methods, while 12th graders were excluded to avoid disrupting their final year.
Research instruments
This study utilized three instruments to investigate the variables: (1) a combination of closed and open-ended questions, (2) in-depth interviews featuring open-ended questions, and (3) six classroom observation periods to analyze the teacher's activities and student responses The subsequent sections will provide detailed descriptions of these instruments.
The questionnaire was selected as a primary tool for gathering information from participants due to its effectiveness in reaching a large audience (McMillan & Schumacher, 1993) A well-structured questionnaire can yield relevant data, and in this study, it was designed based on a theoretical framework derived from previous research Closed-ended questions were utilized for their efficiency, making it easier for both respondents and researchers to process responses (Newman, 2000) This method is particularly advantageous for collecting data that can be easily categorized (McMillan & Schumacher, 1993).
A total of thirty questionnaires were distributed to teachers from six upper-secondary schools in Quang Binh province to assess their perceptions and experiences with formative assessment The questionnaire included thirty-six questions rated on a five-point scale ranging from "Strongly agree" to "Strongly disagree." It was crafted in English and comprised three distinct sections.
Section A was intended to gather the participants’ personal information including gender, age, degree and years of teaching at upper-secondary schools
Section B examined teachers' perceptions of formative assessment and the practicalities of implementing it in upper-secondary schools This section included 36 items categorized into three main clusters, each containing several sub-clusters The details are specifically outlined in Table 3.1, concluding with an open-ended question.
Table 3.1 Clusters, sub-clusters and items in the questionnaire
Clusters Sub-clusters Questionnaire items
1.Perceptions of upper- secondary EFL teachers towards implementing
Necessity and benefits of implementing formative assessment in classroom practice Sub-cluster 1.1: Necessity Sub-cluster 1.2: Benefits Sub-cluster 1.3: Formative assessment forms at upper-secondary you are interested in
2 Reality of teacher implementation about formative assessment
Sub-cluster 2.1: FA techniques I often use
Sub-cluster 2.2: How to integrate FA into teaching
3 The difficulties as well as advantages in using
Sub-cluster 3 1: advantages Sub-cluster 3 2: difficulties
Section C focused on gathering insights into the challenges teachers face when implementing formative assessment in upper-secondary schools, along with participants' suggestions for improving formative assessment practices This section primarily contributes qualitative data to the current study.
For each statement from the questionnaire, the participants were asked to respon d by ticking whether they “ strongly disagree”(1), “Disagree”(2), “ Neutral” (3),
“Agree”(4), and “Strongly agree”(5) with each statement.( See Appendix 1 for full form)
Newman (2000) highlights that face-to-face interviews yield the highest response rates and allow for the use of extensive questionnaires He emphasizes that qualitative inquiry relies on capturing people's words and actions, making interviews a powerful tool for documenting students' language and behavior Both individual and group interviews provide researchers with invaluable insights into interviewees' perspectives and nonverbal cues While questionnaires offer convenience in data collection, they often fail to capture the complexities of real-world issues Interviews, therefore, serve as a robust research method for gathering valid data and clarifying participants' thoughts with specific and detailed responses This approach aims to gather deeper insights into perceptions of formative assessment and the practical challenges teachers face in implementing it—insights that questionnaires alone cannot provide Additionally, the researcher intends to compare questionnaire results with interview data, offering support and encouragement to interviewees who may struggle to answer questions.
This study used observation to collect information of how the upper- secondary teachers use assessment to support learning, as observation is considered a
Constructivist inquiry emphasizes the importance of immersing researchers in natural contexts to understand phenomena effectively (Merriam, 1988) In this study, the researcher observed upper-secondary teachers in their classrooms to gain a comprehensive understanding of their formative assessment practices The focus was on collecting data regarding the strategies employed by both teachers and students in formative assessment Observational insights about the classroom context were documented to aid in the exploration and analysis of these assessment practices.
This study employed non-participant observation to gain an in-depth understanding of the assessment practices employed by three lecturers in the EU By observing six class lessons without direct involvement, the researcher was able to focus on various aspects of the assessment practices during each session.
• Formative assessment strategies as used by the lecturers;
• Ways in which lecturers used the feedback, peer and self-assessment, questioning, sharing learning intentions and success criteria;
• The participation and reflection of students about the assessment activities;
• The classroom atmosphere and the context of classes, such as number of students and the teaching resources
Non-verbal cues such as gesture and facial expressions in classroom interactions were also important to note because these can provide additional information for understanding the phenomenon.
Procedure for data collection
A total of 30 EFL teachers from six upper-secondary schools in Quang Binh province participated in the study by completing questionnaires After distribution, the researcher confirmed the initial responses, and all thirty completed questionnaires were successfully returned.
To gather detailed insights on the researched topics, formal interviews were conducted with six teachers across three schools Each teacher responded to four questions focused on three key areas: their perceptions of formative assessment, the realities of implementing it in their teaching practices, and the challenges they face in making progress.
Each teacher participated in a 15-minute interview, during which their responses were recorded with their permission for subsequent analysis The researcher took notes on the participants' answers during the interviews, and after each session, the recorded data was thoroughly examined.
Classroom observations were conducted after obtaining permission from six teachers To gain a comprehensive understanding of classroom practices, the researcher and participants engaged in discussions before and after lessons to clarify intentions, specific activities, and the outcomes achieved The researcher meticulously observed all classroom activities and took detailed notes for later analysis, as outlined in the model [see Appendix 3].
Data analysis
Data analysis utilized both qualitative and quantitative methods Each questionnaire was assigned a number, and the questions were coded and entered into the SPSS (Statistical Package for Social Sciences) software for processing.
Data collected from interviews were categorized into themes, with survey results and interview responses analyzed to address the research questions Classroom observation data were utilized to support the research objectives All gathered information was processed using an inductive method, meaning that evaluations and comments were based on thorough data analysis.
Conclusion
This chapter details the research methodology employed in the study, highlighting the integration of quantitative methods through questionnaires and interviews to ensure data validity and reliability Consequently, the data collection and analysis process is both dependable and efficient, reinforcing the trustworthiness of the findings.
FINDINGS AND DISCUSSION
Findings from questionnaire data
The study aimed to examine upper-secondary school EFL teachers' perceptions and practices regarding formative assessment, as well as the challenges they face in implementing it A 36-item questionnaire was distributed, organized into three main clusters and seven sub-clusters Participants responded to each item using a five-point scale, with responses ranging from "strongly agree" (coded as 5) to "strongly disagree" (coded as 1) The collected data were analyzed using the Statistics Package for the Social Sciences.
Science (SPSS) for the data analysis The Scale Test was run to check the reliability of the questionnaire Table 4.1 presents the result of the test
Table 4.1 Reliability of the questionnaire
The scale reliability coefficient was quite high (.893) The result indicates that the questionnaire was sufficiently reliable, and so were the data obtained from it
4.1.1 Perceptions of EFL upper-secondary teachers toward implementing formative assessment
Participants’ perceptions toward implementing were analyzed with the
Descriptive Statistic Test The results of the test were reported in table 4.2 below
Table 4.2 The mean score of teachers’ perceptions toward implementing formative assessment
The descriptive statistics reveal that teachers' perceptions of implementing formative assessment in upper-secondary schools have a mean score of 3.65 (SD = 0.751), significantly exceeding the average score of 3 on a five-point scale (t(21) = 9.29, p = 0.00) This indicates that participants possess positive perceptions towards formative assessment practices.
This article provides a detailed description of the questionnaire clusters related to participants' perceptions Specifically, it highlights three sub-clusters that examine participants' views on the necessity, benefits, and common formative assessment forms favored by upper-secondary teachers The analysis of each sub-cluster was conducted using the Descriptive Statistic Test and the One Sample T-Test to elucidate these viewpoints.
4.1.1.1 Necessity of implementing formative assessment in classroom practice
The Descriptive Statistic Test was first run to analyze the participants’ perceptions toward the necessity of using formative assessment in classroom practice The results were shown in Table 4.3
Table 4.3.The mean score of Sub-Cluster 1.1
The Descriptive Statistic Test indicated a high mean score of 3.80 for the sub-cluster, surpassing the neutral scale of 3 on a five-point scale This finding demonstrates that participants had a positive perception of the necessity for formative assessment in their instruction The One Sample T-Test further confirmed that the mean score of 3.80 was significantly different from the neutral scale of 3.
The One Sample T-Test results indicated that the mean score of the sub-cluster significantly differed from the accepted mean of 3.0, reflecting participants' perceptions of the necessity for implementing formative assessment.
The study found a significant difference in support for the implementation of formative assessment in upper-secondary schools, with a mean of 3.8 (SD = 0.7) compared to 3.0 (t = 29.384, df = 29, p = 0.00) The 95% confidence interval for the difference ranged from 0.37 to 0.93, indicating strong participant support for this educational approach.
In this chapter, the findings will be analyzed based on the summarized responses from the sub-cluster, categorized into three key scales: Agree and Strongly Agree, Neutral, and Disagree and Strongly Disagree The summary is displayed in Table 4.3.
Table 4.4 Summary of participants’ responses to each item in Sub-Cluster 1.1
Item Strongly agree and Agree (%)
1 Teachers can help students obtain goals in process of learning by keeping track of students learning and giving them frequent feedback
2 Teachers together with continuous forms of assessment can help students adjust their learning activities by keeping track of their learning and giving them frequent feedback
3 Students can develop their performance capability through frequent feedback by their teachers
4 Teachers can use classroom observation, questioning, self and peer-assessment…to improve their classroom instruction
As presented in Table 4.4 above, the necessary of implementing formative assessment, 96.7% admitted that classroom observation, questioning, self-
Assessment and peer assessment significantly enhance instructional effectiveness These methods assist students in achieving their learning goals by monitoring their progress and providing regular feedback Additionally, they enable students to adapt their learning activities based on ongoing evaluations, ultimately fostering the development of their performance capabilities Research indicates that these strategies yield a high effectiveness rate, ranging from 80% to 86.7%.
4.1.1.2 Benefits of implementing formative assessment in classroom practice
Similarly to the first sub-cluster, the Descriptive Statistic Test and the One Sample T-Test were conducted to analyze these perceptions The results of the
Descriptive Statistic Test were presented in Table 4.5
Table 4.5 The mean score of Sub-Cluster 1.2
The results revealed that the participants had positive perceptions toward the benefits of implementing formative assessment (the mean score M = 3.7 was higher than scale 3)
The One Sample T-Test results revealed that the participants' mean score of M = 3.70 (SD = 671) significantly differed from the accepted mean of 3.0, with t = 5.715, df = 29, and p = 00 The 95% confidence interval for the difference ranged from 0.45 to 0.95, indicating that participants perceived the benefits of implementing FA to be greater than the accepted mean.
To consider the percentage of participants’ perceptions toward benefits in deploying FA, the Frequency Test was used It followed the main scales: Agree and
Strongly Agree, Neutral, and Disagree and Strongly disagree Table 4.6.presents the summary
Table 4.6 Summary of participants’ responses to each item in Sub-Cluster 1.2
Item Strongly agree and Agree (%)
1 Continuous assessment enables students to raise self- regulated and autonomous ability
2 Continuous assessment helps teachers to recognize students’ weakness and strength to adjust ongoing teaching and learning
3 Using feedback timely will affect students’ effective learning
4 The teachers can design and conduct more activities for formative assessment to make students active learners
According to Table 4.6, 90% of participants acknowledged that formative assessment allows them to create more engaging activities that promote active learning among students Additionally, 80% agreed that continuous assessment enhances students' self-regulation and autonomy, while also helping teachers identify students' strengths and weaknesses to tailor their instruction These findings indicate that participants recognize the significant benefits of incorporating formative assessment into classroom practices.
4.1.1.3 Participants’ interest about formative assessment forms at upper- secondary schools
The Descriptive Statistic Test was first run to analyze the participants’ interest about FA at upper-secondary schools The results were shown in Table 4.7
Table 4.7 The mean score of Sub-Cluster 1.3
As shown in Table 4.7, the mean score of the participants’ perceptions about
FA forms at upper-secondary schools they are interested in was higher (M = 3.6)
The study found that participants had a positive perception of useful forms of formative assessment (FA), with a mean score of 3.6 (SD = 81), which was significantly higher than the accepted mean of 3.0 (t = 3.798, df = 29, p = 00) The 95% confidence interval for the difference ranged from 0.26 to 0.86, indicating that participants were more interested in formative assessment forms than the average score suggests.
To consider the percentage of interested formative forms at upper-secondary schools, the Frequency Test was used It followed the three main scales: Agree and
Strongly Agree, Neutral, and Disagree and Strongly disagree Table 4.8 presents the summary
Table 4.8 Summary of participants’ responses to each item in Sub-Cluster 1.3
Item Strongly agree and Agree (%)
1 I am interested in assessment forms that immediately adjust teaching and learning problems
2 I appreciate the way of giving timely feedback without grading
3 I am fond of encouraging students themselves to set up their learning goals
4 I am interested in encouraging students to do peer- assessment in my classroom.
5 I am interested in encouraging students to do self- assessment in my classroom
Table 4.8 indicates that among the five formative assessment methods teachers favor, providing timely feedback without grading received the least support, with only 40% of participants considering it practical and beneficial for classroom practice The study findings highlighted the importance of encouraging students to engage in self-assessment within the classroom.
“encouraging students themselves to set up their learning goals” were two formative assessment forms interested by most teachers This will be discussed in the next part of this chapter
4.1.2 Perceived practice of formative assessment
4.1.2.1 Formative assessment techniques often used by participants
This study classifies formative assessment techniques into 12 recognized categories, including class exercises, tests, assignments, role-play, presentations, and various forms of group and individual work The investigation analyzed the preferred formative assessment techniques used in EFL upper-secondary schools, employing Descriptive Statistic Test and One Sample T-test for data analysis The findings are detailed in Table 4.9.
Table 4.9 The mean score of Sub-Cluster 2.1
The results from the Descriptive Statistic Test and One Sample T-Test indicated that participants implementing formative assessment techniques had a mean score of $M = 4.1$ The One Sample T-Test assessed whether this mean significantly differed from the accepted mean of $3.0$ for the practice of formative assessment techniques The findings showed a significant difference, with $t = 22.811$, $df = 29$, and $p = 00$ The 95% confidence interval for the difference ranged from $0.83$ to $0.99$, supporting the conclusion that participants' practice of formative assessment techniques was notably higher than the accepted mean.
Each item in the sub-cluster of the questionnaire was also summarized with percentage in terms of three main scales: Agree and Strongly Agree, Neutral, and
Disagree and Strongly disagree Table 4.10 presents the summary The results in Table 4.10 will be mentioned in the part of discussions of this chapter
Table 4.10 Summary of participants’ responses to each item in Sub-Cluster 2.1
Common techniques often used by participants for formative assessment
In a study of thirteen formative assessment techniques, oral tests were utilized by all participating teachers, achieving a 100% usage rate The group work technique followed with a high adoption rate of 83.3% In contrast, writing tests and topic presentations were less frequently employed, with only 20% and 36.7% of teachers using these methods, respectively.
4.1.2.2 Perceived practice of integrating formative assessment into teaching
Findings from interview data
Following the collection of questionnaire data, interviews were conducted with six teachers from different schools to gather additional insights into their perceptions of formative assessment practices in upper-secondary schools in Quang Binh province The interview questions addressed participants' views on formative assessment, the techniques and strategies they employ in teaching English, the current state of formative assessment implementation, and the challenges they encounter in this process.
4.2.1 Participants’ perceptions towards formative assessment
Participants widely recognized the crucial role of formative assessment in their teaching practices, demonstrating a strong awareness of its importance for their daily responsibilities.
Formative assessment is essential in the educational process, as it enhances teachers' professional development and improves teaching effectiveness It fosters an open environment for feedback, allowing teachers to consider students' perspectives and adjust lesson plans accordingly This practice not only helps educators refine their approach but also enables students to gain clarity on their learning progress and future objectives.
“I think that formative assessment is implemented effectively; can indeed raise students’ achievement”
“Formative assessment is extremely important It helps teachers recognize the weak point in students’ learning and encourage them autonomic in learning”
Supporting those ideas, another teacher said:
“Formative assessment gives teachers opportunities to adjust the next teaching process With the learners, they have time and opportunities to adjust their learning method”
Some other admitted the benefits of utilizing formative assessment in teaching process:
“Through formative assessment process, I can recognize students’ strength and weakness to adjust my ongoing teaching”
“At the beginning of the lesson, I can tell my students some criteria for them to attain So it motivates them learning to gain”
Three participating teachers also acknowledged that implementing formative assessment benefit not only the teachers but also the students They shared their ideas:
“In my opinion, formative assessment is necessary Implementing formative assessment in teaching procedure help teachers and students in adjusting teaching and learning timely”
“Applying formative assessment procedure, teachers give students opportunities to express their understandings Basing on those teachers can give advice on what he or she can do to improve”
“I like formative because both teachers and students can do indeed take action basing on the results”
In addition, two other teachers found the benefit with their students in learning progress:
Formative assessment plays a crucial role in education by enabling students to identify specific issues in their work This approach provides them with a clear understanding of their mistakes and guidance on how to correct them, ultimately enhancing their learning experience.
Furthermore, majority of the participating teachers believed that applying formative assessment in teaching English help their students self-confident in the crowd and learn from their friends and themselves”
“With self-assessment, students can see each other and they themselves recognize their learning problems”
“Formative assessment enables students to become self-regulated and autonomous learners”
In general, all of the participants were aware of the important of deploying formative assessments in assessment process
4.2.2 Participant’s perceptions of utilizing formative techniques, strategies in teaching English
All participants acknowledged the necessity of implementing formative techniques in their instruction They emphasized that effective application requires teachers to understand the theory and practice it repeatedly in real situations Additionally, they noted that formative techniques enhance students' ability to adapt their learning in a timely manner Essentially, utilizing various formative assessment methods allows teachers to identify students' strengths and weaknesses, enabling them to select appropriate teaching strategies One participant shared her insights on this approach.
“Using classroom discussion, classroom tasks and homework to determine the current state of students learning/ understanding, with action taken to improve learning or correct misunderstanding”
Another participant expressed her ideas:
Interactive teaching strategies like questioning, role-play, and group discussions are essential in teaching English, as they effectively promote student thinking and inspire a love for learning.
In addition, a few of the participants added that they often used peer and self- assessment:
Self-assessment enhances knowledge comprehension, while peer learning effectively aids students in revising lessons As an experienced English teacher, I believe it is crucial to avoid comparing students to one another, as such comparisons can have detrimental effects.
In conclusion, participants agreed that formative assessment was instrumental in adapting teaching methods, monitoring student progress, and facilitating learning This assessment approach not only benefited teachers by identifying students' learning challenges but also allowed for the integration of effective formative techniques in classroom practices.
4.2.3 The participants’ perceived practice of implementing formative assessment at upper-secondary schools
Interviewees frequently reported utilizing various formative techniques, including topic presentations, role-playing, observations, homework assignments, oral tests, and different collaborative formats such as individual, pair, group, and whole class work.
Commonly implemented formative assessment techniques by my colleagues and me include topic presentations, role-playing, observations, home assignments, oral tests, and various collaborative work formats such as individual, pair, group, and whole class activities These versatile techniques are beneficial for both us and our students, allowing for flexible integration within a single period.
It enables students involved and makes the lesson interesting”
Participating teachers reported formative strategies in their teaching process One participant said:
“I often tell my students the aims of each unit, lesson, or even with each period I think doing like that will help them know how and where to begin”
“Questioning is the common technique I used to implement in class Frequently, it helped them know what they did or did not understand”
Some other participating teachers acknowledged that they usually use feedback, peer assessment, self assessment:
“I often encourage students to give comments all together because learning from friends is a good way to deeply understand lesson”
Despite the numerous benefits of implementing formative assessment for both teachers and students, achieving significant success in practice remains challenging due to various obstacles in real-world contexts.
4.2.4 The difficulties faced by the teachers in implementing formative assessment at upper-secondary schools
The interview findings reveal challenges in implementing formative assessment in upper-secondary schools in Quang Binh province These results highlight several obstacles that hinder the successful deployment of formative assessment in these institutions Notably, three out of six participants identified specific issues affecting this process.
Many teachers may lack a clear understanding of formative assessment, which can negatively impact the quality of their assessment practices in the classroom One participant even acknowledged this issue.
“In reality, I don’t know what formative assessment is but I think I always try to use kinds of techniques to adjust teaching and help students gain their need”
“I find it necessary but confused when utilizing formative assessment in teaching”
One in those participants claimed that
“Lack of sufficient understanding of assessment theories for English teachers is also a reason leading to confuse in practice process
Naturally, this lack of knowledge has created difficulties in their successful application of formative assessment methods and techniques”
In addition, other teachers reported that there were some hinders preceded from learners:
“One main advantage of formative assessment is raising students’ performance But many of my students are so shy, timid They find it as a harmful potential when perform” or
Many students engage in passive learning, primarily studying to pass exams and achieve high scores In the Vietnamese context, the emphasis on obtaining strong qualifications drives students to concentrate on their academic performance.
Supporting these ideas, another participant said that:
The success of implementing formative assessment is significantly impacted by student learning, as many students lack clarity on their learning goals and appropriate attitudes towards responsibility Additionally, their unfamiliarity with a learner-centered approach leads them to adopt passive learning habits, resulting in a tendency to "wait to be fed." This passivity makes it challenging to encourage active participation in the learning process.
Telling about hinders from students, one said:
Findings from classroom observation
The classroom observation was conducted to gather authentic practices of formative assessment in upper-secondary schools in Quang Binh province, following data collection from questionnaires and interviews Six observations across different classes were carried out to ensure a comprehensive understanding of assessment practices, thereby enhancing the trustworthiness of the findings.
The analysis of six classroom observations revealed that participants predominantly utilized Oral tests, Group Work, and Role Play as formative assessment techniques Teachers favored Oral tests for their efficiency in providing feedback, while Group Work was employed to enhance classroom atmosphere, aligning with Ho's (2015) findings The data corroborated the results from interviews and questionnaires, with Oral tests being used in 100% of observations and Group Work in 83.3% Conversely, Topic presentation was not consistently implemented across the observations, as five out of six teachers noted that their students lacked sufficient vocabulary and had a low level of English proficiency, which could lead to ineffective use of time during lessons.
The lesson was engaging and filled with various classroom activities that encouraged active student participation in a democratic and safe learning environment The teacher employed active teaching methods such as case studies, role plays, and group discussions to stimulate students' thinking and interest Students were encouraged to share their ideas, and techniques like "writing a learning diary" combined with "three and three" were implemented to foster self-assessment and provide feedback on teaching The teacher planned to review the lesson and make necessary adjustments, while also offering feedback to enhance students' communication skills.
The teacher played a crucial role in enhancing classroom practice by actively eliciting students' experiences and fostering a hands-on learning environment through co-construction This approach significantly increased student engagement The lesson structure was logical and clear, primarily facilitated by the teacher's effective questioning techniques, which included a variety of yes/no and wh- questions to stimulate learning Additionally, brainstorming strategies were employed to further encourage student participation and idea generation.
During the lesson, the teacher and students faced significant obstacles when they had to relocate to a new room equipped with a projector due to a power outage in their original classroom The technician was called to repair the issue, forcing the teacher to rely on chalk and a blackboard to convey the main ideas of the lesson Unfortunately, the writing was unclear, making it difficult for students seated at the back of the room to see, highlighting the impact of poor facilities on the learning experience.
During the teaching periods, the researcher noted that students showed a keen interest in engaging with various formative assessment strategies, expressing more curiosity and joy compared to traditional classes In some lessons, a segment of the students opted for private study or engaged in conversations with peers Consequently, it appears that implementing formative assessment practices in upper-secondary classrooms necessitates a stronger emphasis on traditional learning methods.
In line with the interview results, the teacher's feedback to students was limited due to the 45-minute duration of each lesson, leading to concerns about time constraints.
In conclusion, classroom observation results indicated that most teachers implemented formative assessment in their teaching practices While participants recognized the significance and advantages of formative assessment, they struggled to achieve desired outcomes due to challenges such as students' passive learning, inadequate facilities, and constraints related to time and the pressures of summative assessment.
Discussion on findings
4.4.1 Findings on the participants’ perceptions toward the benefits of necessary in implementing assessment
The findings indicate that teachers recognize the importance of formative assessment in the instructional process, with all participants acknowledging its significance in English teaching Notably, 90% of respondents highlighted that formative assessment fosters active learning among students Additionally, 80% noted that it enhances students' self-regulation and autonomy These insights were further supported by interview data, which emphasized that formative assessment positively impacts the teaching and learning process.
A significant percentage of teachers agree that timely feedback positively impacts students' effective learning, highlighting the benefits of formative assessment in English teaching This finding aligns with interview responses, where most participants expressed similar views Consistent with Ajsoko & Wati (2015), these results suggest that timely feedback not only enhances the quality of student learning but also contributes to the improvement of teaching practices.
4.4.2 Findings from the reality of implementing formative assessment
The findings of implementing formative assessment at upper-secondary schools revealed that teachers relied on formative assessment enabling teachers to
50 adjust instruction quickly to gain learners’ achievement Teachers can adapt instruction on the basic of evidence, making changes and improvements that will yield immediate benefit to student learning
Table 4.12 indicates that a significant number of teachers employed formative assessment techniques, with oral tests leading at 100%, followed by class exercises at 83%, and pair work also being utilized.
A significant 73.3% of home assignments indicate that most teachers are prepared to implement formative assessment to improve learning outcomes This finding contrasts with the results of George et al (2015), which revealed a low percentage of participants utilizing such techniques.
The interviews revealed that participants recognized the significant benefits of formative assessment in teaching practices, particularly for adjustment and improvement However, a low percentage of teachers expressed satisfaction with integrating formative assessment due to various challenges This finding aligns with Douglas (2009), highlighting a disconnect between teachers' perceptions and theoretical understanding of formative assessment, as well as their ability to implement relevant practices in the classroom.
Classroom observations reveal a comprehensive understanding of formative assessment implementation in upper-secondary schools in Quang Binh province, where most teachers employ a variety of formative assessment techniques.
Oral Tests, Group Work and Role Play The environment was so interesting and both teachers and learners were so active
4.4.3 Difficulties in implementing formative assessment at upper-secondary schools in Quang Binh province context
Implementing formative assessment in upper-secondary schools in Quang Binh province faces challenges due to various issues that hinder educators and students from effectively incorporating these assessments into classroom practices.
The study also indicated that there were four problems hindering the participants in use of formative assessment
The primary challenge in implementing formative assessment in language teaching is the focus on summative examinations Despite data from questionnaires and interviews indicating that most participants recognize the value of formative assessment, many teachers reported feeling pressured by the demands of summative assessments Additionally, numerous students are motivated primarily by grades and qualifications, aligning with the findings of Ho (2015).
It could really be difficult to change teaching, thinking and habit that have existed for a long time
The second issue identified from the interviews was the teachers' capacity to implement formative assessment techniques While many teachers acknowledged the significance of formative assessment, they expressed confusion regarding its practical application The findings revealed that, despite recognizing its benefits, the majority struggled to achieve their desired outcomes due to time constraints and students' passive learning behaviors This aligns with Ajisoko and Wati's (2015) research, which found that although most participants valued formative assessment in English teaching, only 10% actively applied it in their practice.
The study identified "time-consuming" as a significant challenge, with 100% of teacher participants acknowledging it as an obstacle Many educators expressed that preparing lesson plans for formative assessments requires substantial time at home, and providing effective feedback can be impractical, especially in large classes.
Traditional teaching practices have adversely impacted the implementation of formative assessment in English classes Many educators rely on ineffective methods like rote copying, where they dominate the lesson with lectures while students passively listen and take notes This approach often leads to disengagement, causing students to feel sleepy and bored.
In conclusion, participating teachers perceived the importance of formative assessment and the benefits in implementing but they faced lot of obstacles in the process implementation
