INTRODUCTION
Rationale for the study
The English language boasts a rich history, originating from tribes along the North Sea in Europe (Algeo & Butcher, 2013) Over the centuries, it has evolved into the most widely spoken language globally, serving diverse purposes across various cultures Consequently, the importance of teaching, learning, and studying English in today's society cannot be overstated.
Since 1986, English has emerged as the most widely spoken foreign language in Vietnam, following the Vietnamese Communist Party's economic reforms and open-door policy This shift has made English proficiency essential for accessing business opportunities, leading to its incorporation into all levels of education nationwide.
According to “Chương trình giáo dục phổ thông môn tiếng Anh” (English language curriculum for Vietnamese) issued by the Ministry of Education and Training
The 2018 English language curriculum aims to enhance Vietnamese students' communicative competence by focusing on both macro-skills—listening, speaking, reading, and writing—and micro-skills such as pronunciation, vocabulary, and grammar Upon completing the upper-secondary English curriculum, students will have developed essential language skills necessary for effective communication.
- use English as a tool to talk about familiar topics such as schools, recreational activities, jobs
Developing a foundational understanding of the English language encompasses essential aspects such as pronunciation, grammar, and vocabulary It is equally important to appreciate and respect the cultural diversity of foreign countries while gaining insights into their people and traditions Additionally, presenting the value of Vietnamese culture in English fosters cross-cultural communication and promotes mutual understanding.
- use English to improve the learning quality of other subjects in the curriculum at the upper-secondary level
- use English to pursue higher learning targets or to undertake some work after completing the curriculum at the upper-secondary level
- apply different learning methods to manage a learning schedule, use information and technology for learning and self-study, take responsibility for learning results, and shape lifelong learning (p 7)
The "Teacher Guide According to the English Language Curriculum for Vietnamese" issued by the Ministry of Education and Training in 2018 highlights the importance of projects in foreign language teaching, emphasizing their role in fostering a student-centered approach, promoting learner autonomy, and encouraging collaborative and task-based learning Consequently, the current English textbooks produced by Vietnam Education Publishing House in collaboration with Pearson Education incorporate projects as a key component to help students meet the objectives outlined in the English language curriculum These projects are strategically placed at the end of each unit, enabling students to conduct surveys or research on specific topics and present their findings in class.
The English language curriculum for Vietnamese (2018) emphasizes the critical role of assessment in evaluating students' English communicative competence throughout their learning journey This process not only enhances learner motivation but also guides students in their studies and aids teachers and school administrators in making informed decisions about student progress Assessment can take various forms, including teacher evaluations, peer assessments, and self-assessments, highlighting that its purpose extends beyond merely assigning grades Ultimately, assessment serves as a valuable tool for improving the overall quality of teaching and learning in English classrooms.
Projects and assessments play a vital role in helping teachers and students meet the objectives outlined in the 2018 English language curriculum for Vietnam This study aims to explore teachers' evaluations of student projects within English classrooms, concentrating on specific aspects of the assessment process.
Assessment in English classrooms is undergoing a significant transformation, shifting from traditional evaluative judgments of student learning to a focus on enhancing teaching quality and supporting effective student learning It is crucial to investigate the various types of assessments utilized in these classrooms, as this exploration will reveal whether teachers are implementing these assessments in accordance with the English language curriculum for Vietnamese (2018).
Projects in the classroom utilize a project-based learning approach, allowing students to demonstrate a range of skills and knowledge necessary for successful project completion This method not only enhances individual competencies but also integrates various areas of expertise within a single project Consequently, examining the assessment criteria for student projects in English classrooms is essential, as it reveals teachers' understanding and application of project-based learning.
The English language curriculum for Vietnam (2018) advocates for a student-centered approach in English classrooms, significantly impacting how assessments are conducted This shift allows for self-assessment, transforming students from mere objects of evaluation to active subjects in the assessment process Consequently, it is essential to investigate students' perspectives on teachers' project assessments and the challenges they face during this transition in evaluation methods.
Research aims and objectives
This research aims to explore the methods teachers use to assess student projects and how students view these assessments To achieve this goal, the study is guided by three specific objectives.
Assessment in English classrooms has evolved significantly, resulting in various types of evaluation methods The primary goal is to determine the specific assessment types utilized in evaluating students' projects.
Students employ a variety of skills and extensive knowledge to successfully complete projects, highlighting the involvement of multiple competencies The focus of this research is to explore the criteria used for evaluating student projects.
Thirdly, the shift in assessment may lead to some changes in students’ learning The third objective is to explore how students perceive their teachers’ assessment of projects.
Research questions
The above aim and objectives can be translated into the following research questions:
1 What kinds of assessment are involved in the process of assessing students' projects in the upper-secondary English language classrooms in Hanoi?
2 What criteria do these teachers use to assess these students' projects?
3 How do the students perceive the teachers' assessment of their projects?
Research scope
This study focuses on the evaluation of student projects by teachers and the students' perceptions of these assessments within upper-secondary English classrooms The projects analyzed are derived from English textbooks published by the Vietnam Education Publishing House in partnership with Pearson Education.
Significance of the study
In Vietnam, enhancing the quality of English language teaching and learning has made the study of teachers' assessments of student projects increasingly important for educators, school administrators, and researchers This research allows teachers to reflect on their current assessment methods and learn from the practices of their peers Such reflection and consultation provide educators with valuable insights into assessment strategies, enabling them to refine and enhance their teaching and evaluation approaches.
This research is also meaningful to teachers as it offers some insights into how students perceive teachers’ assessment of their projects The teaching and
The learning process thrives on collaboration and mutual understanding between teachers and students By gaining insight into students' perceptions, educators can adapt their teaching methods, ultimately enhancing the effectiveness of both teaching and learning.
School managers can leverage insights from this research to develop effective strategies that enhance teachers' professional development By implementing innovative ideas and practical plans, teachers can enhance their skills, ultimately improving the overall quality of teaching and learning in their institutions over time.
This research serves as a valuable reference for educational scholars interested in assessment and testing in Vietnam It offers a solid foundation for further exploration into teachers' evaluation of student projects within English classrooms.
Organization
The article is structured into four chapters: Chapter I provides a comprehensive literature review, outlining the theoretical background and identifying research gaps Chapter II details the methodology used for data collection In Chapter III, the findings are presented through both qualitative and quantitative analysis Finally, Chapter IV discusses the results, comparing them to existing studies in the field.
LITERATURE REVIEW
Projects and Projects-based learning
Projects are defined as creative acts that involve both production and complexity, requiring students to analyze information to ultimately create a product (Lenz et al., 2015) They typically consist of three stages: planning, execution, and review (Fried-Booth, 1986) This aligns with Phillips et al (1998), who describe projects as units of work with a clear beginning, middle, and end, emphasizing the sense of achievement students experience upon completion Despite these insights, there remains a lack of consensus on the precise definitions of projects.
Project-based learning is a multifaceted educational approach that integrates theory with practical application, enabling students to produce tangible outcomes (Cuong & Meier, 2010) This method encompasses a variety of tasks that engage students in skills like design, problem-solving, and research, ultimately leading to the creation of a meaningful product (Chapman).
Project-based learning enables students to collaborate effectively to tackle relevant issues, fostering teamwork and communication skills (Krauss & Boss, 2013) This educational approach empowers learners to apply their diverse skills and knowledge to address real-world problems, enhancing their critical thinking and problem-solving abilities.
The term "projects" is distinct from "project-based learning" in several key ways Firstly, projects are often supplementary activities completed at the end of a unit, while project-based learning encompasses the entire unit itself Secondly, traditional projects assign specific tasks from teachers, whereas project-based learning empowers students to select problems they wish to address Additionally, projects can be done individually at home, but project-based learning emphasizes collaboration among students, typically under teacher supervision during school hours Lastly, while projects focus on producing a final product, project-based learning encourages a deeper exploration of the learning process.
Project-based learning emphasizes sustained inquiry and the creation of tangible products, distinguishing it from traditional school exercises This approach enables students to apply their knowledge in real-world contexts, enhancing their learning experience and practical skills.
In conclusion, there are some striking differences between projects and project-based learning However, projects are based on a project-based learning approach.
Assessment and tests
Assessment encompasses various activities conducted by both teachers and students to evaluate learning progress, offering valuable feedback to enhance teaching and learning processes (Black & Wiliam, 1998) This includes formal classroom tests and informal daily observations made by teachers, highlighting the collaborative nature of assessment in educational settings.
Nitko and Brookhart (2014) differentiate between assessment and testing, highlighting that assessment encompasses various techniques, including observations, tests, and projects, to gather information for decision-making regarding students, curricula, programs, schools, and educational policies In contrast, a test is defined as a systematic instrument that employs a numerical scale to evaluate specific characteristics of a student Thus, testing is just one of the multiple tools available to educators for conducting assessments.
Assessment encompasses a wider array of activities aimed at gathering and evaluating language data, offering teachers more flexibility in collecting evidence of student learning compared to traditional tests, which involve stricter controls and limitations (Green, 2014).
Therefore, assessment is a more general term than tests because the former describes different methods that help teachers to gather data for making judgments about students’ learning
Assessment is an integral part of projects During the process that students complete their projects, formative assessment can be used by teachers to monitor
8 students’ progress and adjust teachers’ instruction (Krauss & Boss, 2013) Formative assessment provides teachers with some information about students’ understanding to facilitate successful learning (Boss & Krauss, 2007)
Teachers can effectively evaluate student progress and performance by utilizing scoring rubrics that encompass various categories, including content knowledge and skills such as independent work habits and collaboration (Boss & Krauss, 2007) It is essential for teachers to share these rubrics with students, ensuring they comprehend the criteria, as this understanding enables them to excel in their projects A scoring rubric consists of performance dimensions and a value scale for rating each aspect of performance.
In addition to scoring rubrics, teachers can incorporate reflection activities during projects to promote self-assessment among students According to Boss and Krauss (2007), when students evaluate their own work, they recognize their strengths and weaknesses, which helps them comprehend learning objectives, steer their educational journey, and enhance their metacognitive skills.
Assessment plays a crucial role in education, benefiting both teachers and students According to Phillips et al (1999), formative assessment allows educators to adjust their teaching strategies and materials throughout a project This approach not only enhances teachers' instructional methods but also increases students' awareness of their individual achievements and learning progress, fostering greater independence in their learning journey.
In conclusion, teachers should implement formative assessment to evaluate student projects, as it enables them to monitor progress and adjust instruction for improved project quality Additionally, formative assessment empowers students to oversee their own learning journey, fostering independence in their educational pursuits.
Clarifying the purpose of information gathering is essential in any assessment, as it significantly impacts the assessment process (McMillan, 2017) Language data collection typically serves two main objectives.
The primary purposes of assessment include evaluating students' progress toward learning goals and determining if a learner's language skills meet established criteria (Green, 2014).
Assessment plays a crucial role in guiding various educational decisions, which can be categorized into three main types: policy, curricula, programs, and schools, and student-related decisions The first type encompasses decisions at the district, state, and national policy levels The second type focuses on choices regarding curricula and educational programs within schools The third type pertains to student-specific decisions, including managing instruction, placing students in appropriate programs, classifying them, providing counseling and guidance, selecting students for specific opportunities, and certifying their achievements (Nitko & Brookhart, 2014).
Assessment serves multiple purposes, including initial diagnosis to identify students' strengths and weaknesses, ongoing diagnosis to inform instructional decisions, and continuous evidence collection regarding student progress and needs for communication with students and parents Additionally, it involves gathering evidence that aligns with externally developed criteria and reporting learners' achievements at the end of the academic year (McKay, 2006).
Assessment involves using evidence of student learning to help teachers to (1) diagnose student strengths, weaknesses, misunderstandings, and learning errors, (2) monitor students’ effort and progress toward achieving objectives, (3) assign grades,
(4) determine instructional effectiveness (5) provide students feedback, (6) prepare students for high-stakes tests, and (7) motivate students (McMillan, 2017)
Assessment serves multiple purposes that may fall into three major categories: 1) Instructional, 2) Student-Centred, and 3) Administrative, as shown in Table 2.1
• to group my students at the right level of instruction in my class
• to diagnose strengths and weaknesses in my own teaching and instruction
• to obtain information on my students’ progress
• to provide feedback to my students as they progress through the course
• to diagnose strengths and weaknesses in my students
• to motivate my students to learn
• to make my students work harder
• to formally document growth in learning of my students
• to prepare my students for standardized tests they will take in the future (e.g., International English Language Testing System, Standard Assessment Test)
• to provide information to the central administration (e.g., school, university)
• to provide information to an outside funding agency
Note Adapted from Assessment in the Language Classroom, by L Cheng and J
Fox, 2017, p 10, Palgrave Copyright 2017 by Palgrave
Table 2.1 highlights the Instructional category as the most crucial, as it enables teachers to collect vital information regarding students' learning, understanding, and skills, which is essential for planning and adjusting their instructional methods.
“Student-Centred” includes diagnostic assessment activities that help to identify
Grading serves as a crucial tool for communicating students' achievements, significantly impacting their self-perception and motivation to learn It also influences how students prioritize curriculum expectations and shapes parental expectations regarding academic performance Understanding these dynamics is essential for fostering a supportive educational environment.
2.2.3.1 Summative assessment and Formative assessment
Summative and formative assessments play crucial roles in evaluating student learning, but they serve different purposes Summative assessment aims to measure a student's abilities against program goals, while formative assessment is designed to provide feedback throughout the teaching and learning process Essentially, summative assessment focuses on outcomes, contrasting sharply with formative assessment, which prioritizes improving the quality of education.
Nitko and Brookhart (2014) emphasize the distinct purposes of summative and formative assessments Summative assessments aim to assign grades, communicate achievement levels to students and parents, and evaluate teaching effectiveness In contrast, formative assessments serve multiple functions, including planning instructional activities, placing students in appropriate learning sequences, monitoring progress, diagnosing learning difficulties, and providing feedback to help students improve.
Students’ perceptions of assessment
Understanding how individuals perceive events, objects, and others is crucial for fostering positive behaviors and reducing negative ones Despite this, the perceptions students hold regarding assessments have been largely overlooked (McMillan, 2016) These perceptions encompass students' thoughts, beliefs, and feelings, integrating both cognitive and emotional aspects (Ajzen, 2005) As a significant component of the assessment process, students’ perceptions can greatly influence their learning experiences and motivation (Boekaerts & Cascallar, 2006).
McMillan (2016) introduced a framework that explores students' perceptions of assessment across three phases: before, during, and after the assessment In the pre-assessment phase, students' perceptions, categorized as trait or state characteristics, significantly influence their preparation efforts and success expectations Trait-related perceptions are stable personality traits, while state perceptions fluctuate based on the specific assessment context During the assessment, students assess difficulty levels, preparation efforts, and performance expectations, experiencing emotions such as hope, anxiety, and relief Following the assessment, students may feel a mix of emotions, including happiness and fear, and form perceptions of fairness and difficulty The feedback and results received can further impact their emotions and beliefs, ultimately affecting their motivation and future learning behaviors (McMillan & Turner, 2014).
Several studies, including those by Agasứster (2015), Al-Nouh et al (2015), and Tsagari (2013), have examined students' perceptions of in-class English assessment Agasứster (2015) found that over two-thirds of students were unaware of the assessment criteria, with only one-third able to list any criteria, indicating a lack of transparency that could be addressed through practical examples Additionally, nearly half of the students reported receiving both oral and written feedback from teachers Al-Nouh et al (2015) emphasized the importance of students understanding the assessment criteria to better prepare for evaluations, suggesting that seeing a model before performing would be beneficial Tsagari (2013) further explored EFL students' views on assessment, contributing to the ongoing discussion about assessment clarity and student preparedness.
18 practices in their EFL courses The study reported that the students believed language assessment in the context was mostly used for grading and administrative purposes
Dorman and Knightley (2016) developed an instrument, which was a questionnaire, to explore students’ perceptions of teachers’ assessment according to
5 scales: Congruence with Planned Learning, Authenticity, Student Consultation, Transparency, and Diversity The description of the scales is shown in Table 2.3
Description of 5 scales used to explore students’ perceptions of assessment
Scale Scale description Sample item
The extent to which assessment tasks align with the goal, objectives, and activities of the learning program
My assignments are about what I have done in class
The extent to which assessment tasks feature real-life situations that are relevant to the learner
I find assessment tasks are relevant to what I do outside of school
The extent to which students are consulted and informed about the forms of assessment tasks being employed
I have a say in how I will be assessed
The extent to which the purposes and forms of assessment tasks are well- defined and clear to the learner
I am clear about what my teacher wants in my assessment tasks
The extent to which all students have an equal chance at completing assessment tasks
I have as much chance as any other student at completing assessment tasks
McMillan (2016) examined students' perceptions of assessment, emphasizing their feelings and emotions In contrast, other studies (Agasứster, 2015; Al-Nouh et al., 2015; Tsagari, 2013) focused on students' views regarding teachers' assessment, revealing important factors like assessment criteria and feedback Additionally, Dorman and Knightley (2016) created a five-scale questionnaire to provide a more thorough understanding of students' perceptions of assessment.
English language teaching at upper-secondary schools in Vietnam
2.4.1 An overview of English language teaching in Vietnam
Vietnamese general education consists of three levels across 12 grades: primary (Grades 1-5 for ages 6-11), lower secondary (Grades 6-9 for ages 11-15), and upper secondary (Grades 10-12 for ages 15-18) English is an elective subject in primary school, becoming compulsory in lower and upper secondary education In upper secondary schools, students study English for three periods each week, totaling 385 periods annually, highlighting its significance in the formal education system.
English education in Vietnam has gained significant attention in both formal and non-formal settings, leading to the establishment of numerous public and private centers dedicated to teaching the language Prominent organizations like the British Council, Cambridge International Examinations, and American Apollo play a vital role in this educational landscape Additionally, English proficiency tests such as IELTS, TOEFL, and TOEIC have surged in popularity among Vietnamese learners, highlighting the growing importance of English communication skills in the country.
Therefore, English has gained its popularity in Vietnam, which contributes to improving the quality of English teaching and learning across the country
2.4.2 Projects in the upper-secondary English classrooms in Hanoi
The current study focuses on projects found in English textbooks designed for upper-secondary school students Each unit in these textbooks concludes with a project that allows students to apply their language skills and knowledge through communicative tasks in real-world contexts (Van, 2015).
Projects in English textbooks primarily focus on improving students' speaking skills for everyday conversations These projects often involve conducting surveys and presenting the results to the class, or researching a specific topic and sharing the findings, thereby enhancing both communication and presentation abilities.
A study by Thanh (2019) in Hanoi's upper-secondary schools examined teachers' use of projects in English classrooms, finding that most educators required student presentations to enhance speaking and collaboration skills However, teachers faced significant challenges, including poor time management, passive learning styles among students, and difficulties in assessing projects due to a lack of official guidelines in teacher resources This highlights the need for further research on effective assessment methods for student projects in English education.
Related studies
Project-based learning has gained popularity in Western education, supported by research highlighting its effectiveness across various subjects (Phillips et al., 1999; Boss & Krauss, 2007; Krauss & Boss, 2013) This research emphasizes the crucial role of project assessment in enhancing teaching and learning quality for both educators and students Formative assessment has emerged to address the limitations of traditional summative assessment, primarily focusing on identifying students' strengths and weaknesses (Earl & Katz, 2006) As a result, a transformative shift in assessment practices has occurred, introducing concepts such as Assessment of Learning, Assessment for Learning, and Assessment as Learning This evolution has altered the roles of teachers and students, allowing for a more collaborative approach to assessment A study by Saefurrohman and Balinas (2016) employed a mixed-method approach to explore English teachers' assessment practices in high school classrooms.
A study comparing high school teachers in the Philippines and Indonesia found that most educators prefer using assessment for learning as the primary purpose of assessment, followed by assessment of learning and assessment as learning Additionally, written comments are the main method for providing feedback While English teachers in the Philippines develop their own assessment criteria, their counterparts in Indonesia primarily rely on items from published textbooks to create assessment items.
In Vietnam, there has been a shift in assessment in English classrooms
The English language curriculum for Vietnamese students, established by the Ministry of Education and Training in 2018, emphasizes diverse assessment methods, encouraging student participation through peer and self-assessment Despite the use of projects in English classrooms, research on project assessment in Vietnam remains limited While numerous studies have explored the implementation of projects in these classrooms, further investigation into their assessment is needed.
& Nguyen, 2019; Thanh, 2019), but little focus is on the assessment of projects
Recent literature highlights the need for further exploration of students' perceptions of assessment McMillan (2016) focused on students' feelings regarding project assessments, emphasizing the importance of understanding their views on teachers' evaluations While numerous studies have examined students' perceptions of assessment in Western countries, such as those by McMillan (2016), Agasứster (2015), Al-Nouh et al (2015), and Tsagari (2013), there is a notable lack of research in Vietnam.
Research gaps
The literature review indicates that English language assessment remains an area requiring further exploration, with many issues still unaddressed This study adds to the extensive research on English language assessment by focusing on teachers' evaluation methods within the context of English projects in textbooks for upper-secondary school students in Vietnam Despite the significance of this topic, few studies have examined it comprehensively.
This study investigates teachers' assessment of students' projects in English classrooms, focusing on the types of assessment methods and criteria utilized While much research has centered on teachers' assessment practices, students' perceptions of these assessments have been largely neglected (McMillan, 2016) Consequently, this study aims to offer valuable insights into how students view their teachers' evaluation of projects in the English classroom.
METHODOLOGY
Research design and research method
Case studies involve a detailed analysis of one or a few individuals, offering a comprehensive understanding of the subject (Geoffrey, 2005) They significantly contribute to science by generating research ideas, providing insights into rare phenomena, and challenging widely accepted beliefs (Kazdin, 1982) However, case studies have limitations; they primarily describe events without explaining the underlying causes, risk experimenter bias due to researcher-participant interaction, and their findings lack generalizability due to the small sample size (Geoffrey, 2005).
Despite their limitations, case studies are invaluable in research as they significantly contribute to theory, research, and practical applications They are essential for uncovering issues and causes that cannot be evaluated through experimental methods alone.
A mixed-method approach, rooted in a pragmatic worldview, sequentially combines quantitative and qualitative data to enhance understanding of research problems (Creswell, 2017) By integrating both methods, researchers can achieve a more comprehensive insight, as each method alone may not fully capture the complexities of a topic This approach is particularly beneficial for exploring the meanings of concepts as experienced by individuals, making it an effective strategy for gathering diverse data.
Data collection
The research focuses on English language teaching and learning in Vietnam, particularly in Hanoi, which serves as the Political, Economic, Cultural, Scientific, and Technological center of the country The city's appeal to foreign investments underscores the growing significance of English communication skills in the workplace Additionally, rapid urbanization in Hanoi has led to extensive construction projects that enhance various sectors, especially education With numerous prestigious universities and high-quality schools located in the city, there is a heightened public interest in English language education.
Located in Cau Giay District, Hanoi, this upper-secondary school is known for its high-quality teaching and learning, distinguishing it from other institutions in the city, despite not being classified as a gifted high school.
The English language curriculum for Vietnamese students, established by the Ministry of Education and Training in 2018, emphasizes collaborative learning through group projects Since 2015, these projects have been integrated into English textbooks, where teachers assign specific projects to student groups Following the presentations of these projects in class, teachers evaluate the students' work, fostering both teamwork and assessment skills.
This school is selected for research due to its integration of projects in English classrooms, where teachers actively implement project-based learning and students participate in English projects, alongside teachers' involvement in research activities.
This study focuses on evaluating the assessment process of student projects, investigating the criteria utilized by teachers for grading these projects, and exploring students' perceptions of their teachers' evaluations.
The study involved a group of 10 teachers and 94 students who engaged in project-based learning within English classrooms Notably, 5 of the 10 teachers instructed all 94 students, highlighting a significant collaborative teaching approach in the research setting.
The teachers who participated in the research are described in terms of gender, years of teaching experience, and educational qualifications Table 3.1 presents the information about this group of participants
Description of teachers as research participants
Respondents’ description (N) Number Percentage Gender
The study involved 10 teachers, consisting of 1 male (10%) and 9 females (90%) Based on research by Kini and Podolsky (2016), the analysis categorized teaching experience into three intervals: 1-10 years, 11-20 years, and 21-30 years The findings revealed that 40% of participants had 1-10 years of teaching experience, 30% had 11-20 years, and the remaining 30% had over 21 years Additionally, 70% of the participants held a degree in their field.
Bachelor’s degree, while the figure for participants with a Master’s degree is 30%
The other group of research participants were 10 th -grade students who come from Class D and Class N and they did projects in English classrooms Of all the
In a study involving 10th-grade students preparing for the English National University Entrance Exam, 94 participants from mixed-ability classes expressed their willingness to take part in the research This age group was selected due to their strong interest in project-based learning, as noted by several teachers involved in the study.
Tenth-grade students demonstrated greater interest and commitment to project work compared to their eleventh and twelfth-grade counterparts In contrast, eleventh and twelfth graders often lack engagement with projects, as many perceive them as unhelpful for scoring well on the English National University Entrance Exam Teachers have noted that this disinterest among older students significantly impacts their participation in project-based learning.
This case study investigates the assessment methods used to evaluate student projects and identifies the criteria employed by teachers in this process Data is gathered through questionnaires and interviews with teachers, as well as documents outlining their assessment criteria Additionally, the study explores student perceptions of teacher assessments by collecting information from questionnaires and interviews with selected students.
A questionnaire is a written tool comprising a series of questions or statements for respondents to answer or select from (Dürnyei, 2007) It is commonly utilized in educational research and English Language Teaching (ELT) studies (Cohen, Manion).
A questionnaire is an efficient tool for researchers to gather information from a large number of respondents quickly It allows participants the flexibility to complete it at their convenience Additionally, questionnaires facilitate the collection of three key types of data, including factual information like age.
27 gender, race, educational background; (2) behavioural information that describes respondents’ habits, personal history; and (3) attitudinal information on respondents’ attitudes, opinions, beliefs, interests, and values (Dửrnyei, 2007)
This study employs two questionnaires: one is administered to 10 teachers and the other is delivered to 94 students
The study aims to describe the types of assessments used in evaluating students' projects, utilizing the questionnaire developed by Saefurrohman and Balinas (2016) This questionnaire is particularly suitable as it was originally designed to explore English teachers' classroom assessment practices, aligning well with the research objective Furthermore, it encompasses three assessment types: Assessment of learning, Assessment for learning, and Assessment as learning, which were highlighted in the literature review Consequently, the questionnaire by Saefurrohman and Balinas will be adopted to address the first research objective of this study.
To achieve the first objective, a 15-item questionnaire is developed by the related studies (Saefurrohman & Balinas, 2016) The questionnaire consists of 2 parts and is administered to the teachers
The initial section of the questionnaire gathers essential details from respondents, including their name, gender, teaching experience, and educational background, which aids in constructing participant profiles The subsequent section features three categories focused on various types of assessment Table 3.2 illustrates the relationship between these categories and the corresponding item numbers in the second part of the questionnaire designed for teachers.
Category of assessment and criteria in the teacher questionnaire
The assessment of student projects can be categorized into three types: Assessment for Learning, Assessment of Learning, and Assessment as Learning To effectively evaluate these assessments, a set of 15 items is utilized, employing a 5-point scale ranging from "Strongly Disagree" to "Strongly Agree."
Data analysis
The data gathered from questionnaires administered to teachers and students were analyzed quantitatively, focusing on teachers' age, gender, and educational qualifications, which were categorized into groups Responses to five-point Likert scale items were coded, with 1 representing the lowest and 5 the highest rating A distance value of 0.8 was utilized in the data analysis, calculated using the formula (Distance value = Maximum – Minimum) / n = (5 - 1)/ 4 = 0.8 This distance value facilitated the interpretation of mean scores.
The questionnaire data were then processed using SPSS software to display descriptive statistics in data analysis
For data collected from the documents that the teachers used to assess students’ criteria, they were grouped into clusters: (1) criteria, (2) description, and
The data obtained from the interviews were analysed qualitatively The responses in the interviews were transcribed into words and grouped according to the theme.
Methodological limitations
The study's findings are limited due to the small sample size, comprising only 10 teachers and 96 students from a single upper-secondary school in Hanoi As a result, the conclusions drawn cannot be generalized to the broader context of English language assessment across Vietnam.
FINDINGS
Analysis of research question 1
This section analyzes data to identify the types of assessments involved in evaluating students' projects The analysis is based on a combination of questionnaires and interviews conducted with teachers.
The questionnaire collects the responses of teachers on three kinds of assessment: Assessment of learning, Assessment for learning, and Assessment as learning
Table 4.1 summarizes the survey responses of 10 teachers on the use of Assessment of learning to assess students’ projects
Teachers’ ratings of the use of Assessment of learning to assess students’ projects
Purposes Strongly disagree Disagree Neutral Agree Strongly agree Mean SD
1 To formally document students’ growth in learning
2 To rank students based on their class
3 To determine the final grades for students
4 To provide information to the central administration
5 To provide information to parents and the public
The assessment of students' projects primarily aimed to inform parents and the public, receiving the highest rating of 4.50, indicating strong agreement among participants Conversely, participants expressed disagreement with the notion that project assessments were intended to determine final grades (Mean=2.60) or to formally document student growth (Mean=2.40) Additionally, the purposes of ranking students based on class performance and providing information to central administration were met with strong disagreement, reflected in the lowest ratings of 1.80 and 1.70, respectively.
The teachers also used Assessment for learning to assess students’ projects and the survey responses are shown in table 4.2
Teachers’ ratings of the use of Assessment for learning to assess students’ projects
Purposes Strongly disagree Disagree Neutral Agree Strongly agree Mean SD
6 To group my students for instruction in my class
7 To obtain information on my students’ progress
8 To diagnose strengths and weaknesses in my own teaching and instruction
9 To provide feedback to my students as they progress through the course
10 To prepare students for standardized tests they would need to take in the future
The participants “strongly agreed” that they assessed students’ projects to diagnose strengths and weaknesses in their teaching and instruction (Mean=4.30,
Participants indicated a strong commitment to providing feedback to students as they progress through the course, with a mean score of 4.25 (SD=0.568) They also agreed on the importance of assessing students' projects to gauge learning progress, reflected in a mean score of 3.80 (SD=1.135) However, there was a notable disagreement regarding the assessment of student projects for the purpose of preparing them for future standardized tests, which received a mean score of 2.60 (SD=1.350) Additionally, participants strongly disagreed with using project assessments to group students for instructional purposes, as evidenced by a mean score of 1.70 (SD=0.675).
Assessment as learning is a vital approach utilized by teachers in English classrooms to evaluate students' projects According to the survey responses from 10 educators presented in Table 4.3, this type of assessment plays a significant role in enhancing student engagement and understanding.
Teachers’ ratings of the use of Assessment as learning to assess students’ projects
Purposes Strongly disagree Disagree Neutral Agree Strongly agree Mean SD
11 To support students’ independence in learning
12 To facilitate students to become lifelong learners
13 To help students in recognizing what
37 aspects of their work need to improve
14 To help students monitor their own learning
15 To work with students to develop clear criteria of good assessing practice
Table 3.3 indicates that participants "agreed" on the importance of assessing students' projects, with a mean score of 4.20 This assessment aids students in identifying areas for improvement in their work and fosters their independence in learning.
Participants expressed a clear disagreement regarding the assessment of students' projects aimed at fostering independent learning (Mean=2.10, Item 12) Additionally, they did not support the idea of collaborating with students to establish effective assessment criteria (Mean=2.10, Item 15).
“disagree”) The lowest rated purpose of assessing students’ projects is to help students monitor their learning (Mean=2.00, equivalent to “disagree”)
The questionnaire results can be elaborated further by the qualitative data obtained from the interviews with the teachers
Teachers utilized learning assessments not for formally documenting student growth or ranking their projects, but rather to communicate valuable information to parents and school administrators.
Firstly, the teachers did not assess students’ projects to formally document students’ growth in learning because they could use the results of tests to look at
Teacher D emphasizes that students take various assessments throughout the semester, including short 15-minute tests, longer 45-minute tests, a mid-term, and a final exam These assessments provide valuable insights into student progress and improvement over the course of the semester.
Secondly, teachers did not rank students based on their projects because a class rank was done after the final grades of all subjects were determined
Teacher B emphasizes that he does not rank his students based on their projects, as class rankings typically occur at the end of the semester when final grades for all subjects are assigned.
While teachers assessed students' projects with marks, these scores were not included in the final grade for the English subject Instead, the marks served as a tool to help students grasp the quality of their work.
Teacher C : “I graded students’ projects, but the grades would not become part of the final grade in English subject.”
The final grade for the English subject is determined by a combination of various assessments, including several 15-minute tests, 45-minute tests, a mid-term test, and a final-term test, while project marks do not contribute to the overall grade.
Fourthly, the teachers assessed students’ projects to provide information to the school managers for many uses
Teacher A : “I often send students’ projects in form of short videos or photos to school managers who will select high-quality projects and post them on our school’s official website.”
School administrators believe that English teachers play a crucial role in enhancing students' language skills, and they view projects as effective tools for this purpose Consequently, these administrators assess the quality of English teaching and learning by evaluating students' projects.
Teachers also assessed students’ projects to provide information about
39 students’ learning to parents because the parents cared about how their children learned English at school
Teacher D frequently showcases students' projects using short videos and photos during parent-teacher meetings, as parents are eager to understand their children's English learning experiences at school.
In today's world, parents understand the significance of English proficiency in the workplace, motivating them to ensure their children become fluent in the language It is essential to showcase the school projects their children have completed, as this can reassure parents of their children's ability to communicate effectively in English.
Teacher B emphasizes the importance of sharing students' projects with their parents, providing insightful comments on their performance This communication helps parents grasp their children's learning progress and encourages collaboration with teachers to enhance students' English skills at home.
Analysis of research question 2
This section analyzes the data regarding the criteria that teachers use to assess students’ projects The data sources consist of document observation and interviews
Document observation involves analyzing and comparing scoring rubrics from four different teachers to identify similarities and differences in criteria, their descriptions, and the weighting assigned to each criterion This comparative analysis aims to highlight variations in assessment standards and practices among educators.
Firstly, the criteria in each scoring rubric are summarized in Table 4.5
Summary of criteria in scoring rubrics
2 Video Content, Videography-Clarity, Length of Video,
4 Presentation, Poster, Knowledge of Topic
The four assessment rubrics share three common criteria: Content, Presentation, and Timing/Length of Video, which teachers utilized to evaluate students' projects However, differences arise in criteria like Video-Clarity and Poster, reflecting the nature of the projects Specifically, scoring rubric 2 was designated for evaluating student-created videos, while scoring rubric 4 was applied to assess student-prepared posters Additionally, teachers considered other criteria such as Preparation, Vocabulary, and Organization in their evaluations.
It is crucial to analyze how educators articulated each criterion across the four rubrics, focusing on the three common criteria: Content, Presentation, and Timing/Length of Video The descriptions of these key criteria are outlined below.
In rubric 1, the criterion Content was described as “Nội dung phù hợp với yêu cầu đưa ra” (Content is suitable for the requirement) and “Sử dụng ngôn ngữ
In the assessment rubric, the criterion of Content is evaluated based on students' knowledge and their ability to utilize cues effectively Specifically, rubric 1 emphasizes the importance of demonstrating content knowledge, while rubric 3 elaborates on key components such as the Introduction, Definition of technical terms, Accurate information, Material relevance, and Conclusion Additionally, rubric 4 categorizes Content under Knowledge of Topic, highlighting the necessity for content to be presented at an appropriate level The consistent use of the keyword "Content" across these rubrics underscores its significance in evaluating student performance.
“Content” to describe the criterion and even added more aspects to this criterion such as the use of language (Rubric 1), the use of cue (Rubric 2), Introduction & Conclusion (Rubric 3)
The criterion of Presentation is consistently emphasized across the four scoring rubrics, highlighting its importance in effective communication In Rubric 1, it is defined by an appropriate presentation style and active participation from all group members Rubric 3 expands on this by detailing seven key aspects, including good eye contact, clear voice, smooth delivery, strong language skills, effective visual aids, proper timing, and well-communicated information Similarly, Rubric 4 outlines eight aspects, such as timing, voice and eye contact, body language, logical flow, slide quality, and grammar Common themes across these rubrics include Timing, Eye Contact, Delivery, and Pronunciation, underscoring their critical role in successful presentations.
The third common criterion among the rubrics is the Timing or Length of Video In rubric 1, the teacher specifies that the presentation should last between 13 to 15 minutes, while rubric 2 states that a video should be approximately 2 minutes long This highlights the importance of clear duration guidelines in both rubrics Although Timing is not explicitly mentioned in rubrics 3 and 4, it remains an essential aspect that students must consider.
52 into account To be specific, the aspect Timing in rubric 3 was described as in
“Length of presentation is within the assigned time limits” and Timing in rubrics 4 was written as in “Time Did the talk run over or under Was time used efficiently?”
Rubric 3 and rubric 4 lack a specified duration for presentations, contrasting with the clear timing guidelines provided in rubric 1 and rubric 2 This inconsistency highlights the absence of detailed timing instructions in the latter rubrics.
Thirdly, the weighting of each criterion is measured by percentage, shown in Table 4.6
Weighting of criteria in scoring rubrics
Scoring rubric Weighting of criteria (%)
The analysis of the table reveals that only the criteria in rubric 2 are equally weighted at 25% of the total scores, while other rubrics maintain a consistent weighting pattern Notably, the weighting for Content and Presentation varies, ranging from 30%.
53 to 45%, which is higher than the weighting of other criteria, namely, Preparation (20%), Timing (10%), Organization (15%)
The document observation indicated that teachers utilized various criteria to evaluate students' projects, including Preparation, Content, Presentation, Timing, Videography, Poster, and Organization Notably, Content, Presentation, and Timing were common across the rubrics, though their descriptions exhibited both similarities and differences The term "content" was consistently used to define the Content criterion, while aspects such as Timing, Eye contact, Delivery, and Pronunciation were shared in the Presentation criterion Timing was specifically noted in rubric 1 and rubric 2 to indicate presentation duration, yet it lacked duration details in rubric 3 and rubric 4 In terms of weighting, Content and Presentation received the highest scores, ranging from 30% to 45% in rubrics 1, 3, and 4, while rubric 1 assigned equal weighting across all criteria.
An interview with five teachers revealed their methods for assessing student projects, highlighting the criteria they employed in their scoring rubrics The key criteria identified include pronunciation, vocabulary, and fluency, which play a crucial role in evaluating student performance.
Teachers prioritize assessing students' speaking skills when providing feedback on projects, as they view these projects primarily as tools for enhancing speaking abilities They commonly evaluate criteria such as pronunciation and vocabulary, while grammar is seldom considered in their assessments.
Teachers prioritized students' pronunciation as the primary criterion for evaluating their projects, focusing on key elements such as vocalization and stress.
Teacher A: “Several students mispronounced English words, so
Understanding spoken English can be challenging, often requiring significant time and effort Therefore, focusing on vocalization is crucial for improving students' pronunciation When students master the correct production of English sounds, they enhance their ability to communicate effectively and ensure they are understood.
Teacher E noted that during student presentations, frequent mispronunciations hindered her understanding of the content The incorrect production of English sounds often distracted her, leading her to concentrate more on vocalization rather than the overall assessment of pronunciation.
Teacher B: “Many students pronounced English words and sentences without stress, which is an important component of English pronunciation Therefore, I often pay attention students’ words stress and sentence stress”
The teachers also focused on certain phonemes difficult for Vietnamese students to pronounce, such as inter-dental /θ/, voiced dental fricative /ð/, inflectional -s, inflectional -ed, voiceless sibilants /s/ and /ʃ/
The second criterion that teachers emphasized when assessing students’ projects is vocabulary The teachers looked at students’ ability to use vocabulary in context to transmit a message to listeners
Teacher A: “Vocabulary can affect comprehensibility of messages If students use many words in the wrong context, the messages will be incomprehensible to listeners.”
Effective communication in discussions requires that students use vocabulary relevant to the topic at hand When students apply a diverse range of vocabulary from one subject to another unrelated topic, it can confuse listeners and hinder the clarity of the message being conveyed.
Analysis of research question 3
This section analyses the data on how students perceived the teachers’ assessment of projects The data pool consists of a questionnaire and interviews, which were done with 96 students
The data obtained from the questionnaire are divided into two clusters: students’ perceptions of the teachers’ assessment of projects and students’ perceptions of the kinds of teachers’ assessment
The initial cluster examines students' views on teachers' assessment of projects, focusing on key dimensions such as congruence with planned learning, authenticity, student consultation, transparency, and diversity Table 4.8 presents a detailed overview of students' perceptions regarding these assessment criteria.
Students’ perceptions of the teachers’ assessment of projects
1 My teacher assesses the projects according to what is taught in English class 4.40 0.992
2 I find the assessment task of project relevant to the real world 2.46 0.932
3 I have learned useful knowledge from the assessment of projects 3.88 0.992
4 I am aware of how my projects will be assessed and what my projects will be assessed upon 3.88 1.035
5 My teacher has explained to me the purpose of assessing the projects 3.78 0.974
6 I understand how the projects will be marked 3.64 1.197
7 I know what is needed to successfully accomplish the projects and get high marks 3.80 0.797 Diversity 8 I am allowed to complete projects at my own speed 4.21 1.083 The table shows that Item 1 and Item 8 were rated the highest (Mean=4.40 and 4.21 respectively, equivalent to “Strongly agree”) The students “agreed” with Item 3 and Item 4, which shared the same level of agreement (Mean=3.88) They were followed closely by Item 7 (Mean=3.80, SD=0.797), Item 5 (Mean=3.78, SD=0.974), and Item 6 (Mean=3.64, SD=1.197) It is noted that Item 2 was rated the lowest (Mean=2.46, equivalent to “Disagree”)
The second cluster investigates students' perceptions regarding three types of teacher assessments: Assessment of Learning, Assessment for Learning, and Assessment as Learning The findings from this cluster are detailed in Table 4.9.
Students’ perceptions of the kinds of teachers’ assessment
9 My teacher assesses the project to give me a mark as part of the final grade 2.17 0.627
10 My teacher assesses the projects for a class rank 1.42 0.496
11 My teacher assesses the projects to provide information to my parents 3.47 0.691
12 Teacher’s feedback on my projects helps me to improve my learning 3.43 0.902
13 The projects can help me to prepare for standardized tests 2.50 0.649
Assessment as 14 Preparing for the projects can support my 3.48 0.842
15 Preparing for the projects can help me to become a lifelong learner in the future 2.28 0.537
16 My teachers’ assessment criteria help me to recognize what aspects of my project work need to improve
17 I think about strategies that help me address learning difficulties when doing my project 3.46 0.893
18 I am allowed to work with my teacher to develop criteria for assessment 2.25 0.523
In terms of Assessment of learning, the respondents “disagreed” that their teachers assessed the projects to give students grades (Item 9, Mean=2.17,
SD=0.672) and even “strongly disagreed” that their teachers assessed the projects for a class rank (Item 10, Mean=1.42, SD=0.496) However, the respondents
The respondents largely agreed that their teachers assessed projects to inform parents, with a mean score of 3.47 They also felt that feedback from teachers was beneficial for enhancing their learning, reflected in a mean score of 3.43 However, they disagreed with the notion that the assessment of projects aimed to prepare students for standardized tests, scoring a mean of 2.50.
Preparing for projects enhances students' independence in learning, as indicated by a mean score of 3.48 and a standard deviation of 0.842 Additionally, students actively consider strategies to overcome learning difficulties encountered during their projects.
The survey results indicate that respondents had a mean score of 3.46 (SD=0.893) regarding the belief that project preparation could foster lifelong learning; however, they disagreed with this notion, as reflected by a lower mean of 2.28 (SD=0.537) Additionally, students acknowledged the need for improvement in their project work based on the assessment criteria provided by their teachers, with a mean score of 2.15 (SD=0.383) Furthermore, students had the opportunity to collaborate with teachers in developing these assessment criteria, which received a mean score of 2.25 (SD=0.523).
The interview result reveals students’ perceptions concerning the benefits and drawbacks of the teachers’ assessment of projects
Concerning purposes of the teachers’ assessment of projects, the majority of the students perceived that their teachers assessed the projects allow students to speak English
Student E: “I think the teacher wanted us to speak English because the projects required us to give a presentation.”
Student A expressed that despite years of studying English, communicating effectively remains a challenge To address this issue, the teacher suggested that engaging in projects could serve as a practical method for enhancing our speaking skills in English.
Besides, the teachers gave them marks for their projects, but the marks were not officially used in the Academic transcript
Student B: “My teacher gave me a mark, but I know that the mark is not used as part of the final grade in English subject.”
Student C: “The mark helps us know how good or bad our projects were.”
Regarding the assessment criteria, the students often learned from teachers’ feedback on their peers’ performance to improve their projects
Student D expressed that while teachers shared assessment criteria with them and their peers, the information was not entirely clear To improve their projects, Student D relied on the feedback given by teachers on their friends' work.
Student E initially struggled to grasp the assessment criteria due to their abstract nature However, after observing the performances of peers and hearing the feedback provided by the teacher, the criteria became clearer, leading to a better understanding.
Many students enjoyed the benefits of the teachers’ assessment of projects The first benefit was that teachers’ feedback helped students to improve their speaking skills
Student E: “After the first project, my speaking skills have improved significantly It comes down to my teacher’s feedback on my pronunciation.”
Student A expressed that their teacher provided constructive feedback, highlighting both their strengths and weaknesses in speaking English Along with this, the teacher offered valuable suggestions that Student A implemented As a result, Student A felt more confident in their English speaking abilities and improved their score on the second project.
Student D: “My teacher pointed out my mispronunciations and helped me to correct them Therefore, I have made a lot of progress on pronunciation.”
The second benefit was to increase students’ motivation to learn English
Student B: “I felt more motivated to learn English because I could use this language for practical purposes when I have to read information in English to prepare for my presentation.”
Initially, I struggled with English and had a dislike for the subject However, my teacher's constructive feedback inspired me to improve As I implemented their advice, I noticed significant progress in my English skills each day, which motivated me to continue learning.
The third benefit was that students learned many other skills other than English skills
Student C: “Besides improving English skills, I learned to use PowerPoint to create eye-catching slides for my presentation.”
Student D: “I learned to use Google Docs and Google Slides, which came in handy for sharing and revising materials in groups.”
Despite the benefits, students realized some drawbacks of their teachers’ assessment of projects
Firstly, the students perceived that some assessment tasks of projects are irrelevant to the students’ life
Student A shared that their teacher assigned a project focused on helping someone in the community Living in an apartment with limited interaction with neighbors made it challenging for them to identify a person in need.
64 project impractical and irrelevant to my life.”
Student D expressed frustration with a project that required imagining their school area as suffering from environmental pollution, noting that they live in a location with minimal signs of pollution, which made the assignment feel irrelevant to them.
Secondly, the students perceived that some assessment criteria were difficult for students to understand
Student A expressed that their teacher provided a checklist with assessment criteria for projects; however, the use of complex English vocabulary made it difficult for many students to comprehend the criteria effectively.
Student B: “I read the assessment criteria but there was little description for each criterion For example, with the criterion Pronunciation, I did not understand in what way pronunciation is considered good.”
Lastly, the students perceived that the teachers paid close attention to the product rather than the process
In a recent discussion, Student D expressed that their teacher prioritized timely project submissions over the quality of completion, indicating a lack of concern for the students' learning process Similarly, Student E noted that the responsibility for the projects fell entirely on the students, as the teacher did not inquire about any challenges they faced during the project execution This highlights a significant gap in teacher engagement and support in the students' educational experience.
The findings for research question 3 can be summarized in Table 4.10
Summary of findings for research question 3
- The students’ projects were assessed by the teachers according to what was taught in the
Authenticity - The students learned useful knowledge from Questionnaire
65 teachers’ assessment of projects Interview
- The students found some assessment tasks of projects irrelevant to their life
- The students were aware of how the projects would be assessed and what the projects would be assessed upon
- The students were explained the purpose of assessing projects by their teachers
- The students understood how the projects would be marked Questionnaire
- The students knew what was needed to successfully complete the projects and how to get high marks
Diversity - The students were allowed to complete the projects at their speeds Questionnaire
- The results of students’ projects were provided to parents
- The students’ projects were marked by the teachers, but the mark was not used as part of the final grade in English subject
- The students saw the improvement in their speaking skills thanks to the teachers’ feedback
- The students perceived that they were motivated to learn English thanks to the teachers’ feedback Interview
- Preparing for the projects supported students’ independence in learning Questionnaire
- The students’ thought about strategies that help them deal with difficulties in doing the projects