Phương pháp đánh giá của giáo viên về dự án của học sinh trong lớp học tiếng anh tại một số trưởng trung học phổ thông tại hà nội

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES *********************** PHẠM PHÚC THÀNH TEACHERS’ ASSESSMENT OF STUDENTS’ PROJECTS IN THE UPPER-SECONDARY ENGLISH CLASSROOMS (Đánh giá giáo viên dự án học sinh lớp học tiếng Anh bậc Trung học Phổ thông Hà Nội) M.A MAJOR PROGRAM THESIS Major : English Language Teaching Methodology Code : 8140231.01 Hanoi, 2021 VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES *********************** PHẠM PHÚC THÀNH TEACHERS’ ASSESSMENT OF STUDENTS’ PROJECTS IN THE UPPER-SECONDARY ENGLISH CLASSROOMS (Đánh giá giáo viên dự án học sinh lớp học tiếng Anh bậc Trung học Phổ thông Hà Nội) M.A MAJOR PROGRAM THESIS Major : English Language Teaching Methodology Code : 8140231.01 Supervisor : Dr VŨ HẢI HÀ Hanoi, 2021 DECLARATION I hereby certify that the thesis titled “Teachers’ assessment of students’ projects in the upper-secondary English classroom” is the result of my research for the Degree of Master of Arts at the University of Languages and International Studies, Vietnam National University, Hanoi and this thesis has not been submitted for any other degrees Hanoi, 2021 Approved by SUPERVISOR (Signature and Full name) Date: ……………… i ACKNOWLEGEMENTS I would like to express the deepest appreciation to my supervisor, Dr Vũ Hải Hà for helping me complete this study This paper would not have been accomplished without his professional, constant and valuable guidance and encouragement I would like to send my special thanks to my friends and colleagues for their enthusiastic support with my working schedules, which gave me precious time to work on the thesis Finally, I would like to express my gratitude to my family who gave me time and encouragement to overcome all the obstacles during the completion of this study ii ABSTRACT The research aims to investigate teachers’ assessment of students’ projects and to explore students’ perceptions of teachers’ assessment in the upper-secondary English classrooms This is a mixed method study that employs three instruments, including questionnaire, interview, and document observation to collect data from 10 English teachers and from 96 students at an upper-secondary school in Hanoi The study revealed that three kinds of assessment were involved in the process of assessing students’ projects and several criteria were used by the teachers to assess students’ projects It also showed that the students reaped some benefits and met some difficulties when teachers assessed their projects iii TABLE OF CONTENTS DECLARATION i ACKNOWLEGEMENTS II ABSTRACT III TABLE OF CONTENTS IV LIST OF TABLES VI CHAPTER I: INTRODUCTION 1.1 Rationale for the study 1.2 Research aims and objectives 1.3 Research questions 1.4 Research scope 1.5 Significance of the study 1.6 Organization CHAPTER II: LITERATURE REVIEW 2.1 Projects and Projects-based learning 2.2 Assessment and tests 2.2.1 Assessment of projects 2.2.2 Purposes of assessment 2.2.3 Kinds of assessment 11 2.2.4 Assessment rubrics 15 2.2.5 Assessment criteria 15 2.3 Students’ perceptions of assessment 16 2.4 English language teaching at upper-secondary schools in Vietnam 19 2.4.1 An overview of English language teaching in Vietnam 19 2.4.2 Projects in the upper-secondary English classrooms in Hanoi 19 2.5 Related studies 20 2.6 Research gaps 21 CHAPTER III: METHODOLOGY 23 3.1 Research design and research method 23 3.1.1 Research design 23 3.1.2 Research method 23 iv 3.2 Data collection 24 3.2.1 Research setting 24 3.2.2 Research participants 24 3.2.3 Instrument 26 2.2.4 Data collection procedure 31 3.3 Data analysis 32 3.4 Methodological limitations 32 CHAPTER IV: FINDINGS 33 4.1 Analysis of research question 33 4.1.1 Questionnaire result 33 4.1.2 Interview result 37 4.1.3 Summary of findings and data sources 47 4.2 Analysis of research question 50 4.2.1 Document observation 50 4.2.2 Summary of findings and data sources 58 4.3 Analysis of research question 59 4.3.1 Questionnaire result 59 4.3.2 Interview result 61 4.3.3 Summary of findings and data sources 64 CHAPTER V: DISCUSSION 67 5.1 Research question 67 5.2 Research question 70 5.3 Research question 72 CHAPTER VI: CONCLUSION 75 6.1 Recapitulation 75 6.2 Concluding remarks 76 6.3 Pedagogical implications 76 6.4 Limitations of the study and suggestions for future research 76 THESIS RELATED PUBLICATIONS 77 REFERENCES 78 APPENDICES I v LIST OF TABLES TABLE 2.1 10 TABLE 2.2 13 TABLE 2.3 18 TABLE 3.1 25 TABLE 3.2 28 TABLE 3.3 30 TABLE 3.4 31 TABLE 4.1 33 TABLE 4.2 35 TABLE 4.3 36 TABLE 4.4 47 TABLE 4.5 50 TABLE 4.6 52 TABLE 4.7 58 TABLE 4.8 59 TABLE 4.9 60 TABLE 4.10 64 vi CHAPTER I: INTRODUCTION 1.1 Rationale for the study The English language has a remarkable history In historical records, it was the speech of some tribes on the continent of Europe along the North Sea (Algeo & Butcher, 2013) As centuries went by, English has become the most widespread language in the world English is used by many peoples for more purposes than any other language on Earth, so it is necessary to teach, learn, and study this language in contemporary society In Vietnam, English has become the most popular foreign language since 1986 At that time, the Vietnamese Communist Party initiated its overall economic reform and implemented the open-door policy that helped the English language gain its popularity As the ability to communicate in English could open business opportunities for people in Vietnam, English has been taught at all levels of education across the country According to “Chương trình giáo dục phổ thông môn tiếng Anh” (English language curriculum for Vietnamese) issued by the Ministry of Education and Training (2018), the English language curriculum set its aim of helping Vietnamese students to develop English communicative competence through improving macro-skills (listening, speaking, reading, and writing) and micro-skills (pronunciation, vocabulary, and grammar) (p 3) After completing the English language curriculum at the upper-secondary level, Vietnamese students can: - use English as a tool to talk about familiar topics such as schools, recreational activities, jobs - develop basic knowledge of the English language, including pronunciation, grammar, and vocabulary, and understand people and culture of foreign countries, respect the cultural diversity, and present the value of Vietnamese culture in English - 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) In “Tài liệu hướng dẫn dạy học theo Chương trình giáo dục phổ thơng mới” (Teacher guide according to English language curriculum for Vietnamese) issued by Ministry of Education and Training (2018), projects are referred to as effective activities in foreign language teaching because projects can support studentcentered approach and promote learner autonomy, collaborative learning, and taskbased learning (p 69) Therefore, in the current English textbooks published by Vietnam Education Publishing House in collaboration with Pearson Education, projects are considered an element in helping students to achieve the aim set by the English language curriculum for Vietnamese (2018) In those English textbooks, projects lie at the end of each unit, allowing students to a survey or research on a topic and then present the results in class The English language curriculum for Vietnamese (2018) also stated that assessment played an essential role in gathering information about students’ English communicative competence during and at the end of a learning period, which increased learner motivation and helped students to direct their learning and assisted teachers and school managers in making judgments about students’ learning Assessment can be carried out in many forms, such as teachers can assess students, teachers can have students assess other students or teachers have students assess themselves (p 50) In this sense, assessment is not only about giving students grades but also about helping teachers and students to improve the teaching and learning quality in English classrooms As projects and assessment are critical to assisting teachers and students in achieving the aim set by the English language curriculum for Vietnamese (2018), it is worth conducting a study on teachers’ assessment of students’ projects in the English classrooms However, the study only focuses on the following aspects: APPENDICES APPENDIX A: QUESTIONNAIRE FOR THE TEACHERS English version TEACHERS’ ASSESSMENT OF STUDENTS’ PROJECTS IN THE ENGLISH CLASSROOMS The purpose of this survey is to investigate how teachers assess students’ projects in the English upper-secondary classrooms Therefore, your information is kept confidential entirely and your responses will be recorded for the purpose of data analysis Thank you for agreeing to take part in this survey PART 1: PERSONAL AND BACKGROUND INFORMATION Please provide your information about these aspects Name: ………………………………… Age: …………………… Gender: Male/Female Education background (highest degree): ………………………………………………… Teaching experience: ……………… years PART 2: TEACHERS’ ASSESSMENT OF STUDENTS’ PROJECTS A Purposes of assessing students’ projects Please tick the most relevant option to indicate your purposes of assessing students’ projects = Strongly agree, = Agree, = Neutral, = Disagree, = Strongly disagree PURPOSE RESPONSE To formally document growth in learning ① ② ③ ④ ⑤ To rank students based on their class performance ① ② ③ ④ ⑤ I To determine the final grades for my students To provide information to the central administration (e.g school, university) ① ② ③ ④ ⑤ ① ② ③ ④ ⑤ To provide information to parents ① ② ③ ④ ⑤ To group my students for instruction in my class ① ② ③ ④ ⑤ To obtain information on my students’ progress ① ② ③ ④ ⑤ To diagnose strengths and weakness in my own teaching an instruction 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 ① ② ③ ④ ⑤ ① ② ③ ④ ⑤ ① ② ③ ④ ⑤ 11 To support students’ independence in learning ① ② ③ ④ ⑤ 12 To facilitate students to become lifelong learners ① ② ③ ④ ⑤ 13 To help students in recognizing what aspects of their own work need to improve 14 To help students to monitor their own learning 15 To work with students to develop clear criteria of good practice Other (please specify): Thank you for your participation! II ① ② ③ ④ ⑤ ① ② ③ ④ ⑤ ① ② ③ ④ ⑤ Vietnamese version KHÁO SÁT PHƯƠNG PHÁP GIÁO VIÊN ĐÁNH GIÁ DỰ ÁN CỦA HỌC SINH TẠI CÁC LỚP HỌC TIẾNG ANH Mục đích khảo sát nhằm tìm hiểu phương pháp giáo viên đánh giá dự án học sinh lớp học tiếng Anh Do đó, thơng tin Q Thầy, Cơ bảo mật hồn tồn câu trả lời Quý Thầy, Cô ghi chép lại nhằm mục đích phân tích liệu Xin trân thành cảm ơn Thầy, Cô tham gia khảo sát PHẦN 1: THƠNG TIN NGƯỜI THAM GIA KHẢO SÁT Thầy, Cơ vui lịng cung cấp thơng tin sau Họ tên: ……………………………… Ti: ………………… Giới tính: Nam / Nữ Bằng cấp (vui lòng ghi cấp cao nhất): ……………………………………………… Số năm kinh nghiệm giảng dạy tiếng Anh: ……………… năm PHẦN 2: PHƯƠNG PHÁP GIÁO VIÊN ĐÁNH GIÁ DỰ ÁN CỦA HỌC SINH A Mục đích đánh giá dự án Thầy, Cơ vui lịng chọn câu mơ tả mục đích đánh giá dự án học sinh theo mức độ sau 1=Hồn tồn khơng đồng ý, 2=Khơng đồng ý, 3=Trung lập, 4=Đồng ý, 5=Hồn tồn đồng ý MỤC ĐÍCH ĐÁNH GIÁ DỰ ÁN Để thu thập tài liệu cách thức q trình học tập học sinh Để xếp loại học lực học sinh dựa kết đánh giá dự án Để tính điểm q trình cho học sinh CÂU TRẢ LỜI ① ② ③ ④ ⑤ ① ② ③ ④ ⑤ ① ② ③ ④ ⑤ III Để cung cấp thông tin cho nhà trường ① ② ③ ④ ⑤ Để cung cấp thông tin cho phụ huynh ① ② ③ ④ ⑤ Để chia nhóm học sinh nhằm mục đích giảng dạy hiệu ① ② ③ ④ ⑤ Để nắm bắt thơng tìn tiến học sinh ① ② ③ ④ ⑤ Để tìm hiểu điểm mạnh điểm yếu công tác giảng dạy giáo viên ① ② ③ ④ ⑤ Để cung cấp nhận xét cho học sinh trình học ① ② ③ ④ ⑤ 10 Để chuẩn bị cho học sinh kiểm tra ① ② ③ ④ ⑤ 11 Để động viên học sinh trở nên độc lập học tập ① ② ③ ④ ⑤ 12 Để trang bị cho học sinh kiến thức kĩ để học tập suốt đời 13 Để giúp học sinh tự tìm điểm cần cải thiện sản phẩm 14 Để giúp học sinh tự giám sát trình học 15 Để học sinh phát triển tiêu chí đánh giá rõ ràng sản phẩm ① ② ③ ④ ⑤ ① ② ③ ④ ⑤ ① ② ③ ④ ⑤ ① ② ③ ④ ⑤ Ý kiến khác (xin vui lòng ghi rõ): Xin chân thành cảm ơn Quý Thầy, Cô tham gia khảo sát! IV APPENDIX B: QUESIONNAIRE FOR THE STUDENTS English version STUDENTS’ PERCEPTIONS OF TEACHERS’ ASSESSMENT OF PROJECTS IN THE ENGLISH CLASSROOMS The purpose of this survey is to investigate how students perceive teachers’ assessment of projects in the English upper-secondary classrooms Therefore, your information is kept confidential entirely and your responses will be recorded for the purpose of data analysis Thank you for agreeing to take part in this survey Please tick the most relevant option to indicate your perceptions of teachers’ assessment of projects = Strongly agree, = Agree, = Neutral, = Disagree, = Strongly disagree STUDENTS’PERCEPTIONS RESPONSE My teacher assesses the projects according to what is taught ① ② ③ ④ ⑤ in the English class I find the projects relevant to the real world ① ② ③ ④ ⑤ I have learned useful knowledge from the assessment of ① ② ③ ④ ⑤ projects I am aware of how my projects will be assessed and what my ① ② ③ ④ ⑤ projects will be assessed upon My teacher has explained to me the purpose of assessing the ① ② ③ ④ ⑤ projects I understand how the projects will be marked ① ② ③ ④ ⑤ I know what is needed to successfully accomplish the ① ② ③ ④ ⑤ projects and get high marks V I am allowed to complete the projects at my speed ① ② ③ ④ ⑤ My teacher assesses the project to give me a mark as part of ① ② ③ ④ ⑤ the final grade 10 My teacher assesses the projects for a class rank ① ② ③ ④ ⑤ 11 My teacher assesses the projects to provide information to ① ② ③ ④ ⑤ my parents 12 Teacher’s feedback on my projects helps me to improve my ① ② ③ ④ ⑤ learning 13 The projects can help me to prepare for standardized tests ① ② ③ ④ ⑤ 14 Preparing for the projects can support my independence in ① ② ③ ④ ⑤ learning 15 Preparing for the projects can help me to become lifelong ① ② ③ ④ ⑤ learner in the future 16 My teachers’ assessment criteria help me to recognize what ① ② ③ ④ ⑤ aspects of my project work need to improve 17 I think about strategies that help me address learning ① ② ③ ④ ⑤ difficulties when doing my project 18 I am allowed to work with my teacher to develop criteria for assessment Thank you for your participation! VI ① ② ③ ④ ⑤ Vietnamese version KHẢO SÁT QUAN ĐIỂM CỦA HỌC SINH VỀ PHƯƠNG PHÁP GIÁO VIÊN ĐÁNH GIÁ DỰ ÁN TẠI CÁC LỚP HỌC TIẾNG ANH Mục đích khảo sát nhằm tìm hiểu quan điểm học sinh phương pháp giáo viên đánh giá dự án lớp học tiếng Anh Câu trả lời em học sinh ghi chép lại nhằm mục đích phân tích liệu Cảm ơn em tham gia khảo sát Các em chọn câu mô tả quan điểm phương pháp giáo viên tiếng Anh đánh dự án học sinh theo mức độ sau 1=Hồn tồn khơng đồng ý, 2=Khơng đồng ý, 3=Trung lập, 4=Đồng ý, 5=Hoàn toàn đồng ý QUAN ĐIỂM CỦA HỌC SINH CÂU TRẢ LỜI Thầy, cô đánh giá dự án dựa kiễn thực học ① ② ③ ④ ⑤ Em thấy số dự án liên quan tới sống ① ② ③ ④ ⑤ Em học kiến thức hữu ích qua việc thầy, cô ① ② ③ ④ ⑤ kiểm tra đánh giá dự án Em hiểu rõ thầy, đánh giá dựa án hình ① ② ③ ④ ⑤ thức Thầy, cô giải thích cho em mục đích đánh giá dự án ① ② ③ ④ ⑤ Em hiểu dự án chấm điểm ① ② ③ ④ ⑤ Em biết cần làm để thực tốt dự án đạt điểm ① ② ③ ④ ⑤ cao dự án Em hồn thành dự án theo tốc độ ① ② ③ ④ ⑤ Thầy, cô đánh giá dự án để lấy điểm tổng kết cho học sinh ① ② ③ ④ ⑤ 10 Thầy, cô đánh giá dự án để xếp loại học sinh lớp ① ② ③ ④ ⑤ 11 Thầy, cô đánh giá dự án để thông báo cho phụ huynh ① ② ③ ④ ⑤ VII 12 Nhưng nhận xét thầy, cô giúp em cải thiện học tập ① ② ③ ④ ⑤ 13 Dự án giúp em chuẩn bị tốt cho kiểm tra ① ② ③ ④ ⑤ 14 Quá trình thực dự án giúp em độc lập học ① ② ③ ④ ⑤ tập 15 Quán trình thực dự án trang bị cho em kiến thức ① ② ③ ④ ⑤ kĩ để tự học suốt đời 16 Thầy, giúp em tự tìm hiểu nên cải thiện khía cạnh ① ② ③ ④ ⑤ dự án 17 Em suy nghĩ giải pháp để tự giải khó ① ② ③ ④ ⑤ khăn trình làm dự án 18 Em tham gia thầy, để phát tiêu chí đánh giá dự án Cảm ơn em tham gia khảo sát! VIII ① ② ③ ④ ⑤ APPENDIX C: TEACHER INTERVIEW SCRIPT SAMPLE Question 1: Why you assess students’ projects? Teacher D: “I assess students’ projects to provide information to parents I often send students’ projects through short videos and photos to parents at teacher-parent meetings and give my comments on students’ learning in class The parents really want to know what and how their children learn English at school.” Teacher A: “I assess students’ projects to support their independence in learning Students are often required to projects in groups, which means they had to solve a lot of problems from ideas to schedule They manage everthing by themselves to complete their projects, so projects are exploited to support students’ independence in learning.” Question 2: What criteria you use for assessing students’ projects? Teacher A: “I not pay close attention to students’ grammar when students speak English They have time to prepare an English script beforehand, so they can check grammar mistakes by themselves or have their peers correct the grammar Thus, I notice very few grammar mistakes when assessing their projects.” Teacher E: “When I follow my students’ presentations, I am often interrupted by the students’ mispronunciations They produce many English words incorrectly and this prevents me from understanding the content of their presentations I think pronunciation is the first aspect when I assess students’ projects.” IX APPENDIX D: STUDENT INTERVIEW SCRIPT SAMPLE Question 1: Why does your teacher assess projects? Student E: “I think the teacher wanted us to speak English because the projects required us to give presentations.” Student A: “My teacher said we had learned English for several years but still found it hard to communicate in English Therefore, projects would be an effective way for us to practice speaking English.” Question 2: What are some benefits of your teachers’ project assessment? Student D: “My teacher pointed out my mispronunciations and helped me to correct them Therefore, I have made a lot of progress on pronunciation I also learned to use Google Docs and Google Slides, which came in handy for sharing and revising materials in groups.” Question 3: What are some drawbacks of your teachers’ project assessment? Student E: “I found it hard to understand the assessment criteria because they are something abstract But after I watched my peers’ performance and listened to my teacher’s feedback for them, things became clearer and I had a better understanding of the assessment criteria We had to the projects by ourselves, so the teacher did not ask us if we had any difficulties in completing the projects.” X APPENDIX E: DOCUMENT SAMPLE Analytic rubric PHIẾU ĐÁNH GIÁ PROJECT STT Tiêu chí Điểm Chuẩn bị: - Học sinh chuẩn bị project phù hợp với yêu cầu, có sử dụng phương thức minh họa: …/2 Tranh ảnh, PPT, Kịch, … Nội dung: - Nội dung phù hợp với yêu cầu đưa …/4 - Sử dụng ngơn ngữ xác Thuyết trình: - Phong cách thuyết trình hợp lý …/3 - Các thành viên thuyết trình Thời gian: - Thời gian thuyết trình đảm bảo thời gian từ …/1 13 đến 15 phút Tổng …/10 Analytic rubric Video: Home Master chef CATEGORY Video Content Students All students Most students Most students showed showed showed excellent needed note cards excellent excellent knowledge of to talk knowledge of knowledge of content, but 1-2 XI content, content, but 1- often needed note needing no students cues and once needed showing no note cards to hesitation in talk cards to talk talking Videography Clarity Video did not Video did not Video had a little Problems with rock/shake rock/shake rocking/shaking, rocking/shaking and the focus and the focus but the focus was AND focus was excellent was excellent excellent throughout for the throughout majority of the video Length of Video was Video was Video was 50 Video was less minutes long 1.50 or 2.50 seconds or than 50 seconds minutes long minutes long or more than Video o Vocabulary minutes long Uses Uses Uses vocabulary Uses vocabulary vocabulary vocabulary appropriate for the appropriate for the appropriate appropriate audience Use at audience Use at for the for the least 6-9 verbs least under verbs audience Use audience Use related to cooking related to cooking at least 15 at least 10-14 in the book in the book verbs related verbs related to cooking in to cooking in the book the book Total score: _16 Analytic rubric XII Project Evaluation Criteria Points Comments Presentation Time Did the talk run /5 over or under? Was time used efficiently? Voice / eye contact /5 Body language /5 Flow easy to follow / /5 logical progression Quality of Slides /5 Good beginning and /5 ending / originality Pronunciation /5 Grammar /5 Poster Quality of the picture /10 Idea /10 Meaning /10 Knowledge of Topic Content at appropriate /15 level Answer audience /15 questions Total /100 XIII Analytic rubric Scoring Rubric for Projects Total Category Scoring Criteria Points The type of presentation is appropriate for the Organization topic and (15 points) audience Information is presented in a logical sequence Presentation appropriately cites requisite number of references Introduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the Content (45 points) presentation Technical terms are well-defined in language appropriate for the target audience Presentation contains accurate information 10 Material included is relevant to the overall 10 message/purpose Appropriate amount of material is prepared, 10 and points made reflect well their relative importance There is an obvious conclusion summarizing the presentation Speaker maintains good eye contact with the audience and is appropriately animated (e.g., gestures, moving Presentation around, etc.) XIV Score (40 points) Speaker uses a clear, audible voice Delivery is poised, controlled, and smooth Good language skills and pronunciation are used Visual aids are well prepared, informative, effective, and not distracting Length of presentation is within the assigned time limits Information was well communicated Score Total Points XV 100 ... PHẠM PHÚC THÀNH TEACHERS’ ASSESSMENT OF STUDENTS’ PROJECTS IN THE UPPER-SECONDARY ENGLISH CLASSROOMS (Đánh giá giáo viên dự án học sinh lớp học tiếng Anh bậc Trung học Phổ thông Hà Nội) M.A MAJOR... Vietnam, there has been a shift in assessment in English classrooms “Chương trình giáo dục phổ thông môn tiếng Anh? ?? (English language curriculum for Vietnamese) issued by the Ministry of Education... learning compared to other schools in Hanoi This school has implemented “Chương trình giáo dục phổ thông môn tiếng Anh? ?? (English language curriculum for Vietnamese) issued by the Ministry of Education