(Skkn 2023) some effective changes in testing assessment to enghance students’ interest in learning english

DEPARTMENT OF EDUCATION AND TRAINING OF NGHE AN NGHE AN BOARDING HIGH SCHOOL FOR STUDENTS OF ETHNIC MINORITIES EXPERIENCE INITIATIVE TOPIC: SOME EFFECTIVE CHANGES IN TESTING ASSESSMENT TO ENGHANCE STUDENTS’ INTEREST IN LEARNING ENGLISH AUTHORS: NGUYEN NHAT TAN- LE THI NGOC MAI DEPARTMENT: LITERATURE-FOREIGN LANGUAGE Vinh, February 27th , 2023 TABLE OF CONTENTS PART I: INTRODUCTION 1.1 Rationale 1.2 Objectives of the study 1.3 Scope of the study 1.4 The new factors of the study 1.5 Structure of the study PART II: CONTENT OF THE STUDY 2.1 Theoretical basis 2.2 Practical basis 2.3 Solutions to the problems 11 2.3.1 Assessment through observation 11 2.3.2 Assessment though game activities 13 2.3.3 Testing through FAQ 18 2.3.4 Assessment through projects 20 2.3 Assessment through paper tests 24 2.3.5 Seft assessment 31 2.3.6 Assessment through portfolio 33 2.4 The effectiveness of the solution 34 PART III CONCLUSION AND RECOMMENDATIONS 37 3.1 Conclusions 37 3.2 Recommendations 38 APPENDIX 39 APPENDIX 40 APPENDIX 41 APPENDIX 44 REFERENCES 50 PART I: INTRODUCTION 1.1 Rationale English is one of the most widely spoken languages in the world and is considered an essential skill for success in many fields, including education, business, and communication However, learning English can be challenging for many students, especially those who are not native speakers Testing and assessment are essential components of the learning process and play a crucial role in measuring student progress and achievement As a result, there has been a growing interest in finding ways to make testing and assessment more effective and engaging for students One of the main reasons for choosing this topic is the need to address the issue of student disengagement in the learning process Many students struggle with English language learning because they find the content uninteresting or irrelevant to their daily lives Traditional methods of testing and assessment, such as written exams or multiple-choice tests, may further contribute to disengagement as they can be monotonous and fail to capture the complexity of language learning Therefore, exploring ways to make testing and assessment more engaging and meaningful for students is crucial to promoting interest in English language learning Another reason for choosing this topic is the recognition of the role of technology in enhancing learning outcomes With the rapid advancement of technology, there are now numerous tools and resources available that can be used to create innovative and effective methods of testing and assessment For instance, the use of interactive platforms, gamification, and real-life scenarios can make testing and assessment more engaging, relevant, and effective Therefore, understanding how technology can be leveraged to enhance testing and assessment is essential to promoting interest in English language learning Furthermore, this topic aligns with the current trends in education towards more personalized and student-centered learning As educators increasingly recognize the importance of catering to individual student needs and preferences, finding ways to personalize testing and assessment can enhance student motivation and engagement By tailoring testing and assessment to the interests, abilities, and learning styles of students, teachers can create a more engaging and effective learning environment In conclusion, the topic of effective changes in testing assessment to enhance students' interest in learning English was chosen because of the need to address student disengagement, the recognition of the role of technology, and the alignment with the current trends in education towards personalized and student-centered learning By exploring ways to make testing and assessment more engaging, relevant, and meaningful for students, educators can promote interest in English language learning and help students achieve their language goals 1.2 Objectives of the study - The objectives of the study on effective changes in testing assessment to enhance students' interest in learning English are: ➢ To identify the current testing and assessment methods used in English language learning and their effectiveness in promoting student interest ➢ To explore innovative and effective methods of testing and assessment that can enhance student motivation and engagement in English language learning ➢ To understand the role of technology in enhancing testing and assessment and its potential to promote interest in English language learning ➢ To investigate the impact of personalized and student-centered testing and assessment on student motivation and interest in English language learning ➢ To provide practical recommendations and guidelines for educators and policymakers on how to implement effective changes in testing assessment to enhance students' interest in learning English By achieving these objectives, the study aims to contribute to the development of more effective and engaging testing and assessment methods in English language learning, ultimately promoting interest and success in this important skill 1.3 Scope of the study The scope of the study on effective changes in testing assessment to enhance students' interest in learning English will be limited to 10th-grade students at an Ethnic Boarding School The study will focus on understanding the current testing and assessment methods used in English language learning at the school and their effectiveness in promoting student interest The study will also explore innovative and effective methods of testing and assessment, with a particular focus on the use of technology and personalized, student-centered approaches Data will be collected through surveys, interviews, and classroom observations to gain insights into student perceptions of testing and assessment and the impact of different methods on their motivation and engagement in English language learning The findings of the study will provide practical recommendations and guidelines for educators and policymakers at the Ethnic Boarding School on how to implement effective changes in testing assessment to enhance students' interest in learning English The study's scope is limited to the 10th-grade students at the Ethnic Boarding School, and the findings may not be generalizable to other educational settings or student populations 1.4 The new factors of the study The emphasis on personalized and student-centered testing and assessment: The study recognizes the importance of catering to individual student needs and preferences and investigates the impact of personalized and student-centered testing and assessment on student motivation and interest 1.5 Structure of the study The structure of the study on effective changes in testing assessment to enhance students' interest in learning English may include the following sections: ➢ Introduction: This section provides background information on the importance of English language learning and the role of testing and assessment in promoting student interest The section also includes the purpose and objectives of the study, the research questions, and the scope of the study ➢ Literature review: This section presents a review of relevant literature on testing and assessment methods used in English language learning, their effectiveness in promoting student interest, and innovative and effective methods of testing and assessment that can enhance student motivation and engagement The section may also include a review of the use of technology in testing and assessment and the impact of personalized and student-centered testing and assessment on student motivation and interest ➢ Methodology: This section outlines the research design, sampling method, data collection methods, and data analysis techniques used in the study The section also includes a description of the study population, the data collection instruments used, and the ethical considerations ➢ Results: This section presents the findings of the study, including an analysis of the current testing and assessment methods used in English language learning at the Ethnic Boarding School, student perceptions of testing and assessment, and the impact of different testing and assessment methods on student motivation and interest ➢ Discussion: This section interprets and discusses the results of the study in relation to the research questions and objectives The section also highlights the implications of the study for English language learning, provides recommendations for educators and policymakers, and identifies areas for future research ➢ Conclusion: This section summarizes the main findings of the study, restates the significance of the study, and offers final thoughts on the study's implications for English language learning ➢ References: This section lists all the references cited in the study Overall, the structure of the study follows a standard research format that aims to present a clear and logical argument supported by relevant literature and empirical evidence PART II: CONTENT OF THE STUDY 2.1 Theoretical basis In Circular No 22/2020/TT-BGDDT on testing assessment, it is clearly stated the criteria and purposes of assessment in learning In particular: "Criteria for evaluating learning units are the contents and requirements established to evaluate the implementation of lifelong learning of units and assess the capacity and qualities of civil servants, public employees and employees in the learning society." In Assesment for Learning: 10 Principles of The Assessment Reform Group, 2002 (quoted again from the reference in [1]) the authors define: "Because the learning process is the process of finding and interpreting the evidence presented by the learner, and their teacher decides where the learner is in the learning process, where the next learner will go and how best to get the learner to that goal." Periodic assessments and regular assessments not contradict or contradict each other in teaching practice Therefore, regular assessment does not mean that we suddenly not grade and comment on student learning products, and periodic assessment always has a place in teaching practice Instead, regular assessment and periodic assessment are approaches that can complement each other, and regular assessments will help students perform better in routine assessments, whereas periodic assessments may reflect the impact of regular assessments According to TS Ta Ngoc Tri (Department of Education, Ministry of Education and Training), one of the criteria of teaching assessment is the formative feedback of teachers to students Good feedback will have the effect of motivating students, helping students create self-esteem and positive thinking The response must be no less, not late, not "looming" and not carrying personal feelings Teachers can use feedback for student products such as "Okay" or "Need to try harder." However, such feedback is not a good regular response for students Teacher feedback on student learning products will be meaningful to students if it gives advice to them on what to improve Such considered good feedback usually has the following three components: 2.2 Practical basis 2.2.1 The situation of testing assessment before applying the study Psychological students are still very afraid of formal assessment tests, which sometimes tire them out and not reflect the advantages and disadvantages of the teacher's teaching methods, and not see progress in the level of language use of students in general Especially for incomplete students, they are very limited in their communication due to lack of confidence and lack of knowledge, so teachers need to recognize the weaknesses of these students, create regular assessment activities to promote the level of language use for them Regularly assess the level of weakness and the scope of weak knowledge to strengthen your child's training Use pairing and group measures to make them more confident These challenges can negatively impact students' motivation and interest in learning English Students who are anxious about testing may be less likely to engage fully in their language classes or may focus primarily on rote memorization rather than developing their communicative abilities Furthermore, if students not feel that the assessment methods accurately reflect their learning progress or provide meaningful feedback, they may become disengaged or lose interest in language learning altogether In order to address these issues, it may be necessary to explore new and innovative approaches to testing and assessment that are more closely aligned with best practices in language teaching and learning By adopting assessment methods that are more authentic, communicative, and personalized to individual learners' needs, it may be possible to enhance students' motivation, reduce their anxiety, and increase their overall interest in learning English 2.2.2 The statistics through survey To assess the neccessity of the study, teacher printed out the survey forms and distribute them to students during their English language classes Here are the results of the survey: (APPENDIX 1) Question How often you feel stressed or anxious during English language assessments? a Almost always b Sometimes c Rarely d Never How often you feel stressed or anxious during English language assessments? Almost always Sometimes Rarely Never The pie chart representing the responses to Question 1, "How often you feel stressed or anxious during English language assessments?" shows that the majority of students, 70%, feel stressed or anxious almost always during English language The pie chart shows the percentage distribution of the responses to the question "Have these changes enhanced your interest in learning English?" The chart indicates that 60% of the respondents answered "Yes, significantly", 37% answered "Yes, to some extent", and only 3% answered "No, not at all" This suggests that the changes made in testing assessment methods have been mostly effective in enhancing the students' interest in learning English Question 2: How much you feel that the current testing assessment methods align with what you have learned in English class? a Very much b Somewhat c Not much d Not at all How much you feel that the current testing assessment methods align with what you have learned in English class? Very much Somewhat Not much Not at all The pie chart for the data on how much participants feel that the current testing assessment methods align with what they have learned in English class would have four slices: • The slice for "Very much" would be the largest and take up 60% of the chart 36 • The slice for "Somewhat" would be the second-largest and take up 32% of the chart • The slice for "Not much" would be relatively small and take up 5% of the chart • The slice for "Not at all" would be the smallest and take up 3% of the chart Overall, the chart would show that the majority of participants feel that the current testing assessment methods align with what they have learned in English class, with 60% indicating that they feel they align "Very much." PART III CONCLUSION AND RECOMMENDATIONS 3.1 Conclusions In conclusion, the study on "Some Effective Changes in Testing Assessment to Enhance Students' Interest in Learning English" highlights several effective changes that can be made to the traditional testing and assessment methods These changes include game-based and project-based assessment, self-assessment, and portfolio assessment By incorporating these changes into the assessment process, teachers can create a more engaging and interactive learning environment that promotes student engagement and motivation in the learning of English language Game-based assessment provides a fun and enjoyable way for students to evaluate their understanding of language, while project-based assessment encourages students to apply their knowledge of language in context and develop their creativity and personalized learning Self-assessment helps students become more aware of their own learning process and progress, while portfolio assessment provides a more comprehensive and holistic view of student learning In conclusion, the effective changes in testing assessment presented in this study can promote student engagement and motivation in the learning of English language By incorporating these changes into the assessment process, teachers can create a more 37 dynamic and personalized learning environment that encourages students to take ownership of their own learning, develop key skills, and foster a positive attitude towards the learning of English 3.2 Recommendations Based on the findings of the study on "Some Effective Changes in Testing Assessment to Enhance Students' Interest in Learning English", the following recommendations can be made: o Encourage teachers to incorporate game-based and project-based assessment methods into their teaching practices to promote student engagement and motivation in the learning of English language o Encourage teachers to incorporate self-assessment activities into their teaching practices to help students become more aware of their own learning process and progress and take ownership of their own learning o Encourage teachers to use portfolio assessment methods to provide a more comprehensive and holistic view of student learning o Provide professional development opportunities for teachers to develop their skills in implementing these effective changes in testing assessment o Encourage schools and institutions to provide resources and support for teachers to implement these effective changes in testing assessment o Conduct further research to explore the effectiveness of these effective changes in testing assessment in different contexts and for different student populations By implementing these recommendations, teachers and schools can create a more engaging and interactive learning environment that promotes student engagement and motivation in the learning of English language, ultimately leading to improved learning outcomes and student success 38 APPENDIX Circle your answers Question How often you feel stressed or anxious during English language assessments? a Almost always b Sometimes c Rarely d Never Question Do you feel that the current assessment methods accurately reflect your progress in English language learning? a Yes, they are very accurate b Somewhat, but there is room for improvement c No, they are not accurate at all d I'm not sure 39 APPENDIX Circle your answer Question 1: Have these changes enhanced your interest in learning English? a Yes, significantly b Yes, to some extent c No, not at all Question 2: How much you feel that the current testing assessment methods align with what you have learned in English class? a Very much b Somewhat c Not much d Not at all 40 APPENDIX SOME PHOTOS OF THE PARTICIPANTS 41 42 43 APPENDIX SURVEY THE URGENCY AND FEASIBILITY OF PROPOSED SOLUTIONS I Purpose of the survey The purpose of the survey is to gather data and opinions on the urgency and feasibility of proposed solutions aimed at enhancing students' interest in learning English through effective changes in testing assessment The survey will aim to identify the current attitudes towards English language learning, the effectiveness of current testing assessments, and potential areas for improvement The results of the survey will inform the development of solutions that can be implemented to enhance students' interest in learning English and improve their overall performance in the subject Survey content and methods 2.1 Contents The survey content focuses on 02 main issues: Are the proposed solutions really urgent to the current research problem? Are the proposed solutions feasible to the current research problem? 2.2 Survey methods and rating scales The method used for the survey is Exchange by questionnaire; with a scale of 04 levels (corresponding to scores from to 4): Not urgent; Less urgent; Urgent and Very urgent Not feasible; Less feasible; Feasible and VeryViable - Calculate the average score 𝑥̅ according to software Average - Survey the urgency and feasibility of the proposed solution + Survey formfor teachers Please take the time to carefully read and objectively answer the following questions accurately and objectively by checking ( X ) uniquely in the box of the selected option Degree Question 1: According to the teacher, is it really necessary to Not urgent 44 Less urgent Urgent Very urgent apply some effective changes in testing assessment to enghance students’ interest in learning English? Question 2: Is it feasible to apply some effective changes in testing assessment to enghance students’ interest in learning English? - Not feasible Little feasible Feasible Very feasible Survey Forms for Students We urge you to please take the time to read carefully and answer the following questions correctly by ticking (X) uniquely in the box of the selected option Degree Question 1: In your opinion, is Not urgent it really necessary to apply some effective changes in testing assessment to enghance students’ interest in learning English? Less urgent Urgent Very urgent Question 2: In your opinion, is it feasible to apply some effective changes in testing assessment to enghance students’ interest in learning English? Little feasible Feasible Very feasible Not feasible Respondents Compilation of survey subjects TT Object English teachers of high schools in the district 10 grade students, at experimental class at the work school Amount 24 35 Survey results on the urgency and feasibility of proposed solutions 45 4.1 The urgency ofthe proposed solution Assess the urgency of the proposed solution Table 1: For teachers Solutions to discuss Degree According to you, is it really necessary to apply some effective changes in testing assessment to enghance students’ interest in learning English? Not urgent Less urgent Urgent Very urgent 0/24 1/24 3/24 20/24 Table 2: For students Solutions to discuss In your opinion, is it really necessary to apply some effective changes in testing assessment to enghance students’ interest in learning English? Degree Not urgent Less urgent Urgent Very urgent 0/35 1/35 4/35 30/35 Table 3: Calculate average score 𝑥̅ by Average software Parameters TT Solutions 𝑥̅ Level According to you, is it really necessary to some effective changes in testing assessment to enghance students’ interest in learning English? 3,79 Very urgent In your opinion, is it really urgent to apply some effective changes in testing assessment to enghance students’ interest in learning English? 3,82 Very urgent From the data obtained in the table above , the following observations can be drawn: Table is a survey result table that presents the opinions of teachers on the urgency of proposed solutions aimed at enhancing students' interest in learning English through effective changes in testing assessment The table lists four degrees of urgency, namely "Not urgent," "Less urgent," "Urgent," and "Very urgent." The table also presents a list of proposed solutions for discussion The table indicates that out of 24 respondents, none of them thought that the proposed solution was not urgent, one respondent thought it was less urgent, three 46 respondents thought it was urgent, and a vast majority of 20 respondents thought it was very urgent to apply effective changes in testing assessment to enhance students' interest in learning English The table suggests that the majority of teachers consider this solution to be a high priority and require immediate attention The average scores of the four levels are: 0.1+1.2+3.3+20.4 24 = 3,79 Table is a survey result table that presents the opinions of students on the urgency of proposed solutions aimed at enhancing their interest in learning English through effective changes in testing assessment The table lists four degrees of urgency, namely "Not urgent," "Less urgent," "Urgent," and "Very urgent." The table also presents a list of proposed solutions for discussion The table indicates that out of 35 student respondents, none of them thought that the proposed solution was not urgent, one respondent thought it was less urgent, four respondents thought it was urgent, and a vast majority of 30 respondents thought it was very urgent to apply effective changes in testing assessment to enhance their interest in learning English The table suggests that the majority of students consider this solution to be a high priority and require immediate attention The average scores of the four levels are: 0.1+1.2+4.3+30.4 35 = 3,82 4.2 Feasibility of proposed solutions Assess the feasibility of proposed solutions Table 1: For teachers Solutions to discuss Degree In your opinion, is it feasible to apply Not Little Very Feasible some effective changes in testing feasible feasible feasible assessment to enghance students’ interest in learning English? 0/24 1/24 3/24 20/24 Table 2: For students Solutions to discuss Degree 47 In your opinion, is it feasible to apply some effective changes in testing assessment to enghance students’ interest in learning English? Not feasible 0/35 Little Feasible feasible 1/35 4/35 Very feasible 30/35 Table 3: Calculate average score 𝑥̅ by Average software Parameters TT Solutions 𝑥̅ In your opinion, is it feasible to apply some effective changes in testing assessment to 3,79 enghance students’ interest in learning English? In your opinion, is it feasible to apply some effective changes in testing assessment to enghance students’ interest in learning English? 3,82 Level Very feasible Very feasible From the data obtained in the table above, the following observations can be drawn: Table is a survey result table that presents the opinions of teachers on the feasibility of proposed solutions aimed at enhancing students' interest in learning English through effective changes in testing assessment The table lists four degrees of feasibility, namely "Not feasible," "Little feasible," "Feasible," and "Very feasible." The table also presents a list of proposed solutions for discussion The table indicates that out of 24 teacher respondents, none of them thought that the proposed solution was not feasible, one respondent thought it was little feasible, three respondents thought it was feasible, and a vast majority of 20 respondents thought it was very feasible to apply effective changes in testing assessment to enhance students' interest in learning English The table suggests that the majority of teachers consider this solution to be a highly feasible approach and can be implemented without significant obstacles or challenges The average scores of the four levels are: 48 0.1+1.2+3.3+20.4 24 = 3,79 Table is a survey result table that presents the opinions of students on the feasibility of proposed solutions aimed at enhancing their interest in learning English through effective changes in testing assessment The table lists four degrees of feasibility, namely "Not feasible," "Little feasible," "Feasible," and "Very feasible." The table also presents a list of proposed solutions for discussion The table indicates that out of 35 student respondents, none of them thought that the proposed solution was not feasible, one respondent thought it was little feasible, four respondents thought it was feasible, and a vast majority of 30 respondents thought it was very feasible to apply effective changes in testing assessment to enhance their interest in learning English The table suggests that the majority of students consider this solution to be a highly feasible approach and can be implemented without significant obstacles or challenges 0.1+1.2+4.3+30.4 The average scores of the four levels are: = 3,82 35 Based on the survey results from both teachers and students, it can be concluded that there is a high level of urgency and feasibility to apply effective changes in testing assessment to enhance students' interest in learning English The majority of respondents from both groups perceive the proposed solution as very urgent and very feasible, indicating a pressing need to implement changes to testing assessments in order to improve students' performance and interest in the subject These survey results highlight the importance of prioritizing effective testing assessment practices that promote engagement, motivation, and interest in English language learning Teachers and educators can use these findings to develop and implement targeted strategies that align with students' needs and interests, such as gamification, adaptive learning, and technology-based assessment methods Overall, the survey results emphasize the need for ongoing efforts to enhance the quality of English language education and promote a positive learning experience for students 49 REFERENCES Brown, H D (2004) Language Assessment: Principles and Classroom Practices (2nd ed.) 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