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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 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn learning, provides C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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, Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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, Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn
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