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School of Education and Professional Development An exploration of literacy in classroom assessment of English teachers at a higher educational institution in Vietnam Linh Dam - U1967862 A dissertation submitted to the University of Huddersfield in partial fulfilment of the requirements for the degree of MA TESOL (Teaching English to Speakers of Other Languages) – Intake 2019/2020 ABSTRACT The current phenomenological research attempts to look at literacy in classroom assessment of language teachers from a different perspective compared to the past studies under this theme Rather than measuring the gap in the participants’ understanding of assessment knowledge, the study seeks to explore their assessment literacy through their classroom assessment practices at the interplay of various factors related to their broader social & historical context, their micro professional context, their past assessment experiences, their professional learning and the inner conceptions that underlie their classroom decisions In-depth semi-structured interviews were carried out with 10 teachers from a higher educational institution in Vietnam to help the researcher gain insights into the participants’ development of their classroom assessment practices and the experiences of assessment in their own classroom context Main findings from the study show that the teachers perceived their classroom assessment practices as primarily shaped by the curriculum in their professional context, though these may be subject to changes brought about the larger social & historical context, and their learning of assessment which takes place in both formal and informal forms Through their description, aspects in the teachers’ CA practices seemed quite deviant from the principles of AL, however; these are underlined by their own set of conceptions originating from either the teachers’ cognitions or prior experiences of assessment Finally, dimensions in their classroom context and their multiple duties as teaching staff in their professional context are perceived by the teachers as the main factors hindering the teachers from translating their beliefs and knowledge into practices Based on the findings, implications are made for both the teachers’ learning of assessment and policy in the target setting to help teachers advance their literacy in CA amidst these varying influences i ACKNOWLEDGEMENTS First and foremost, I would like to express my warmest and sincerest gratitude to Dr Kate Lavender – Senior Lecturer in Lifelong Learning – Department of Initial Teacher Education, who has been my supervisor while I was working on this graduation paper Without her guidance and continuous support during the project, I would not have been able to get to this point Her words of encouragement during our tutorials did pull me back whenever I felt put off by hardships I see myself maturing in terms of both professional expertise and research competence under her supervision My deepest thanks also go to all the English teachers who agreed to take part in the study I could not be luckier to have such devoted and helpful participants who were so willing to spare me their time despite heavy workloads and family commitments Their insightful and truthful response in the data collection process has made this study possible Finally, I am more thankful than ever for my family members and my close friends who have been keeping me grounded throughout this arduous journey I am truly proud to have such a strong support network to my count ii TABLE OF CONTENTS ABSTRACT i ACKNOWLEDGEMENTS ii GLOSSARY v LIST OF FIGURES vi CHAPTER 1: INTRODUCTION 1 Rationale & Research Aims Context of the study Overview of the study CHAPTER 2: LITERATURE REVIEW Classroom Assessment 1.1 Definition of Classroom Assessment 1.2 Classroom Assessment Strategies Assessment Literacy 2.1 Tensions in the conceptualization of Assessment Literacy (AL) 2.2 The Chosen Conceptualization of Literacy in Classroom Assessment Development of Classroom Assessment Practices 10 3.1 School Experiences 10 3.2 Historical & Social Context and Professional Context 11 3.3 Teacher Learning 11 Assessment Conceptions & Impacts of Professional Context 12 4.1 Assessment Conceptions 12 4.2 Impacts of professional context 13 CHAPTER 3: METHODOLOGY 14 Methodological Approach 14 Research Method 14 Quality 15 Sampling 16 iii 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 Research Conduct 17 Ethical Considerations 17 Analysis Process 18 CHAPTER 4: FINDINGS & DISCUSSION 20 Development of the teachers’ classroom assessment practices 20 1.1 School Experiences 20 1.2 Social & Historical Context 21 1.3 Professional Context 22 1.4 Teacher Learning 23 Meaning of assessment literacy in the teachers’ CA practices and the conceptions underlying their decision-making 25 2.1 Assessment purposes, content & method 25 2.2 Grading 28 2.3 Teacher Feedback 30 2.4 Student-involved assessment 32 2.5 Interpretation & Communication of Assessment Results 33 Impact of professional context as perceived by the teachers 34 CHAPTER 5: CONCLUSION 37 Findings & Implications 37 Limitations & Recommendations 38 Personal & Professional Growth 38 REFERENCES 40 APPENDICES Error! 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Bookmark not defined iv 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 GLOSSARY CA - Classroom Assessment AL - Assessment Literacy ELT - English Language Teaching HE - Higher Education CEFR - Common European Framework of Reference for Languages IELTS - International English Language Testing System VSTEP- Vietnamese Standardized Test of English Proficiency TOEFL- Test of English as a Foreign Language v 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 LIST OF FIGURES Figures Page Figure 2.1 A Conceptual Framework for Literacy in Classroom Assessment Figure 3.1 Demonstration of themes 19 vi 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 CHAPTER 1: INTRODUCTION This section provides the rationale and aims of the current research As its context is set in a very specific higher educational institution in Vietnam, a thorough description of its background, students, teaching staff and classroom assessment context is given to help readers form a better understanding of the study’s participants as well as findings Rationale & Research Aims For a long time, classroom assessment (CA) was overshadowed by the acknowledged far-reaching effects of large-scale testing, despite the undeniable significant role it plays in the learning process (Stiggins & Conklin, 1992) The same was witnessed in English language education where much attention had been paid to large-scale testing including national exams and popular tests such as IELTS, TOEFL (Sheehan & Munro, 2017) As a result, classroom assessment was left as a pretty under-researched area However, this situation seems to take a turn, when the backwash of high-stake language testing is further scrutinized and put down to assessment taking place in the classroom where the teacher acts as the main agent (Rea-Dickins, 2004) The emphasis is put on the teacher’s ability to successfully embed assessment into teaching practices to promote learning towards better educational outcomes (Sheehan & Munro, 2017) While assessment literacy (AL) is integral for teachers as classroom assessors, it should not only be measured through their understanding of theoretical principles Previous quantitative studies (Hasselgreen, Carlsen & Helness, 2004; Crusan, Plakans & Gebril, 2016), whose findings confirmed lacking AL of English teachers through their scores in a questionnaire, have had their validity challenged by later qualitative studies (Rea-dickins, 2007) Specially, participants were found capable of demonstrating a variety of CA strategies despite not scoring high in those theory-based tests This implicates the pressing need for further studies that attempt to evaluate teachers’ AL through their demonstration of classroom practices However, their knowledge base of assessment is not the sole driving factor for the classroom practices of teachers (Xu & Brown, 2016) In fact, the formation of teacher CA practices is a complex process under the influence of various dynamics related to their past learning experiences, the broader historical & social context, the micro professional context, their professional learning and most importantly their own conceptions of assessment (Looney, Cumming, Kleij & Harris, 2017) This is complemented by dimensions found within their professional context which can hinder teachers from putting knowledge into practices (Barnard & Burn, 2012) Assessment literacy, therefore, should be looked at as teachers’ competence in CA practices at the interplay of these abovementioned factors (Xu & Brown, 2016) Following this direction, the current study hopes to contribute to 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 the limited body of research that endeavours to explore AL of language teachers through multidimensional lenses, rather than judging them as literate or not In the context of Vietnam, there seems to be a lack of study that seeks to explore literacy in CA of language teachers The past studies by Vu (2017) and Pham, Nguyen & Nguyen (2019) did lay the focus on investigating CA practices of English teachers in various Vietnamese settings; however, neither of them took the same direction as this study Moreover, their contexts were set at primary and secondary schools where participants’ CA practices tend to be highly constrained by stakeholders, national curriculum and schoolleaving exams As this study is set at higher educational context where teachers are given excessive autonomy at their hands, it would be captivating to see what the teachers bring into their CA practices to enact their own interpretation of AL All the aforementioned reasons prove the pressing need for the researcher to carry out the current project which targets at exploring literacy in classroom assessment of English teachers at a higher educational institution in Vietnam To realize this ultimate ambition, the research aims at answering the following questions: How the teachers develop their classroom assessment practices? What does assessment literacy mean to the teachers through their classroom assessment practices? What are the conceptions that underlie their decisionmaking? How the teachers perceive the impacts of their professional context on their classroom assessment practices? Context of the study Chosen for this research is a foreign language school belonging to a university in northern Vietnam With its main mission of fostering human resources highly competent in foreign languages for the northern mountainous region of the country, the school trains students who major in languages to become teachers or interpreters Thanks to its growing reputation, the school is welcoming more and more students in recent year However, this seems to put a strain on its limited number of teaching staff who have to deal with large-sized classes comprising of at least 35 students As a young unit with only 13 years of establishment, the school has yet to have its facilities fully invested to meet the standards of a well-catering educational environment Most students come from remote areas where economic and educational conditions are inferior to those in larger cities Partially because of this disadvantaged background, their proficiency is generally lower than the average of language-majoring students all over Vietnam To secure their graduation, they must attain at least level B2 (CEFR or equivalent) in certified exams such as IELTS, TOEFL, VSTEP As mature students admitted at the minimum age of 18, students in Vietnamese higher 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 education (HE) are supposed to be responsible for their own learning progress with less parental and stakeholder involvement (Nguyen, 2011) In general, HE institutions in Vietnam have the rights to internalize their curriculum (Hayden & Lam, 2007) This is no exception to the target setting where its curriculum is designed and approved by the teachers within a specialized department with no interference from higher authorities Half of the main curriculum is devoted to proficiency courses to provide students with an adequate proficiency basis prior to the core major-related modules Each proficiency class is organized into two sessions per week, both of which last three and a haft hour One of them covers reading and writing, while the other is devoted to speaking and listening Each class lasts for 15 semester weeks during which students are assessed by their teacher After that, students have to sit finals where they are assessed by other teachers Results from their classroom assessment account for half of students’ final outcomes of a course These are represented by five grade components (each making up 10%) and generated from students’ performances throughout the semester The teachers have flexibility over the number of grades they can give, just needing to ensure that CA results feature adequate components The other haft is decided by the students’ performance in the final test whose format is always communicated to them at the beginning of the semester Although each course comes with a specific syllabus and textbook, teachers have much autonomy over their lessons plans, supplementary materials and content schedule depending on their class context In every class, the teacher is encouraged to make use of at least two classroom tests for each session during the whole semester; however, test content is completely up to the teacher Unlike those in primary or secondary education, teachers at HE in Vietnam are not put under pressure of students’ school-leaving exams or achievements (Chua & Duong, 2016) The target population of the research are 40 teachers belonging to Department of English in the school Most of them are in the age range between 28 and 36 with at least years of teaching experience There are three teachers younger than this age group with only 1-3 years in the job Several teachers have been inactive in teaching, because they are currently taking further education Except for the department head and some teachers who have teaching workload cutbacks due to their managerial roles in other departments within the school, the others have to take on at least classes per semester both in proficiency subjects and major-related subjects such as linguistics, translation and teaching methodology Besides their main classroom duties, each teacher has to take over others such as student dealings, research output, curriculum revision, invigilation and assessment in the final exams 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 “I personally think reflection is very important, it enables students to look back at their performance to see what has been done right and what hasn’t Thus, they figure out their next steps to get better” On the other hand, many teachers did not find the idea of using self-assessment appealing They reported having not used self-assessment previously in their class Even if they did, they believed that it would not generate the wanted effects: “Even when I give them feedback and ask them correct based on what I give, they still can’t How come students can assess themselves, when they can’t be aware of their flaws” (IT6) “Students would talk themselves down even when they well, because they are afraid others would think of them as being over-confident [ ] Even if I give them the criteria and ask them to self-mark, I don’t think there will be any response” (IT9) Findings from this section seems to be in line with those in Sheehan & Munro (2019)’s study that teachers who hold stronger beliefs towards student-involved assessment tend to use this method more frequently in their class 2.5 Interpretation & Communication of Assessment Results Based on the sharing of the teachers, it seems that the idea of interpreting and using assessment results for instructional modification was rarely put into practice Many teachers say they would hardly look back at the scores achieved by their students Even if they did, the teachers would it in a different way and for a different purpose compared to the principles pinpointed by Rea-Dickins (2004): “I only look back at the results of a test when I see the score range is lower than average If this is the case, the test must be too difficult for the students I would have them sit another easier test and take the scores from this test” (IT3) For this teacher, her use of assessment results seems to be for the purpose of adjusting classroom tests, instead of adapting her teaching plans In contrast, there was one teacher who claimed that she would not anything even when the result range is lower than average: “There is nothing I can I have done my part well in class, supporting them as much as I can At tertiary level, we teachers are not under pressure of student achievements If they all got low results, I would rather let them retake the course to complement their knowledge base before moving on to courses at higher levels” (IT9) All the principles of communicating assessment results put forwards by Brookhart (1999) were also not practiced by the teachers All of them recounted that the first thing they did 33 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 after releasing results to students was to let them check the preciseness of their results However, the teachers would let students raise the questions about their results instead of primarily explaining the rationale themselves The conception underlying their actions was presented through the words of IT7: “I rarely receive any questions from my students about the results I think they are well aware of their level and know what to expect [….] They are mature enough to be responsible for their learning, so I think they know what they should to pass the course Teachers should not interfere into students’ learning at this level Too much interference will eventually make the students detest the teacher” Summary: Findings from this question show that the decisions made by teachers in their class are driven by their own set of conceptions, which either come from their own cognitions or their affections triggered by prior experiences with assessment It seems that the excessive autonomy given by their HE context has allowed teachers to bring much assessment agency into their classroom work, which is demonstrated through the varieties in their practices Through their description, factors outlined by Deluca (2012) such as student background (proficiency, maturity etc), student behaviours, student interactions and class diversity (level differences, and background variety) are frequently featured in their practices After the curriculum, the teachers’ CA practices can be said to be significantly influenced by the students in their professional context Impact of professional context as perceived by the teachers Unlike the participant in Xu & Liu (2009)’ study, the teachers in the current study did not find impositions from stakeholders, school policy or curriculum impacting their practices, which can be explained by the higher education context where they work that gives them substantial flexibility over their CA Instead, the impacting factors most perceived through their response were related to classroom context including class schedule and class size, which are also found by Yin (2010): “I always come to class with a good intention of implementing efficient assessment activities for learning However, I end up skipping or cutting short many of them I feel bad as this affects the outcomes of the lesson, but I have no choice” (IT4) “Having so many students to assess, I can’t be sure that my judgement is always right for each of the students” (IT8) When the class entails parameters that may hinder the teachers to fully translate knowledge into practices, many of them resort to what was pinpointed by Xu & Brown (2006) as a 34 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 compromise made out of this tension into decision-making IT2 showed her disappointment at having to compromise her actions, even though that was the best she could do: “I know that feedback can be ultimately effective if individualized However, I cannot give individual feedback to every student when I have 35 or 45 of them Thus, I can only whole-class feedback and point out most common errors I resolve this by using Google classroom to give individual feedback, but I can’t that weekly, just ensuring that they each receive individual feedback at least one time during the whole semester” In this educational setting where facilities have yet to be fully deployed, it is not surprising to find that the teachers saw classroom conditions as another major factor constraining their CA practices The specific problem is identified as unstable internet connection, which takes a further toll when technology is increasingly being used in aid of their implementation of CA practices IT9 showed her disappointment at this issue through an experience in class: “There was one time I wanted to show the students a video of their friends’ performance and asked them to give peer feedback However, the video did not come out due to poor wifi connection I had no choice but to skip this activity” Heavy workloads, which were compiled by both the teachers’ main classroom work and other responsibilities they have to assume as teaching staff in this context, was commonly cited as another substantial factor that takes them away from their classroom duties: “Workloads from classroom only already give me a hard time because we each have at least classes per semester However, I have other duties to take on such as doing research and managing students There are times during the academic year when I am under constant stretch to meet the deadlines Then, my devotion to classroom work is affected and I resort to doing things such as feedback and grading on very superficial levels” (IT4) On the other hand, there were some teachers who would not think of this as a constraint, assuming that teachers should not let themselves be dragged away from their main classroom work: “Prior to the start of every semester, I always determine the amount of work spent for my classroom practices and never let other duties get in the way It all boils down to how you organize your time” (IT6) When asked about their perceptions of assessment knowledge for teachers, all of them agreed that this was indispensible for their role in the classroom and desired to enhance their assessment competence through formal learning Surprisingly, lack of formal assessment training was not seen as a problem as by Taylor (2009) This was confirmed through the recounts of many participants about several professional development programs that encompassed assessment they got to attend every academic year However, many teachers 35 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 believed that what was apparently absent from these programs was training content specially localized to their own context as emphasized by Vogt & Tsagari (2014): “The experts just came and demonstrated something they consider useful without knowing whether we can benefit from it I prefer training where they literally “hold my hands” and show me the way something is applied to our current context with unique features” (IT7) Summary: From this question, it can be seen that participants not perceive impositions from higher authorities or curriculum as impacting their CA practices However, the most penetrating impacts are perceived as triggered by dimensions of their class context Heavy workload, resulting from the teachers having to take on multiple duties simultaneously, is cited as another factor that drags teachers away from their CA Finally, the teachers all express their wish for an assessment training program specifically tailored to their own context, which is apparently absent 36 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 CHAPTER 5: CONCLUSION This chapter summarizes the key findings of the research Based on these, the researcher endeavours to draw out several implications for improved practices in the target setting Limitations to the study are also acknowledged to make recommendations for further studies into the topic Finally, a short reflection of the researcher on this academic journey is also given Findings & Implications Findings from this study have shown that the participants’ development of CA practices is a complex process under the influence of the broader social and historical context, which is significantly featured through the transformation of ELT pedagogical direction in Vietnam and the use of technology in CA driven by the unprecedented circumstance However, their CA is primarily shaped by the curriculum grounded in their professional context Apart from formal learning, the participants also foster their assessment competence through informal learning processes such as reflective practice and knowledge transfer Through their description, it seems that the participants have quite varying and unique ways of enacting the concept of AL in their practices Though many of these are quite deviant from the principles of AL, they are driven by the teachers’ own set of conceptions rooting from both their own philosophies and prior on-the-job experiences Finally, the most substantial impacts of professional context on their CA practices are perceived by the teachers as brought about by class context constraints, and heavy workloads The teachers also express their wishes for an assessment training program tailored to their own professional context, which has apparently been absent While AL in CA practices in this study is understood as being influenced by varying factors concerning with the participants’ macro & micro context and their own conceptions, it is not the researcher’s intention to advocate the immutability of teacher AL As abovementioned, constant learning (in whatever form) would enable teachers to make better compromise out of their conceptions and contextual tensions to advance their AL From the findings of this study, it is recommended that teachers should restlessly strive to take advantages of rising technology tools in compensation for CA practices impacted by limitations in classroom context and unprecedented social circumstances Another implication would be that professional training should account for both practicality and localization elements, so that teachers find the knowledge helpful particularly in their own classroom setting As teachers’ CA practices are always driven by their conceptions, it is necessary that training courses tap into their mentality Once successfully executed, this would bring about overnight effects since innovated minds translate into innovated actions 37 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 While no imposition from authorities or institutional policy is perceived as an impact by the teachers in this context, school administration is advised to consider further investing facilitywise to help enhancing the efficacy of CA With reference to the findings, it appears such primary investment should be into a high-quality internet network to cater to the increasing demand of using technology in CA by the teacher Looking further, an all-encompassing system that assists teachers in CA administration is also worth investing This would save teachers’ resources usually wasted on the manual conduct of CA amidst such heavy workloads, thus allowing them to focus on bettering practices Limitations & Recommendations One obvious limitation to the study is its use of interview as the sole method for data collection As the findings are only generated through the description of participants, issues related data reliability and validity are acknowledged Therefore, further research should be conducted with the use of multiple methods to enhance the quality of the data Another shortcoming that needs addressing is the small scale and qualitative-oriented nature of the research which is restricted to a very specific context with unique system and features Consequently, not all implications made out of its results apply to other context If more opportunities arise in the future, the researcher will hopefully be able to conduct more highquality research in light of the realized limitations There has been quite limited research that seeks to explore teacher assessment literacy at the intersection of various dynamics including teachers’ background, context and conceptions Apart from building on the limitations of this study, further studies into this direction should make use of other protocols such as think-aloud to inquire cognitive processes going on in teachers’ mind when they conduct practices such as grading Alternatively, teachers can be let to watch excerpts of their practices in actual classroom and explain the driving cognitions behind their actions Longitudinal case studies should also be conducted to investigate how teachers develop the conceptions that govern their practices, ideally from their school to pre-service education and in-service learning Moreover, one intriguing finding coming out from this study touches on a quite new aspect of assessment, which is the application of technology into CA Therefore, it is highly recommended that future research extend this into such orientations as conceptualizing teacher AL on digital basis This would prove even more worthwhile under the current circumstance where virtual learning has turned a norm Personal & Professional Growth Working on the research has, in many ways, been an awe-inspiring experience for me Personally, I see myself changing my outlook on the actions taken by others Instead of making right-or-wrong judgment, I would initially attempt to understand the driving force 38 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 behind them It also led me to broadly look at each human being at the interplay of their background, the socio-cultural context and the professional context in which they function More importantly, no longer I embrace the research phobia that was triggered by the experience in my bachelor study I grow more confident of my capability and firmly believe that I can embark on this academic path with nonstop determination, appropriate directions and unwavering support from my network Professionally, my research competence has been remarkably enhanced Back then in my bachelor degree, I was used to doing research with complete instincts and cognitions Now that I have completed this research, it dawned on me that any research must be conducted in compliance with appropriate philosophies, methodologies, principles and procedures Intensive study on the topic of classroom assessment and assessment literacy has caused me to question the decisions I have made in my class However, many of those were put down to my lack of experience as a fresh bachelor struggling to flap in a tertiary context With the takeaways from this MA course and ever-growing desire for lifelong learning, I will always strive to better my practices as I become more experienced in the field 39 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 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London: SAGE Crusan, D., Plakans, L., & Gebril, A (2016) Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices Assessing writing, 28, 43-56 41 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 Davies, A (2008) Textbook trends in teaching language testing Language Testing, 25(3), 327–347 Davison, C., & Leung, C (2009) Current Issues in English Language Teacher-Based Assessment TESOL Quarterly, 43(3), 393-415 DeLuca, C (2012) Preparing Teachers for the Age of Accountability: Toward a Framework for Assessment Education. 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(2008) The Sage encyclopedia of qualitative research methods London: SAGE Publications Graham, P (2005) Classroom-based assessment: Changing knowledge and practice through pre-service teacher education Teaching and Teacher Education, 21(6), 607-621 42 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 Hammersley, M and Traianou, A (2012) Ethics and Educational Research British Educational Research Association on-line resource Hasselgreen, A., Carlsen, C & Helness, H (2004) European Survey of Language Testing and Assessment Needs: General Findings Retrieved from: www.ealta.eu.org/resources.htm Hayden, M., & Lam, Q.T (2007) Institutional autonomy for higher education in Vietnam Higher Education Research & Development, 26(1), 73-85 Hill, K (2012) Classroom-based Assessment in the School Foreign Language Classroom (Language Testing & Evaluation Series, Volume 27) Frankfurt am Main: Peter Lang Hill, K (2017) Understanding classroom-based assessment practices: a precondition for teacher assessment literacy Papers in Language Testing and Assessment, 6(1), 1-17 Howe, K & Moses, M (1999) Ethics in educational research Review of Research in Education, 24(1), 21-60 Huerta-Macías, A (2002) Alternative Assessment: Responses to Commonly Asked Questions In J Richards & W Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (Cambridge Professional Learning, pp 338-343) Cambridge: Cambridge University Press Inbar-Lourie, O (2008) Constructing a language assessment knowledge base: A focus on language assessment courses Language Testing, 25(3), 385-402 Levy-Vered, A., & Nasser-Abu Alhija, F (2015) Modelling beginning teachers’ assessment literacy: the contribution of training, self-efficacy, and conceptions of assessment. 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