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

ki en ki nh ng DEPARTMENT OF EDUCATION AND TRAINING OF NGHE AN hi NGHE AN BOARDING HIGH SCHOOL FOR STUDENTS OF ETHNIC MINORITIES em w n lo ad th yj uy EXPERIENCE INITIATIVE ip la lu an TOPIC: SOME EFFECTIVE CHANGES IN TESTING ASSESSMENT n va TO ENGHANCE STUDENTS’ INTEREST IN LEARNING ENGLISH ll fu oi m at nh z z vb k jm ht m co l DEPARTMENT: LITERATURE-FOREIGN LANGUAGE gm AUTHORS: NGUYEN NHAT TAN- LE THI NGOC MAI L Vinh, February 27th , 2023 ki en ki nh ng hi em TABLE OF CONTENTS w PART I: INTRODUCTION n Rationale lo 1.1 ad 1.2 Objectives of the study th 1.3 Scope of the study yj 1.4 The new factors of the study uy 1.5 Structure of the study ip la PART II: CONTENT OF THE STUDY lu 2.1 Theoretical basis an 2.2 Practical basis n va 2.3 Solutions to the problems 11 fu 2.3.1 Assessment through observation 11 ll 2.3.2 Assessment though game activities 13 m oi 2.3.3 Testing through FAQ 18 at nh 2.3.4 Assessment through projects 20 2.3 Assessment through paper tests 24 z z 2.3.5 Seft assessment 31 vb 2.3.6 Assessment through portfolio 33 ht jm 2.4 The effectiveness of the solution 34 k PART III CONCLUSION AND RECOMMENDATIONS 37 3.2 Recommendations 38 APPENDIX 44 REFERENCES 50 L APPENDIX 41 m APPENDIX 40 co APPENDIX 39 l gm 3.1 Conclusions 37 ki en ki nh ng PART I: INTRODUCTION hi em 1.1 Rationale English is one of the most widely spoken languages in the world and is considered w an essential skill for success in many fields, including education, business, and n lo communication However, learning English can be challenging for many students, ad th especially those who are not native speakers Testing and assessment are essential yj components of the learning process and play a crucial role in measuring student uy ip progress and achievement As a result, there has been a growing interest in finding la ways to make testing and assessment more effective and engaging for students lu an One of the main reasons for choosing this topic is the need to address the issue of n va student disengagement in the learning process Many students struggle with English ll fu language learning because they find the content uninteresting or irrelevant to their oi m daily lives Traditional methods of testing and assessment, such as written exams or at nh multiple-choice tests, may further contribute to disengagement as they can be monotonous and fail to capture the complexity of language learning Therefore, z z jm ht students is crucial to promoting interest in English language learning vb exploring ways to make testing and assessment more engaging and meaningful for k Another reason for choosing this topic is the recognition of the role of technology in gm enhancing learning outcomes With the rapid advancement of technology, there are 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 L more engaging, relevant, and effective Therefore, understanding how technology m platforms, gamification, and real-life scenarios can make testing and assessment co and effective methods of testing and assessment For instance, the use of interactive l now numerous tools and resources available that can be used to create innovative ki en ki nh ng importance of catering to individual student needs and preferences, finding ways to hi personalize testing and assessment can enhance student motivation and engagement em By tailoring testing and assessment to the interests, abilities, and learning styles of students, teachers can create a more engaging and effective learning environment w n In conclusion, the topic of effective changes in testing assessment to enhance lo ad students' interest in learning English was chosen because of the need to address th student disengagement, the recognition of the role of technology, and the alignment yj uy with the current trends in education towards personalized and student-centered ip learning By exploring ways to make testing and assessment more engaging, la an lu relevant, and meaningful for students, educators can promote interest in English language learning and help students achieve their language goals va n 1.2 Objectives of the study fu ll - The objectives of the study on effective changes in testing assessment to enhance m oi students' interest in learning English are: nh at ➢ To identify the current testing and assessment methods used in English language z z learning and their effectiveness in promoting student interest vb k enhance student motivation and engagement in English language learning jm ht ➢ To explore innovative and effective methods of testing and assessment that can ➢ 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 L assessment on student motivation and interest in English language learning m ➢ To investigate the impact of personalized and student-centered testing and co potential to promote interest in English language learning l gm ➢ To understand the role of technology in enhancing testing and assessment and its ki en ki nh ng By achieving these objectives, the study aims to contribute to the development of hi more effective and engaging testing and assessment methods in English language em learning, ultimately promoting interest and success in this important skill w 1.3 Scope of the study n lo The scope of the study on effective changes in testing assessment to enhance ad students' interest in learning English will be limited to 10th-grade students at an th yj Ethnic Boarding School The study will focus on understanding the current testing uy and assessment methods used in English language learning at the school and their ip la effectiveness in promoting student interest lu an The study will also explore innovative and effective methods of testing and n va assessment, with a particular focus on the use of technology and personalized, ll fu student-centered approaches Data will be collected through surveys, interviews, and oi m classroom observations to gain insights into student perceptions of testing and at nh assessment and the impact of different methods on their motivation and engagement in English language learning z z vb The findings of the study will provide practical recommendations and guidelines for jm ht educators and policymakers at the Ethnic Boarding School on how to implement k effective changes in testing assessment to enhance students' interest in learning gm English The study's scope is limited to the 10th-grade students at the Ethnic m co l Boarding School, and the findings may not be generalizable to other educational settings or student populations L 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 ki en ki nh ng 1.5 Structure of the study hi The structure of the study on effective changes in testing assessment to enhance em students' interest in learning English may include the following sections: w ➢ Introduction: This section provides background information on the importance of n lo English language learning and the role of testing and assessment in promoting ad student interest The section also includes the purpose and objectives of the study, th yj the research questions, and the scope of the study uy ip ➢ Literature review: This section presents a review of relevant literature on testing la and assessment methods used in English language learning, their effectiveness in lu an promoting student interest, and innovative and effective methods of testing and n va assessment that can enhance student motivation and engagement The section may ll fu also include a review of the use of technology in testing and assessment and the oi m impact of personalized and student-centered testing and assessment on student at nh motivation and interest z ➢ Methodology: This section outlines the research design, sampling method, data z vb collection methods, and data analysis techniques used in the study The section jm ht also includes a description of the study population, the data collection instruments k used, and the ethical considerations 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 L the impact of different testing and assessment methods on student motivation and m the Ethnic Boarding School, student perceptions of testing and assessment, and co the current testing and assessment methods used in English language learning at l gm ➢ Results: This section presents the findings of the study, including an analysis of ki en ki nh ng recommendations for educators and policymakers, and identifies areas for future hi research em ➢ Conclusion: This section summarizes the main findings of the study, restates the w significance of the study, and offers final thoughts on the study's implications for n lo English language learning ad th ➢ References: This section lists all the references cited in the study yj uy Overall, the structure of the study follows a standard research format that aims to ip present a clear and logical argument supported by relevant literature and empirical la evidence an lu n va ll fu oi m at nh z z vb k jm ht m co l gm L ki en ki nh ng PART II: CONTENT OF THE STUDY hi 2.1 Theoretical basis em In Circular No 22/2020/TT-BGDDT on testing assessment, it is clearly stated the w criteria and purposes of assessment in learning In particular: "Criteria for n lo evaluating learning units are the contents and requirements established to evaluate ad the implementation of lifelong learning of units and assess the capacity and qualities th yj of civil servants, public employees and employees in the learning society." uy ip In Assesment for Learning: 10 Principles of The Assessment Reform Group, 2002 la (quoted again from the reference in [1]) the authors define: an lu "Because the learning process is the process of finding and interpreting the evidence va n presented by the learner, and their teacher decides where the learner is in the fu ll learning process, where the next learner will go and how best to get the learner to m oi that goal." nh at Periodic assessments and regular assessments not contradict or contradict each z z other in teaching practice Therefore, regular assessment does not mean that we vb suddenly not grade and comment on student learning products, and periodic ht k jm assessment always has a place in teaching practice Instead, regular assessment and assessments will help students perform better in routine assessments, whereas m co periodic assessments may reflect the impact of regular assessments l gm periodic assessment are approaches that can complement each other, and regular 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, L According to TS Ta Ngoc Tri (Department of Education, Ministry of Education and ki en ki nh ng such feedback is not a good regular response for students Teacher feedback on hi student learning products will be meaningful to students if it gives advice to them em on what to improve Such considered good feedback usually has the following three components: w n lo 2.2 Practical basis ad 2.2.1 The situation of testing assessment before applying the study th yj Psychological students are still very afraid of formal assessment tests, which uy ip sometimes tire them out and not reflect the advantages and disadvantages of the la teacher's teaching methods, and not see progress in the level of language use of lu an students in general Especially for incomplete students, they are very limited in their n va communication due to lack of confidence and lack of knowledge, so teachers need ll fu to recognize the weaknesses of these students, create regular assessment activities to oi m promote the level of language use for them Regularly assess the level of weakness and group measures to make them more confident at nh and the scope of weak knowledge to strengthen your child's training Use pairing z z vb These challenges can negatively impact students' motivation and interest in learning ht jm English Students who are anxious about testing may be less likely to engage fully k in their language classes or may focus primarily on rote memorization rather than m meaningful feedback, they may become disengaged or lose interest in language co the assessment methods accurately reflect their learning progress or provide l gm developing their communicative abilities Furthermore, if students not feel that L 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, ki en ki nh ng it may be possible to enhance students' motivation, reduce their anxiety, and increase hi their overall interest in learning English em 2.2.2 The statistics through survey w To assess the neccessity of the study, teacher printed out the survey forms and n lo distribute them to students during their English language classes Here are the results ad th of the survey: (APPENDIX 1) yj uy Question How often you feel stressed or anxious during English language ip assessments? la an lu a Almost always n va b Sometimes ll fu c Rarely m oi d Never nh at How often you feel stressed or anxious during English language assessments? z z vb k jm ht m co l gm L 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 ki en ki nh ng The pie chart shows the percentage distribution of the responses to the question hi "Have these changes enhanced your interest in learning English?" The chart em 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 w n changes made in testing assessment methods have been mostly effective in lo ad enhancing the students' interest in learning English th Question 2: How much you feel that the current testing assessment methods align yj uy with what you have learned in English class? ip a Very much la an lu b Somewhat c Not much va n d Not at all ll fu oi m How much you feel that the current testing assessment methods align with what you have learned in English class? at nh z z vb k jm ht m co l gm 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 L Very much ki en ki nh • ng The slice for "Somewhat" would be the second-largest and take up 32% of the hi chart em • The slice for "Not much" would be relatively small and take up 5% of the w The slice for "Not at all" would be the smallest and take up 3% of the chart n • chart lo ad Overall, the chart would show that the majority of participants feel that the current th testing assessment methods align with what they have learned in English class, with yj uy 60% indicating that they feel they align "Very much." ip la an lu PART III CONCLUSION AND RECOMMENDATIONS n va 3.1 Conclusions fu ll In conclusion, the study on "Some Effective Changes in Testing Assessment to m oi Enhance Students' Interest in Learning English" highlights several effective changes nh that can be made to the traditional testing and assessment methods These changes at z include game-based and project-based assessment, self-assessment, and portfolio z vb assessment By incorporating these changes into the assessment process, teachers ht k student engagement and motivation in the learning of English language jm can create a more engaging and interactive learning environment that promotes m students to apply their knowledge of language in context and develop their creativity co their understanding of language, while project-based assessment encourages l gm Game-based assessment provides a fun and enjoyable way for students to evaluate L 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 ki en ki nh ng dynamic and personalized learning environment that encourages students to take hi ownership of their own learning, develop key skills, and foster a positive attitude em towards the learning of English w 3.2 Recommendations n lo Based on the findings of the study on "Some Effective Changes in Testing ad th Assessment to Enhance Students' Interest in Learning English", the following yj recommendations can be made: uy ip o Encourage teachers to incorporate game-based and project-based assessment la methods into their teaching practices to promote student engagement and lu an motivation in the learning of English language n va o Encourage teachers to incorporate self-assessment activities into their teaching ll fu practices to help students become more aware of their own learning process and oi m progress and take ownership of their own learning comprehensive and holistic view of student learning at nh o Encourage teachers to use portfolio assessment methods to provide a more z z o Provide professional development opportunities for teachers to develop their vb jm ht skills in implementing these effective changes in testing assessment k o Encourage schools and institutions to provide resources and support for teachers 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 L By implementing these recommendations, teachers and schools can create a more m in testing assessment in different contexts and for different student populations co o Conduct further research to explore the effectiveness of these effective changes l gm to implement these effective changes in testing assessment ki en ki nh ng APPENDIX hi em Circle your answers Question How often you feel stressed or anxious during English language w assessments? n ad th b Sometimes lo a Almost always yj ip la d Never uy c Rarely lu an Question Do you feel that the current assessment methods accurately reflect n va your progress in English language learning? fu ll a Yes, they are very accurate oi m at nh b Somewhat, but there is room for improvement c No, they are not accurate at all z z vb d I'm not sure k jm ht m co l gm L 39 ki en ki nh ng APPENDIX hi em Circle your answer Question 1: Have these changes enhanced your interest in learning English? w a Yes, significantly n ad c No, not at all lo b Yes, to some extent th yj Question 2: How much you feel that the current testing assessment methods uy align with what you have learned in English class? ip la a Very much an lu b Somewhat n va c Not much ll fu d Not at all oi m at nh z z vb k jm ht m co l gm L 40 ki en ki nh ng hi em APPENDIX SOME PHOTOS OF THE PARTICIPANTS w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm L 41 ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm L 42 ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm L 43 ki en ki nh ng hi em APPENDIX w n 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 lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht 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 Very urgent L Urgent m 44 Less urgent co Not urgent l Question 1: According to the teacher, is it really necessary to gm Degree ki en ki nh ng apply some effective changes in testing assessment to enghance students’ interest in learning English? hi em Not feasible w Question 2: Is it feasible to apply some effective changes in testing assessment to enghance students’ interest in learning English? n Little feasible Very feasible Feasible lo ad th yj ip Survey Forms for Students uy - la an lu 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 va Less 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 Very urgent Urgent ll fu oi m at nh z z Feasible Very feasible vb k jm ht Not feasible n 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? co l gm m Respondents TT Object English teachers of high schools in the district 10 grade students, at experimental class at the work school L Compilation of survey subjects Amount 24 35 Survey results on the urgency and feasibility of proposed solutions 45 ki en ki nh ng 4.1 The urgency ofthe proposed solution Assess the urgency of the proposed solution hi em Table 1: For teachers Degree Solutions to discuss w According to you, is it really necessary to apply some effective changes in testing assessment to enghance students’ interest in learning English? n lo ad Not urgent Less urgent Urgent Very urgent 0/24 1/24 3/24 20/24 th yj uy ip Table 2: For students an Urgent Very urgent 4/35 30/35 1/35 ll fu 0/35 Less urgent n Not urgent va la In your opinion, is it really necessary to apply some effective changes in testing assessment to enghance students’ interest in learning English? Degree lu Solutions to discuss oi m at nh Table 3: Calculate average score 𝑥̅ by Average software z Parameters Solutions Level vb 𝑥̅ z TT 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 k jm ht m co l gm L 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 ki en ki nh ng 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 hi em 0.1+1.2+3.3+20.4 w The average scores of the four levels are: 24 = 3,79 n lo ad th 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 yj uy ip la an lu 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 n va ll fu oi m nh 0.1+1.2+4.3+30.4 = 3,82 at The average scores of the four levels are: 35 z z vb k jm ht 4.2 Feasibility of proposed solutions Assess the feasibility of proposed solutions Table 1: For teachers m co Degree l gm Solutions to discuss Table 2: For students Solutions to discuss Degree 47 L 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 ki en ki nh Not feasible ng In your opinion, is it feasible to apply some effective changes in testing assessment to enghance students’ interest in learning English? hi Little Feasible feasible Very feasible em 0/35 1/35 4/35 30/35 w n lo ad Table 3: Calculate average score 𝑥̅ by Average software yj Solutions th TT Parameters uy 𝑥̅ Level ip 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 Very feasible la an lu va n Very feasible ll fu oi m at nh z z 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 vb k jm ht = 3,79 L 24 m 48 0.1+1.2+3.3+20.4 co The average scores of the four levels are: l gm 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 ki en ki nh ng 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 hi em w n lo 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 ad th yj uy ip la an lu 0.1+1.2+4.3+30.4 n va 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 ll fu oi m at nh z z vb k jm ht 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 m co L 49 l gm 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 ki en ki nh ng REFERENCES hi em Brown, H D (2004) Language Assessment: Principles and Classroom Practices (2nd ed.) Pearson Education w Cameron, L (2001) Teaching Languages to Young Learners Cambridge n lo University Press ad Harmer, J (2007) The Practice of English Language Teaching (4th ed.) th yj Pearson Education uy Holec, H (1981) Autonomy and Foreign Language Learning Pergamon ip la Press an lu Little, D., Devitt, S., & Singleton, D (2018) Autonomy in Language n va Learning: Getting Learners Actively Involved Delta Publishing ll fu Nunan, D (2004) Task-Based Language Teaching Cambridge University oi m Press at Language Classrooms Cambridge University Press nh Richards, J C., & Lockhart, C (1996) Reflective Teaching in Second z z Skehan, P (1998) A Cognitive Approach to Language Learning Oxford vb jm ht University Press Wiggins, G (1998) Educative Assessment: Designing Assessments to Inform k 10.Wolf, M K (2008) Portfolio Assessment: Sampling Student Work co l gm and Improve Student Performance Jossey-Bass m Heinemann L 50