Đánh giá quá trình nhận thức và sự thực hiện của giáo viên tiếng anh trung học phổ thông ở tỉnh quảng bình

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES HA THI THUAN FORMATIVE ASSESSMENT: EFL TEACHERS’ PERCEPTIONS AND PRACTICE AT UPPERSECONDARY SCHOOLS IN QUANG BINH PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2016 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES HA THI THUAN FORMATIVE ASSESSMENT: EFL TEACHERS’ PERCEPTIONS AND PRACTICE AT UPPERSECONDARY SCHOOLS IN QUANG BINH PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING SUPERVISOR: Assoc Prof Dr TRUONG VIEN HUE, 2016 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HÀ THỊ THUẪN ĐÁNH GIÁ QUÁ TRÌNH: NHẬN THỨC VÀ SỰ THỰC HIỆN CỦA GIÁO VIÊN TIẾNG ANH TRUNG HỌC PHỔ THÔNG Ở TỈNH QUẢNG BÌNH LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS TRƯƠNG VIÊN HUE, 2016 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Hà Thị Thuẫn December 19, 2016 i ABSTRACT This thesis aims to study the perceptions and reality of teachers of English in Quang Binh province toward implementing formative assessment in their instructions as well as the difficulties facing in deploying process The data was collected by means of the questionnaire and interviews and classroom observations Besides the participants who did the pilot questionnaire and interviews, thirty participants completed the questionnaires and six of them were randomly invited to the informal interviews To collect the full information, the researcher observed six classroom periods The findings showed that most of the EFL teachers were aware of the significance of implementing formative assessment in assessment procedure They realized that formative assessment could help improve both students and teachers’ teaching outcomes timely However, many constraints such as lack of experience, support, the pressure of oriented-examination, students’ passive learning way, especially lack of time were reported Basing on the findings, it is suggested that teachers need to adopt formative assessment more so that they can improve their teaching practice to reach expected results To so, they need to manage their time more effectively, arrange their time better, as well as supports from the managers Also, it is essential that the leaders of institutions need to create more favorable conditions, such as to conduct more research, and facilities the teachers with good conditions to study about how to deploy formative assessment effectively with its benefits ii ACKNOWLEDGEMENTS This thesis would not have been possible without the generous support and encouragement of many people whom I am immensely grateful First, I would like to acknowledge my gratitude to Assoc Prof Dr Truong Vien, who agreed to act as my supervisor His suggestions towards a new aspect and object of study inspired me to conduct this thesis Additionally, the useful references he provides a long with his enthusiastic instruction and valuable feedback throughout the entire work helped raise my thesis to its present standard Second, my special thanks go to Dr Hong Nhung whose good lectures provided me with knowledge on how to carry and read out the results of research Third, I am greatly thankful to Ms Ngo Le Hoang Phuong She spent her valuable time giving comments, editing my writing I also would like to express my deep gratitude to the participants for their participation in this study With their willingness and hospitality which allowed me conduct the investigation, obtain the findings of the research, and complete the writing of this thesis Last but not least, I am greatly indebted to my parents and my dear husband who took care of my children and created the most favorable conditions for me to take the M.A course as well as this thesis iii TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv CHAPTER INTRODUCTION 1.1 Rationale 1.2 The aims and objectives of the study .2 1.2.1 The aims .2 1.2.2 The Objectives 1.3 Research questions 1.4 Significance of the research .3 1.5 The scope of the research 1.6 Organization of the thesis CHAPTER LITERATURE REVIEW 2.1 Assessment .5 2.1.1 Definition of Assessment 2.1.2 Assessment in comparing with evaluation 2.1.3 Various forms of Assessments 2.1.4 Formative and Summative Assessment .7 2.1.4.1 Summative Assessment .8 2.1.4.2 Formative Assessment 2.2 Related studies 11 2.3 Summary .20 CHAPTER RESEARCH METHODOLOGY 21 3.1 Research design and research method 21 3.2 Participants .21 3.2.1 Participants for questionnaire 21 3.2.2 Participants for interview 21 3.2.3 Participants for classroom observation 22 3.3 Research instruments 22 3.3.1 Questionnaire 22 3.3.2 Interview 24 iv 3.3.3 Classroom observation 24 3.4 Procedure for data collection 25 3.4.1 Administrating the questionnaire .25 3.4.2 Administrating the interview 26 3.4.3 Administrating the classroom observation 26 3.5 Data analysis 26 3.6 Conclusion 27 CHAPTER FINDINGS AND DISCUSSION 28 4.1 Findings from questionnaire data 28 4.1.1 Perceptions of EFL upper-secondary teachers toward implementing formative assessment 28 4.1.1.1 Necessity of implementing formative assessment in classroom practice 29 4.1.1.2 Benefits of implementing formative assessment in classroom practice 31 4.1.1.3 Participants’ interest about formative assessment forms at uppersecondary schools 32 4.1.2 Perceived practice of formative assessment 34 4.1.2.1 Formative assessment techniques often used by participants 34 4.1.2.2 Perceived practice of integrating formative assessment into teaching 35 4.1.3 Advantages and difficulties when implementing formative assessment 37 4.1.3.1 The advantages of implementing formative assessment 37 4.1.3.2 The difficulties of implementing formative assessment 38 4.1.4 Correlations among three clusters 40 4.2 Findings from interview data 41 4.2.1 Participants’ perceptions towards formative assessment .41 4.2.2 Participant’s perceptions of utilizing formative techniques, strategies in teaching English 43 4.2.3 The participants’ perceived practice of implementing formative assessment at upper-secondary schools .44 4.2.4 The difficulties faced by the teachers in implementing formative assessment at upper-secondary schools .45 4.3 Findings from classroom observation 47 4.4 Discussion on findings 49 v 4.4.1 Findings on the participants’ perceptions toward the benefits of necessary in implementing assessment 49 4.4.2 Findings from the reality of implementing formative assessment 49 4.4.3 Difficulties in implementing formative assessment at upper-secondary schools in Quang Binh province context 50 CHAPTER CONSLUSION AND IMPLICATIONS .52 5.1 Summary of the main findings .52 5.1.1 Research question 1: Teachers’ perceptions about implementing formative assessment 52 5.1.2 Research question 2: Reality of implementing formative assessment by EFL teachers 53 5.1.3 Research question 3: Difficulties in implementing formative assessment .53 5.1.4 Correlations among three clusters 54 5.2 Pedagogical implications 54 5.3 Limitations of the present research 56 5.4 Suggestions for future studies 56 REFERENCES 57 APPENDICES 62 APPENDIX 62 APPENDIX 75 APPENDIX 76 APPENDIX 77 APPENDIX 78 vi LIST OF TABLES Table 3.1 Clusters, sub-clusters and items in the questionnaire 23 Table 4.1 Reliability of the questionnaire 28 Table 4.2 The mean score of teachers’ perceptions toward implementing formative assessment 29 Table 4.3.The mean score of Sub-Cluster 1.1 29 Table 4.4 Summary of participants’ responses to each item in Sub-Cluster 1.1 .30 Table 4.5 The mean score of Sub-Cluster 1.2 31 Table 4.6 Summary of participants’ responses to each item in Sub-Cluster 1.2 .32 Table 4.7.The mean score of Sub-Cluster 1.3 32 Table 4.8 Summary of participants’ responses to each item in Sub-Cluster 1.3 .33 Table 4.9 The mean score of Sub-Cluster 2.1 34 Table 4.10 Summary of participants’ responses to each item in Sub-Cluster 2.1 35 Table 4.11 The mean score of Sub-Cluster 2.2 36 Table 4.12 Summary of participants’ responses to each item inSub-Cluster 2.2 36 Table 4.13 The mean score of Sub-Cluster 3.1 37 Table 4.14 Summary of participants’ responses to each item in Sub-Cluster 3.1 38 Table 4.15 The mean score of Sub-Cluster 3.2 38 Table 4.16 Summary of participants’ responses to each item inSub-Cluster 3.2 39 Table 4.17 Correlations among three clusters 40 vii One-Sample Test Test Value = t df Sig (2- Mean 95% Confidence Interval tailed) Difference of the Difference Lower Meansubcl 1.3 3.798 29 001 560 Upper 26 86 g Subcluster 2.1 One-Sample Statistics N Meansubcl 2.1 Mean 30 Std Deviation 3.91 Std Error Mean 218 040 One-Sample Test Test Value = t df Sig Mean 95% Confidence Interval (2- Difference of the Difference tailed) Meansubcl2.1 22.811 29 Lower 000 908 Upper 83 99 h Subcluster 2.2 One-Sample Statistics N Meansubcl2.2 Mean 30 Std Deviation 3.80 Std Error Mean 761 139 One-Sample Test Test Value = t df Sig (2tailed) Mean 95% Confidence Interval Difference of the Difference Lower Meansubcl2.2 5.757 29 000 800 92 Upper 52 1.08 i Subcluster 3.1 One-Sample Statistics N Meansubcl 3.1 Mean 30 Std Deviation 4.50 Std Error Mean 322 059 One-Sample Test Test Value = T Df Sig (2- Mean 95% Confidence Interval tailed) Difference of the Difference Lower Meansubcl 3.1 25.544 29 000 1.500 1.38 Upper 1.62 j Subcluster 3.2 One-Sample Statistics N Meansubcl 3.2 30 Mean Std Deviation 4.32 Std Error Mean 207 038 One-Sample Test Test Value = T Df Sig (2- Mean tailed) Difference 95% Confidence Interval of the Difference Lower Meansubcl3.2 34.852 29 000 1.320 93 1.24 Upper 1.40 Frequencies table of the questionnaire items Q1 teachers help students learn by keeping track and giving feedback Frequency Percent Valid Cumulative Percent Percent Neutral 13.3 13.3 13.3 Agree 22 73.3 73.3 86.7 13.3 13.3 100.0 30 100.0 100.0 Valid Strongly agree Total Q2 teachers help students adjust learning by using continuous assessment Frequency Percent Strongly disagree Valid Valid Percent Cumulative Percent 20.0 20.0 20.0 Agree 12 40.0 40.0 60.0 Strongly agree 12 40.0 40.0 100.0 Total 30 100.0 100.0 Q3 students develop performance capability through frequent feedback Frequency Percent Valid Valid Percent Cumulative Percent Strongly disagree 16.7 16.7 16.7 Disagree 3.3 3.3 20.0 Agree 24 80.0 80.0 100.0 Total 30 100.0 100.0 94 Q4 teachers use classroom observation, questioning, self and peerassessment improving instruction Frequency Percent Valid Percent Cumulative Percent Neutral 3.3 3.3 3.3 Agree 23 76.7 76.7 80.0 20.0 20.0 100.0 30 100.0 100.0 Valid Strongly agree Total Q5 continuous assessment enables students raising self-regulated and autonomous ability Frequency Percent Strongly disagree Valid Agree Strongly agree Total Valid Percent Cumulative Percent 20.0 20.0 20.0 18 60.0 60.0 80.0 20.0 20.0 100.0 30 100.0 100.0 Q6 continuous assessment helps teachers recognize students' need to adjust instruction Frequency Percent Valid Valid Percent Cumulative Percent Strongly disagree 10.0 10.0 10.0 Disagree 6.7 6.7 16.7 Neutral 3.3 3.3 20.0 Agree 26.7 26.7 46.7 Strongly agree 16 53.3 53.3 100.0 Total 30 100.0 100.0 95 Q7 using feedback affecting students' effective learning Frequency Percent Valid Cumulative Percent Percent Disagree 20.0 20.0 20.0 Neutral 6.7 6.7 26.7 Agree 22 73.3 73.3 100.0 Total 30 100.0 100.0 Valid Q8 teachers design and conduct more formative activities making students more active Frequency Percent Valid Valid Percent Cumulative Percent Disagree 3.3 3.3 3.3 Neutral 6.7 6.7 10.0 Agree 20 66.7 66.7 76.7 23.3 23.3 100.0 30 100.0 100.0 strongly agree Total Q9 teachers' interest toward assessment forms that immediately adjust teaching leaning problems Frequency Percent Valid Valid Percent Cumulative Percent Strongly disagree 20.0 20.0 20.0 Neutral 20.0 20.0 40.0 Agree 12 40.0 40.0 80.0 20.0 20.0 100.0 30 100.0 100.0 Strongy agree Total 96 Q10 appreciating the way of giving timely feedback without grade Frequency Percent Valid Cumulative Percent Percent Disagree 12 40.0 40.0 40.0 Neutral 20.0 20.0 60.0 Agree 12 40.0 40.0 100.0 Total 30 100.0 100.0 Valid Q11 encouraging students to set up their learning goals Frequency Percent Valid Valid Percent Cumulative Percent Disagree 6.7 6.7 6.7 Neutral 16.7 16.7 23.3 Agree 16 53.3 53.3 76.7 23.3 23.3 100.0 30 100.0 100.0 Strongly agree Total Q12 encouraging students to peer-assessment in classroom Frequency Percent Strongly Cumulative Percent Percent 20.0 20.0 20.0 20.0 20.0 40.0 Agree 18 60.0 60.0 100.0 Total 30 100.0 100.0 disagree Valid Valid Disagree 97 Q13 encouraging students to self-assessment in classroom Frequency Percent Strongly Cumulative Percent Percent 20.0 20.0 20.0 Agree 24 80.0 80.0 100.0 Total 30 100.0 100.0 disagree Valid Valid Q14 class exercises is common formative technique used in assessment procedure Frequency Percent Valid Valid Percent Cumulative Percent Neutral 16.7 16.7 16.7 Agree 18 60.0 60.0 76.7 23.3 23.3 100.0 30 100.0 100.0 Strongly agree Total Q15 class tests is common formative technique used in assessment procedure Frequency Percent Valid Valid Percent Cumulative Percent Disagree 3.3 3.3 3.3 Neutral 6.7 6.7 10.0 Agree 22 73.3 73.3 83.3 16.7 16.7 100.0 30 100.0 100.0 Strongly agree Total 98 Q16 home assignment is common formative technique used in assessment procedure Frequency Percent Valid Valid Cumulative Percent Percent Disagree 3.3 3.3 3.3 Neutral 23.3 23.3 26.7 Agree 12 40.0 40.0 66.7 Strongly agree 10 33.3 33.3 100.0 Total 30 100.0 100.0 Q17 writing tests is common formative technique used in assessment procedure Frequency Percent Neutral Valid Strongly agree Total Valid Percent Cumulative Percent 24 80.0 80.0 80.0 20.0 20.0 100.0 30 100.0 100.0 Q18 multiple choice tests, a common formative technique used in assessment procedure Frequency Percent Valid Valid Percent Cumulative Percent Disagree 20.0 20.0 20.0 Neutral 20.0 20.0 40.0 Agree 12 40.0 40.0 80.0 20.0 20.0 100.0 30 100.0 100.0 Strongly agree Total 99 Q19 role-play is common formative technique used in assessment procedure Frequency Percent Valid Valid Cumulative Percent Percent Disagree 16.7 16.7 16.7 Neutral 13.3 13.3 30.0 Agree 16 53.3 53.3 83.3 16.7 16.7 100.0 30 100.0 100.0 Strongly agree Total Q20 topic presentation is common formative technique used in assessment procedure Frequency Percent Valid Valid Percent Cumulative Percent Disagree 3.3 3.3 3.3 Neutral 18 60.0 60.0 63.3 Agree 11 36.7 36.7 100.0 Total 30 100.0 100.0 100 Q21 observation is common formative technique used in assessment procedure Frequency Percent Valid Valid Percent Cumulative Percent Disagree 3.3 3.3 3.3 Neutral 30.0 30.0 33.3 Agree 18 60.0 60.0 93.3 6.7 6.7 100.0 30 100.0 100.0 Strongly agree Total Q22 oral tests is common formative technique used in assessment procedure Frequency Percent Agree Valid Strongly agree Total Valid Percent Cumulative Percent 21 70.0 70.0 70.0 30.0 30.0 100.0 30 100.0 100.0 Q23 individual work is common formative technique used in assessment procedure Frequency Percent Valid Valid Percent Cumulative Percent Strongly disagree 3.3 3.3 3.3 Disagree 26.7 26.7 30.0 Neutral 3.3 3.3 33.3 Agree 15 50.0 50.0 83.3 16.7 16.7 100.0 30 100.0 100.0 Strongly agree Total 101 Q24 pair work is common formative technique used in assessment procedure Frequency Percent Valid Valid Percent Cumulative Percent Disagree 20.0 20.0 20.0 Neutral 6.7 6.7 26.7 Agree 18 60.0 60.0 86.7 13.3 13.3 100.0 30 100.0 100.0 Strongly agree Total Q25 group work is common formative technique used in assessment procedure Frequency Percent Valid Percent Cumulative Percent Neutral 16.7 16.7 16.7 Agree 24 80.0 80.0 96.7 3.3 3.3 100.0 30 100.0 100.0 Valid Strongly agree Total Q26 whole class work is common formative technique used in assessment procedure Frequency Percent Disagree Agree Valid Strongly agree Total Valid Percent Cumulative Percent 20.0 20.0 20.0 18 60.0 60.0 80.0 20.0 20.0 100.0 30 100.0 100.0 102 Q27 observing students and giving comments toward students attitudes or language problems Frequency Percent Valid Cumulative Percent Percent Neutral 20.0 20.0 20.0 Agree 18 60.0 60.0 80.0 20.0 20.0 100.0 30 100.0 100.0 Valid Strongly agree Total Q28 linking assessment procedures to instructional goals in each lesson Frequency Percent Valid Cumulative Percent Percent Neutral 10.0 10.0 10.0 Agree 20 66.7 66.7 76.7 Strongly agree 10 23.3 23.3 100.0 Total 30 100.0 100.0 Valid Q29 integrating peer/ self - assessment, formative use of summative in test teaching Frequency Percent Agree Valid Strongly agree Total Valid Cumulative Percent Percent 24 80.0 80.0 80.0 20.0 20.0 100.0 30 100.0 100.0 103 Q30 remedying timely problems avoiding letting students behind Frequency Percent Valid Cumulative Percent Percent Neutral 10.0 10.0 10.0 Agree 21 70.0 70.0 80.0 20.0 20.0 100.0 30 100.0 100.0 Valid Strongly agree Total Q31 students recognize easily their problems to find out suitable methods in learning Frequency Percent Agree Valid Valid Cumulative Percent Percent 20.0 20.0 20.0 Strongly agree 24 80.0 80.0 100.0 Total 30 100.0 100.0 Q32 the face of summative assessment make it hard to develop formative strategies Frequency Percent Disagree Agree Valid Cumulative Percent Percent 20.0 20.0 20.0 18 60.0 60.0 80.0 20.0 20.0 100.0 30 100.0 100.0 Valid Strongly agree Total 104 Q33.unfamiliar with how to use the implementing techniques of formative assessment Frequency Percent Valid Valid Cumulative Percent Percent Agree 18 60.0 60.0 60.0 Strongly agree 12 40.0 40.0 100.0 Total 30 100.0 100.0 Q34 formative assessment is time-consuming for me to provide effective feedback Frequency Percent Valid Valid Cumulative Percent Percent Agree 18 60.0 60.0 60.0 Strongly agree 12 40.0 40.0 100.0 Total 30 100.0 100.0 Q35 it is not practical for large classes Frequency Percent Disagree Valid Cumulative Percent Percent 16.7 16.7 16.7 Agree 15 50.0 50.0 66.7 Strongly agree 10 33.3 33.3 100.0 Total 30 100.0 100.0 Valid 105 Q36 formative assessment increased teachers' workload Frequency Percent Disagree Agree Valid Cumulative Percent Percent 13.3 13.3 13.3 21 70.0 70.0 83.3 16.7 16.7 100.0 30 100.0 100.0 Valid Strongly agree Total 106