skkn cấp tỉnh applying formative assessment methods to improve the effectiveness of teaching speaking skills for grade 11 students global success

It is crucial to understand the significance of speaking skills in the currentglobalized era, the application of formative assessment methods to teachingactivities is increasingly emphas

EDUCATION AND TRAINING DEPARTMENT OF THANH HOA

HOANG LE KHA HIGH SCHOOL

INITIATIVE EXPERIENCE

“APPLYING FORMATIVE ASSESSEMENT METHODS TO IMPROVE THE EFFECTIVENESS OF TEACHING SPEAKING SKILLS FOR GRADE 11 STUDENTS”

THANH HOA, 2024

INDEX

1 1 Introduction

1.1 The reason for choosing the topic

1.2 The purpose of research

1.3 Study subjects

1.4 Research Methodology

2 2 2 2 2

2 2 Contents of the initiative experience

2.1 Rationale of the initiative experience

2.2 Situation of the problem before applying the

initiative experience

2.3 The solutions were used to solve the problem

2.4 The effect of initiative experience for educational

activities, with myself, the colleagues and the school

3 3 4

5 18

3 3 Conclusion and recommendation

3.1 Conclusion

3.2 Recommendation

19 19 19

1 Introduction

1.1.The reason for choosing the topic.

It is crucial to understand the significance of speaking skills in the currentglobalized era, the application of formative assessment methods to teachingactivities is increasingly emphasized as a means to improve educationaleffectiveness Especially in the field of teaching English speaking skills - anessential life skill for students, this becomes even more important For that

reason, the topic "Applying formative assessment methods to improve the effectiveness of teaching speaking skills for Grade 11 students" (Global success) was chosen for research and implementation.

The reason for choosing this topic comes from the realization that speakingskills not only help students communicate confidently and effectively ineveryday life but are also an important factor to help them succeed in studyingand learning future job However, in reality, teaching and learning speakingskills at Hoang Le Kha high school currently still has many limitations

One of the main causes leading to this situation is that traditional assessmentmethods often focus on final results and pay little attention to the learningprocess and skill development of students This not only reduces students'interest and motivation in learning but also limits their ability to fully developtheir speaking skills

By applying the formative assessment method, the project hopes to create anew approach to assessing and developing speaking skills, thereby helpingGrade 11 students to confidently express their opinions, think clearly, coherentlyand effectively At the same time, through this, teachers can also betterunderstand students' learning process, thereby adjusting teaching methodsaccordingly, contributing to improving the quality of foreign language learning

In conclusion, it becomes evident that formative assessment methods offer acomprehensive approach to enhance the effectiveness of teaching speaking skills

to Grade 11 students

1.2.The purpose of research.

The primary aim of this study is to explore the impact of formativeassessment methods on enhancing the effectiveness of teaching speaking skills

to Grade 11 students at Hoang Le Kha High school

1.3 Study subjects.

Research subjects are students in grades 11 of Hoang Le Kha High School,school year 2023-2024.

1.4.Research Methodology.

- Data collection instruments:

+Pre-test: Before the introduction of formative assessment techniques, bothgroups will undergo a speaking test to measure their initial proficiency

+Observation: These will be used during classes to note student participation,confidence, and immediate skill application

+Feedback forms: Post-session feedback forms will be distributed regularly togauge student perspectives on the teaching methods and their self-perceivedprogress

+Post-test: After the study duration, another speaking test will be conducted tomeasure the improvement in speaking skills

- Research methodology through the documents:, textbooks 11, teacher books,

exercise books and related documents

- Discussing with colleagues

- Attending classes of co-workers

2 Contents of the initiative experience

2.1 Rationale of the initiative experience

The foundation of this study lies in several educational theories and modelsthat emphasize the importance of continuous feedback and student-centeredlearning To begin with, Vygotsky's sociocultural theory posits that learning is

an inherently social process and is heavily influenced by interaction andfeedback According to Vygotsky, "Every function in a child's culturaldevelopment appears twice: first, at the social level and then, at the individuallevel" (Vygotsky, 1978) This perspective emphasizes the importance ofinteractive methods such as formative assessment in improving speaking skills,which are inherently social in nature

Additionally, constructivist educational theory, championed by teachers such

as Piaget and Bruner, emphasizes that learning is an active, constructive processwhere learners build on existing knowledge their Bruner (1961) asserts that

"Learning is an active process in which learners construct new ideas or conceptsbased on their current/past knowledge." In the context of this study, formativeassessments can be seen as tools that facilitate this active construction, providingstudents with timely feedback that allows them to make adjustments andcorrections review and build on their speaking skills

Furthermore, the concept of the 'Zone of Proximal Development' (ZPD) isparticularly relevant Vygotsky describes the ZPD as the difference betweenwhat learners can do without help and what they can achieve with guidance

Therefore, formative assessments serve as instructional tools, helping learnersnavigate through their ZPD, bridging the gap between current ability andpotential level of speaking skills (Vygotsky, 1987 ).

It is also worth noting the contribution of Black and Wiliam (1998) to thefield of evaluation They argue that "Formative assessment, when donecorrectly, can lead to significant improvements in student achievement." Theirextensive research into formative assessment techniques echoes the premise ofthis study, reinforcing the idea that consistent feedback and interaction betweenstudents and teachers can lead to significant improvements in skill acquisition

In summary, the theoretical foundation of this study is deeply rooted inestablished educational philosophy and research The emphasis on feedback,interaction, and active learning, as proposed by luminaries such as Vygotsky,Bruner, and Black and Wiliam, provides a strong theoretical basis for exploringassessments process in improving speaking skills of 11th grade students

2.2 Situation of the problem before applying the initiative experience.

2.2.1 For the teacher:

One of the biggest disadvantages of traditional assessment methods is that theyfocus mainly on exam results without paying attention to the development ofpractical skills, especially speaking skill This can lead to a situation wherestudents are good in theory but weak in practical application skills Traditionalmethods often encourage students to focus on memorizing and reproducingknowledge with little opportunity for creativity and critical thinking This limitsstudents' ability to develop comprehensively, especially in a learningenvironment that increasingly requires innovation and creativity

2.2.2 For the students:

Students are often afraid to speak English, avoid communicating in Englishdue to fear of making mistakes, and do not dare to speak In addition, studentslack confidence when speaking English, leading to anxiety and nervousness These are the problems that urge me to find out the solutions to help studentsget over the difficulties and hold interest in the foreign language in a flexibleand easy way To know exactly about the problem, I investigated 135 studentsfrom different classes 11A1, 11A3, 11A5 at Hoang Le Kha school before

applying “Applying formative assessment methods to improve the effectiveness of teaching speaking skills for Grade 11 students" (Global success) by doing a lot of tests about speaking skills and I got the result:

Class Excellent Good Medium Weak

611A5 46 0 0 1 1,66 15 32,6 30 65,7

4

As can be seen from the tables that most of the students seem not to like

speaking skills and they express their preferences with suggested learning methods.From these reasons, the study entitled “Applying formative assessment methods to improve the effectiveness of teaching speaking skills for Grade 11 students" (Global success) has been conducted as a motivation

and a means of providing the students with the most effective strategies forEnglish speaking skills

2.3 The solutions were used to solve the problem.

2.3.1.Measure 1: Peer Assessment

Undoubtedly, peer assessments hold a crucial place in formative assessmentstrategies, particularly in the realm of developing speaking skills among Grade

11 students Firstly, the process involves students actively evaluating eachother's speaking capabilities against a predefined rubric This rubric oftenencapsulates various aspects of speaking such as fluency, pronunciation,coherence, and usage of language Consequently, the students not only focus ontheir speech but also develop a keen ear for identifying strengths and areas ofimprovement in their peer's speaking, enhancing their critical listening skills inthe process

For example: Activity Design: "Fitness Instructor for a Day"- Activity speaking skills unit 1.

4-Objective: To develop students’ speaking and listening skills through

presenting and following exercise instructions, coupled with applying peerassessment to evaluate speaking proficiency

Grouping: Students will be divided into small groups, preferably of 4-5members, ensuring a conducive environment for interaction and assessment

Activity steps:

Step 1: Introduction and demonstration (3 minutes)

• Teacher demonstration: The teacher briefly demonstrates a simpleexercise routine and provides clear instructions This serves as a modeland sets the expectation for students' own presentations

• Clarification: After the demonstration, the teacher ensures that studentsunderstand the exercise and instructions, and answers any questions.

Step 2: Preparation (5 minutes)

• Role assignment: Each group member chooses or is assigned an exercisethat they will demonstrate and instruct They take a few minutes toprepare how they will explain and present the exercise to their peers

• Assessment criteria discussion: Students are provided with a rubric,containing assessment criteria like clarity of instructions, pronunciation,use of imperative forms, engagement, and body language A briefdiscussion ensures all students understand what to look for in their peers’presentations

Step 3: Exercise demonstration and instruction (5 minutes)

• Student demonstrations: One by one, students present their chosenexercise to their group, providing clear instructions for their peers tofollow

• Peer participation: While one student demonstrates, the rest of the groupmembers perform the exercise following the instructions

Step 4: Peer assessment (2 minutes)

• Feedback session: After each presentation, peers provide constructivefeedback based on the provided rubric, commenting on strengths andareas for improvement

• Note-taking: The presenter takes notes of the feedback for futurereference and improvement

Materials:

• Rubric sheets: Detailed assessment criteria for students to evaluate theirpeers’ speaking performance

PEER - ASSESSMENT Criteria Scores (from 1- 2.5)

The effectiveness of chore planning

The level of accountability and self-reliance

The quality of the presentation

group collaboration and class discussions

Total mark:

Post-activity reflection (optional but recommended)

After the activity, a reflection session could be conducted where studentsdiscuss the overall experience, the challenges they faced during the speaking orlistening process, and the utility of the peer feedback received

2.3.2 Measure 2: Role-Play Simulations

Undoubtedly, role-play simulations constitute an essential technique inlanguage education, fundamentally since it seamlessly intertwines theoreticalknowledge with practical application The application of role-play simulationsfundamentally involves students actively engaging in role-plays or simulatedconversations, often enveloping a myriad of scenarios and contexts Suchactivities pivotally provide students with a tangible, interactive platform topractically apply, in a safe and controlled environment, the linguistic theoriesand structures encountered during the learning process.

Primarily, one of the most salient benefits of implementing role-playsimulations is that it categorically promotes authentic language use, inherentlyestablishing a vital link between classroom learning and its real-worldapplication By immersing students in realistic scenarios, students are not merelyregurgitating learned structures, but rather, they are applying their knowledge in

a manner that mirrors authentic language use, thereby fostering a deeper, moreapplicable understanding of the language Consequently, they are afforded theopportunity to navigate through real-life-like situations, such as ordering food,debating a topic, or conducting an interview, utilizing the language structuresand vocabulary curated through their educational journey

Moreover, role-play simulations subtly, yet effectively, facilitate theevaluation of functional language skills across varied scenarios and contexts,thereby affording both educators and students alike with a panoramic view of astudent’s linguistic capabilities Through role-play, educators can astutely assess

a student's ability to aptly apply language structures, utilize appropriatevocabulary, and navigate through varied conversational norms and nuancespertinent to different scenarios Thus, it transcends beyond mere linguisticaccuracy, also encapsulating the student's ability to functionally andappropriately use the language in context

For example: Speaking activity design: exploring generation gaps through role-play simulations in speaking lesson, Activity 2 – Unit 2: Generation Gap

Objectives:

• To explore and articulate views on generation gaps within families

• To develop speaking, listening, and collaborative skills through group workand class reporting

Duration:

20 minutes

Level:

Grade 11

• Briefly discuss the concept of generation gaps.

• Share a personal anecdote about a generation gap encountered, ifapplicable, to seed ideas

 Group formation and scenario distribution (2 minutes)

• Divide students into small groups (3-4 members each)

• Distribute scenario cards to each group which contain a few examples ofgeneration gap situations (e.g., disagreements on clothing styles,technology use, career choices, etc.)

 Discussion and role-play preparation (5 minutes)

• Instruct students to discuss the scenarios and select one that resonatesmost or is most interesting to them

• Students then decide the roles (e.g., parent, teenager, grandparent) eachmember will play and prepare a short role-play to showcase the chosenscenario

 Role-play simulation (5 minutes)

• Each group performs their short play in front of the class The plays should showcase a generation gap scenario and possible resolutions

role-or lack thereof

• Encourage students to utilize varied language structures and vocabularystudied, ensuring their dialogues are both realistic and relevant

 Reporting and reflection (3 minutes)

• After the role-play, each group discusses their scenario, explaining whythey chose it, and shares their reflections on how the generation gap could

be bridged

• Encourage the use of expressions for agreeing, disagreeing, andexpressing opinions

 Feedback session (2 minutes)

• Allow for a brief q&a or feedback session where peers and the teacher canshare their thoughts on each role-play

• Utilize an assessment rubric for structured feedback, focusing on clarity,pronunciation, vocabulary use, engagement, and content relevance

Assessment rubric:

• Content and relevance (5 points): clear depiction of generation gapscenario and relevance of the discussion.

• Language accuracy (5 points): appropriate use of vocabulary andgrammar throughout the dialogue

• Pronunciation (5 points): clarity and accuracy in pronunciation

• Engagement (5 points): ability to engage the audience through expressivedelivery and body language

• Collaboration (5 points): efficacy in working collaboratively andequitably distributing roles and speaking time among members

• Reflection and reporting (5 points): depth and coherence in reflectionsand reporting segment

2.3.3 Measure 3:Speaking Journals

Speaking journals, while perhaps less conventional in the pantheon oflinguistic educational strategies, have been progressively gaining recognitionand appreciation for their multifaceted benefits in language learning, particularly

in honing speaking skills In this application, students are tasked with recordingregular audio journals, wherein they narrate or elaborate upon their personalexperiences, perspectives, or opinions on various subjects, thereby providingthem with a continual, authentic, and personalized platform for speakingpractice

Firstly, and perhaps most notably, speaking journals furnish students with adistinctly non-threatening platform for the continuous practice of their speakingskills This is especially pertinent for students who may find the prospect ofspeaking in front of peers daunting or anxiety-inducing In this individualizedsetting, students can speak freely, without the immediate pressure of real-timejudgement or evaluation, thereby potentially facilitating more authentic,unrestrained linguistic expression Consequently, they are empowered toexperiment with new vocabulary, expressions, and grammatical structures,fostering a climate of linguistic exploration and expansion, which isfundamentally conducive to language acquisition

Moreover, an often understated advantage of speaking journals resides inthe self-assessment opportunities they inherently provide Given that theserecordings can be revisited, students are able to critically evaluate their ownlinguistic proficiency and progression over time, identifying both their strengthsand areas necessitating further development Additionally, by being recurrentlyengaged in the practice of articulating their thoughts and emotions, studentsinvariably refine not only their speaking skills but also enhance their cognitiveand emotional articulation, which transcends beyond the classroom into moreholistic, personal development.

Furthermore, speaking journals concurrently offer educators a valuable toolfor assessment and tailored feedback By regularly listening to the students’journals, educators can glean insights into each student’s linguistic progression,challenges, and specific needs Consequently, this enables the provision of morepersonalized, targeted feedback and support, thereby optimizing the learningexperience for each individual It is pivotal to note that feedback should beconstructively orientated, highlighting not only areas for improvement but alsorecognizing and affirming achievements and progression, thereby nurturing apositive, encouraging learning environment

In summation, speaking journals, with their multifold benefits of providing

a non-threatening environment for continuous speaking practice, opportunitiesfor self-assessment, and a tool for personalized educator feedback, emerge as apotent, versatile strategy in the advancement of speaking skills among languagelearners Consequently, through strategic incorporation of this tool within thelinguistic curriculum, educators can significantly enhance the learningexperience, providing students with the means to not only improve theirspeaking skills but also foster a deeper, more personalized connection with theirlearning journey

For example:Speaking Activity Design: Envisioning Future Cities through Speaking Journals – Speaking skills – Unit 3: Cities of the future

Objective:

• To cultivate speculative and critical thinking about the future of cities

• To enhance speaking and collaborative skills through group discussionand class presentation