An investigation into english classroom assessment practices in three primary schools in hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES PHẠM LAN ANH AN INVESTIGATION INTO ENGLISH CLASSROOM ASSESSMENT PRACTICES IN THREE PRIMARY SCHOOLS IN HA NOI Điều tra thực trạng giáo viên Tiếng Anh đánh giá học sinh trình học tập lớp trường tiểu học Hà Nội A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Major: English Language Teaching Methodology Code: 62140111 Hanoi, 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES PHẠM LAN ANH AN INVESTIGATION INTO ENGLISH CLASSROOM ASSESSMENT PRACTICES IN THREE PRIMARY SCHOOLS IN HA NOI Điều tra thực trạng giáo viên Tiếng Anh đánh giá học sinh trình học tập lớp trường tiểu học Hà Nội A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Major: English Language Teaching Methodology Code: 62140111 Supervisor: Dr TÔ THỊ THU HƢƠNG Hanoi, 2015 STATEMENT OF AUTHORSHIP I, the undersigned, certify my authority of the dissertation entitled ―An Investigation into English Classroom Assessment Practices in Three Primary Schools in Ha Noi‖ in partial fulfillment of the requirements for the Doctor of Philosophy Except where the reference is indicated, no other person‘s work has been used without due acknowledgement in the text of the dissertation PHAM LAN ANH i ABBREVIATIONS AND ACRONYMS AFL Assessment for Learning AOL Assessment of Learning ASL Assessment as Learning AFT Assessment for Teaching AI Assessment Incident AT Assessment Task CA Classroom Assessment CBA Classroom-Based Assessment DoET Department/Division of Education and Training DYNED Dynamic Education (software) EAL English as an Additional Language EFL English as a Foreign Language EPH Education Publishing House, Vietnam ESL English as a Second Language FA Formative Assessment IRF Initiative-Responsive-Feedback L2 Second Language MOET Ministry of Education and Training NIESAC National Institute for Education Strategy and Curriculum Development OUP Oxford University Press PIP Primary Innovation Project PPP Presentation-Practice-Production PToT Trainer of Primary Teachers Ss Students TEYL Teaching English to Young Learners ZPD Zone of Proximal Development ii ABSTRACT Assessment has been one of the most heatedly debated issues worldwide While on the global scale, classroom assessment (CA) has gained an increasing attention in educational practices and in research for decades, this type of assessment has very recently received an initial recognition in Vietnamese primary schools The impact of CA in student learning, therefore, remains inclusive and needs further research The study presented in this thesis was designed to seek deep insights into the CA practised by a group of primary EFL (English as a Foreign Language) teachers and the factors underlying such practices To address this complex issue, a collective case study was conducted with primary EFL teachers of English in schools in Hanoi, Vietnam Data were collected through classroom observations, interviews with teachers and students, and through assessment-related document/materials The methodology was framed by a sociocultural constructivist approach that focused on assessment components of CA (why, what, how, who, when, and how well to assess) The findings showed that the teachers‘CA practices were influenced by personal and contextual factors such as their beliefs of how children learn, constraints built into the curriculum, and institutional assessment requirements There was a complex and non-linear relationship between teaching, learning and assessment practices related to CA due to the teachers‘ internalized conceptions of CA and contextual constraints including the educational policy iii ACKNOWLEDGEMENTS This dissertation would not have been possible without the ongoing support and encouragement of a very large number of professors, colleagues and my family Without the endless empathy, encouragement and expertise from Dr Tô Thị Thu Hương – my supervisor, the completion of this study would never have happened I would like to thank Assoc Prof Dr Lê Hùng Tiến support staff and librarians at the Faculty of Postgraduate Studies who are ever so kind and helpful A sincere appreciation goes out to the members of the special topic and the institutional panels: , Dr Lê Văn Canh, Dr Hoàng Thị Xuân Hoa, Dr Hà Thị Cẩm Tâm, Dr Nguyễn Huy Kỷ, Dr Duong Thu Mai, and Assoc Prof Dr Võ Đại Quang for the assistance, guidance and enduring patience In addition, I wish to express my gratitude to my colleagues – Nguyễn Chi Lan, Nguyễn Ngọc Lan, and Nguyễn Thúy Hạnh, whose comments made this study possible I am also grateful to David Carless, David Vale, Janet Enever, Jaynee Moon, Rebecca Hales, Laura Grassic and Sophie Ioannou Georgiou for the invaluable ideas shared with me I would also like to thank the administrators as well as the teachers and students of the three schools involved in my study for many acts of kindness, generosity and patience Finally, my deep gratitude will always be with my family, my dear and supportive parents, my husband and my little children iv TABLE OF CONTENTS INTRODUCTION Rationale Significance of the study Context of the study Aims and objectives of the study Research questions Scope of the study Structure of the study CHAPTER 1: LITERATURE REVIEW 1.1 1.1.1 1.1.2 1.2 Assessment Types of assessment Formative and summative assessment Classroom assessment 1.2.1 Boundary and definition of classroom assessment 1.2.2 Classroom assessment for young EFL learners 1.2.2.1 Characteristics of young EFL learners 1.2.2.2 Principles of classroom assessment of young EFL learners 1.3 Components of classroom assessment 1.3.1 Purposes of assessment 1.3.2 Assessment focus 1.3.3 Assessment approaches and methods 1.3.4 Agents of assessment 1.3.5 Assessment procedure 1.3.6 Assessment strategies 1.4 Teachers‘ beliefs 1.4.1 Definitions of teachers‘ beliefs 1.4.2 Rationale for exploring teachers‘ beliefs 1.4.3 Factors shaping teachers‘ beliefs 1.4.4 Previous studies on teachers‘ beliefs about CA 1.4.5 Approaches to explore teachers‘ beliefs 1.5 Teachers‘ classroom assessment practices 1.5.1 Definition of classroom assessment practices 1.5.2 Previous studies on classroom assessment practices 1.5.3 Approaches to explore teachers‘ classroom assessment practices 1.6 Chapter Summary v CHAPTER 2: RESEARCH METHODOLOGY 40 2.1 Rationale for the research design 40 2.1.1 Qualitative approach 40 2.1.2 Case study 41 2.2 Research procedure 42 2.3 Participants 44 2.4 Description of the three schools 49 2.5 Data collection 52 2.5.1 Instruments for data collection 54 2.5.1.1 Questionnaire and follow-up interview to select teachers in Stage 54 2.5.1.2 Focus-group interviews in Stage and Stage 55 2.5.1.3 Stimulated recalls after each classroom observation session in Stages 2, 57 2.5.1.4 Individual interviews after classroom observation process in Stage 57 2.5.1.5 Classroom observations 59 2.5.1.6 Artefacts 59 2.6 Data analysis 60 2.7 Measures to reduce subjectivity and increase validity 61 2.8 Chapter summary 63 CHAPTER 3: FINDINGS AND DISCUSSIONS 65 3.1 Teachers‘ self-reported practices and beliefs 65 3.1.1 Teachers‘ beliefs about children as young language learners 66 3.1.2 Teachers‘ beliefs about assessment 68 3.2 Teachers‘ classroom assessment practices 77 3.2.1 Assessment procedures 78 3.2.1.1 Observing a typical student work to provide feedback for the whole class 79 3.2.1.2 Teachers‘ marking/grading 83 3.2.2 Approach and focus of assessment 89 3.2.2.1 Approach and focus of assessment as reflected in the teachers‘ lesson plans 89 3.2.2.2 Approach and focus of assessment as reflected in periodic and final tests .94 3.2.2.3 Approach and focus of assessment as reflected in daily assessment 96 3.2.3 Agents of assessment and assessment strategies 102 3.2.3.1 Sharing learning goals and information on assessment with students 103 3.2.3.2 Eliciting student understanding .107 3.2.3.3 Giving feedback 111 3.2.3.6 Extending student learning 118 3.2.3.7 Assessment strategies reflected in evidence of student learning 119 3.2.4 Purposes of assessment 123 vi 3.3 Relationship between teachers‘ beliefs, practices and contextual constraints 126 3.3.1 Consistencies and discrepancies between teachers‘ beliefs and practices .126 3.3.2 Context constraints 134 3.4 Chapter Summary 136 CONCLUSION 138 Recapitulation of the main findings .138 Concluding remarks 143 Implications .144 Limitations 147 Suggestions for further studies 148 REFERENCES 149 APPENDIX 1: DATA COLLECTION PROTOCOL CLXX APPENDIX 2: DATA ANALYSIS PROTOCOL CLXXIII APPENDIX 3: SURVEY QUESTIONNAIRE IN STAGE CLXXVII APPENDIX 4: ANALYSIS OF THE SURVEY QUESTIONNAIRE IN STAGE CLXXXVI APPENDIX 5: FOLLOW-UP INTERVIEWS IN STAGE CCII APPENDIX 6: SAMPLE OF FOCUS GROUP INTERVIEW .CCVII APPENDIX 7: EXAMPLE OF PROCESSING DATA FROM FOCUS GROUP INTERVIEWS CCXVIII APPENDIX 8: PROCESSED DATA FROM FOCUS GROUP INTERVIEWS CCXXI APPENDIX 9: SOURCES OF TEACHERS‘ BELIEFS AND VALUES CCXXIV APPENDIX 10: EXAMPLE OF FINDINGS IN SINGLE CASE CCXXXII Single case analysis .CCXXXII APPENDIX 11: FINDINGS ACROSS CASES CCXXXIV Meta-matrix for cross-case analysis CCXXXIV APPENDIX 12: FEEDBACK PATTERNS CCXXXVII Feedback patterns CCXXXVII Most used feedback patterns by every single case .CCXXXIX APPENDIX 13: INDIVIDUAL INTERVIEW IN STAGES 2, CCXL APPENDIX 14: CHECKLIST FOR CLASSROOM OBSERVATION IN STAGES 2, LXXX APPENDIX 15: TALLY SHEET FOR CLASSROOM OBSERVATION IN STAGE LXXXII APPENDIX 16: ARTEFACTS: PERIODIC AND FINAL TESTS LXXXIII Test C2010 .LXXXIII Test C2013 LXXXV Test D2010 .XCI vii Test D2013 Test BM2014 APPENDIX 17: ANALYSIS OF PERIODIC AND FINAL TESTS Periodic test evaluation Overall evaluation of periodic and final tests APPENDIX 18: BRIEF DESCRIPTION OF ALL ACTIVITIES IN 39 OBSERVED LESSONS APPENDIX 19: ARTEFACTS: SAMPLE OF A LESSON PLAN Tacher D‘s Lesson Plan APPENDIX 20: EXAMPLE OF TRANSCRIBED LESSON Transcription of teacher D‘s lesson: Unit 3, Grade APPENDIX 21: EXAMPLE OF STIMULATED RECALL Stimulated recall, Teacher D, Unit Grade 3, Stage APPENDIX 22: EXAMPLE OF PROCESSED DATA FROM RAW DATA Unit 13 Lesson 2, English 3, Grade 3, Teacher B, Stage Lesson plan Transcribed lesson Stimulated recall APPENDIX 23: STUDENT EVIDENCE AND SAMPLES OF STUDENTS‘ WORK CLX Workbook, Student S1B2F10 (in Teacher B2‟s class, Grade 5) Writing book, Student 2S2D APPENDIX 24: EXAMPLE OF POST-OBSERVATION FEEDBACK SESSION TO STUDENTS Teacher C2 viii CLXI S2C2 D 2S1D Stage 2S2D D 3S1D Stage 3S2D D1 S1D1 S2D1 CLXII Workbook, Student S1B2F10 (in Teacher B2’s class, Grade 5) CLXIII CLXIV CLXV CLXVI CLXVII CLXVIII CLXIX Writing book, Student 2S2D CLXX CLXXI CLXXII CLXXIII APPENDIX 24: EXAMPLE OF POST-OBSERVATION FEEDBACK SESSION TO STUDENTS (With reference to 3.2.3.7) Teacher C2 Unit 4, lesson 1, Let‘s Learn English, Book 2, Grade (Researcher: 1; S1C2/S2C2: two focal students from Teacher C2‘s class) Hôm lớp học có vui khơng? Ss: Có 1: Bây Cơ đố lớp xem nhớ đầu tiết học làm nhỉ? Ss: Hát 1: Các có thích hát khơng Ss: Có 1: Lớp hát lại (Im lặng cười lảng) 1: Để Cô mời dãy hát Ss: Cô bảo dãy hát 1: Thôi, không hát Ai nhắc cho Cô lời hát với Con nhé, S2C2 S2C2:… À, ý xong đến ieieo…… 1: Đúng Con có hiểu câu hát kg S2C2: (Đứng im, mặt nhăn): học tuần trước mà 1: Được rồi, cảm ơn nhá Thế tiết học nhỉ, Cơ mời bạn S1C2 S1C2: Con thưa Cô, học thứ lớp ? ) ? S2: Con thưa Cô, học giới thiệu đồ vật lớp 1: Đúng Bây Cơ vào giới thiệu hộ Cơ Thử (Chỉ vào bàn học) S1C2 nói giúp Cơ S1C2: Con thưa Cô A desk 1: Cả câu Giới thiệu mà Nói lại (Ss This is a desk) S1C2: This is a desk 1: Very good Tiếp nhé, lớp (Chỉ vào chồng bàn giáo viên) Ss: These are books 1: Nhưng mà Cô đứng tận mà Ss: Those‘re books 1: (Chỉ vào dãy cửa sổ) S1C2: This is a window Ss: These‘re windows 1: Yes, very good Nào, nốt lần (Cầm bút vào bút) S1C2: This is a pen CLXXIV 1: Well done Bây giải thích cho Cơ lại nói This is a pen Those‘re the notebooks Ai biết giơ tay Cô xem Cô thấy nhiều bạn không giơ tay Để Cô xem bạn khơng giơ tay có biết khơng Bạn NV (ngồi cạnh S2C2) nào? S3: Con thưa Cô giới thiệu Đây … 1: Those‘re the notebooks có phải Đây khơng nhỉ, S2C2? S2C2: Không ạ, Kia 1: That‘s right Cô nhận xét thấy lớp hơm học sơi Thế thích học tiết nào? Ss: Chơi trị chơi 1: Mình chơi Ss: Chơi đố đồ vật 1: Tại lại thích chơi trị chơi nhỉ? Ss: Con thưa Cơ, vui S4: Con thấy thích thơi ? Như , S1C2? S1C2: Vì bạn làm động tác buồn cườ pencil case ? ? ) ? S2C2: Con ? , These are pencils ? ) Cảm ơn Cô chào Cơ gặp lại lớp sau CLXXV ... NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES PHẠM LAN ANH AN INVESTIGATION INTO ENGLISH CLASSROOM ASSESSMENT PRACTICES IN THREE PRIMARY SCHOOLS IN HA NOI Điều tra... practised by primary EFL teachers in three primary schools in Hanoi, (2) examine teachers‘ beliefs underlying their CA practices, and (3) gain understanding of contextual factors influencing teachers‘... deep insights into the phenomenon of CA practices This section has outlined the context for teaching, learning and assessing English and the context of researching CA at primary level in Hanoi,