An investigation into primary teachers practice of formative asessment in english classroom in quang binh masters thesis in education theory and methods of teaching english 60 14 01 11

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY *** NGUYEN THI AI LIEN AN INVESTIGATION INTO PRIMARY TEACHERS’ PRACTICE OF FORMATIVE ASESSMENT IN ENGLISH CLASSROOM IN QUANG BINH MASTER’S THESIS IN EDUCATION Nghe An, 2016 iii MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY *** - NGUYEN THI AI LIEN AN INVESTIGATION INTO PRIMARY TEACHERS’ PRACTICE OF FORMATIVE ASESSMENT IN ENGLISH CLASSROOM IN QUANG BINH Major: Theory and Methods of Teaching English Code: 60140111 MASTER THESIS IN EDUCATION ACADEMIC SUPERVISOR Tran Ba Tien, Ph.D Nghe An, 2016 iv ACKNOWLEDGEMENTS This thesis would not have been accomplished without the help, support and expertise of a number of people I would like to express my sincere gratitude to my supervisor Dr Tran Ba Tien, the Dean of Foreign Language Department, Vinh University, for his constant support, professional expertise, guidance and encouragement, valuable advice during the course of the study despite of his busy schedule I truly appreciate the constructive feedback provided, which leads to an enhancement and improvement in the writing of this research My special thanks go to the staff of Vinh University, faculty lecturers from Department of Foreign Languages for their providing helpful guidelines and support in ensuring the success of my thesis I would like to thank thirty English primary teachers who were kind and enthusiastic enough to participate in this study I truly appreciate their candidness and comfort in sharing their ideas and thought with the researcher They have made valuable contributions, which are essential to the nature of the study Lastly, I would like to thank my family for their patience, tolerance and support while I was busy with my work, throughout the course of my study I thank all who were directly and indirectly involved and supported this research v ABSTRACT Assessment is considered as the central and essential component for any further development in learning and teaching As an advisory primary specialist of Quang Binh Department of Education and Training, the researcher was interested to find out how primary English teacher actually perceive formative assessment in the context of Quang Binh province, how they implemented formative assessment into real classroom The sample was drawn from thirty English teachers working in fifteen primary schools in Quang Binh The investigation was conducted by using questionnaire, interview and observing some classrooms The results generated revealed that teachers had positive perceptions of formative assessment and they implemented this form of assessment daily The investigation also proved that the teachers applied the formative assessment ineffectively and confusedly, because the problem arising from traditional beliefs and practices of teaching, learning and assessment hindered the long-term growth of method The researcher suggested some solutions as the further supports from the educational managers in professional development in order to help Quang Binh primary teachers obtain a profound understanding of the formative assessment theory and practice principles As a result, these new approaches will lead to a complete success of carrying out Circular No 30/2014/TT-BGDDT dated August 28, 2014 of the Ministry of Education and Training on promulgating the Regulation on assessment of primary students vi TABLE OF CONTENTS ACKNOWLEDGEMENTS iii ABSTRACT vi TABLE OF FIGURES xi TABLE OF ABBREVIATION xii Chapter 1: INTRODUCTION .1 1.2 Aims of the study 1.3 The significance of the study .6 1.4 The scope of the study 1.5 Research questions .7 Chapter 2: THEORETICAL BACKGROUND 2.1 Assessment 2.2 Defining formative assessment and summative assessment 2.2.1 Summative assessment 10 2.2.2 Formative assessment 11 2.2.3 The instructional strategies of formative assessment in English classroom 16 2.3 Benefits of formative assessment .25 2.4 Teacher’s role in formative assessment .28 2.5 Challenges in applying formative assessment 29 2.6 Application of formative assessment in Asian countries and Vietnam with Circular No.30/2014/TT-BGDĐT (MOET, 2014) 30 2.7 The results of implementation of Circular No 30/2014 / TT-BGDĐT in Vietnam 33 Summary 35 Chapter 3: RESEARCH METHODOLOGY 36 3.1 Context of the study 36 3.2 Participants 38 vii 3.3 Data collection methods .39 3.4 Design and Procedure 42 3.5 Data analysis 42 3.5.1 Questionnaire 43 3.5.2 Interview 43 Summary 43 Chapter 4: FINDINGS AND DISCUSSION 44 4.1 Teachers’ perceptions of formative assessment 44 4.1.1 Teachers’ understanding about formative assessment 44 4.1.2 Teachers’ perceptions on benefits of formative assessment 46 4.1.3 Teachers’ perceptions on the advantages of each method of formative assessment they applied in English primary classroom 50 4.2 Teachers’ practices of formative assessment .52 4.2.1 Teachers’ confidence in applying formative assessment 52 4.2.2 Frequency of strategies/Methods of formative assessment teachers applied in their teaching process 53 4.3 Data from class observation (Teaching Rubric) 58 4.4 Discussion and Implications 61 4.4.1 Teachers’ perceptions of formative assessment practices 61 4.4.2 Teachers’ practice of formative assessment 63 4.5 Suggested solutions 66 4.5.1 The understanding of formative assessment and Circular 30 66 4.5.2 The implementation of formative assessment 67 Chapter 5: CONCLUSION .69 5.1 Conclusion 69 5.3 Recommendations 71 5.4 Further research 72 Summary 72 REFERENCE 73 TIMELINE OF THE STUDY I viii APPENDIX A: TIMELINE OF THE STUDY .I APPENDIX B: SURVEY QUESTIONNAIRE II APPENDIX C: SEMI-STRUCTURED INTERVIEW QUESTIONS VI APPENDIX D: ASSESSMENT SHEET FOR CLASSROOM OBSERVATION VII APPENDIX E: SOME EXAMPLES OF PROJECT WORK IN TEXTBOOK VIII APPENDIX F: STUDENTS’ PRODUCTS IN PROJECT WORK LEARNING IX APPENDIX G: SOME EVIDENCE OF FORMATIVE ASSESSMENT FROM TEACHERS’ NOTEBOOKS XI APPENDIX H: PLAN FOR PROFESSIONAL DEVELOPMENT XV ix TABLE OF TABLES Table 3.1.General information of the participants 38 Table 4.1.Teachers’ understanding of formative assessment .44 Table 4.2 Teachers’ perceptions on whether students benefit from assessment .47 Table 4.3 Teachers’ perceptions on the advantages of each method of formative assessment they applied in English primary classroom .50 Table 4.4.Teachers’ confidence in applying formative assessment 52 Table 4.5 Frequency of strategies/methods of formative assessment teachers applied in their teaching process 54 Table 4.6 Result from teaching rubric .58 x TABLE OF FIGURES Figure 2.1 Formative assessment cycle (Adapted from Harlen, 2006) 12 Figure 3.1 Map of the main districts of Quang Binh 37 Figure3.2 Rate of teachers participating in research distributed in regions in Quang Binh 38 Figure 3.3.Data collection method 39 Figure 4.1 Different levels of agreement or disagreement on benefits of formative assessment 47 Figure 4.2 Teachers’ level of agreement with the advantages of formative assessment 51 Figure 4.3 Comparison of teachers’ confidence in applying formative assessment 52 Figure 4.4 Frequency of teachers in applying methods of formative assessment 55 xi TABLE OF ABBREVIATION CIRCULAR 30 CIRCULAR No.30/2014/TT-BGDĐT DOET DEPARTMENT OF EDUCATION AND TRAINING MOET MINISTRY OF EDUCATION AND TRAINING TESOL TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES VNEN VIET NAM ESCUELA NUEVA xii APPENDIX B SURVEY QUESTIONNAIRE Vinh Unversity, Faculty of Foreign Language Master Thesis of Education- Teaching English to Speakers of Other Languages (TESOL) By Nguyen Thi Ai Lien: ntalien@quangbinh.edu.vn Research title: An Investigation into Primary teachers’ practices of Formative assessment in English classrooms in Quang Binh Dear colleague, Kindly answer the following questionnaire as a part of a study Your participation in this survey is voluntary, you may refuse to participate without penalty If you decide to participate, you may withdraw from the study at anytime without loss of benefits to which you are otherwise entitled All information, which is collected, about you during the course of the research will be kept strictly confidential You will be identified by a Pseudonym and any information about you will have your name and address removed so that you cannot be recognized from it I have read the above information I agree/ disagree to participate in this survey Participant’s name: …………………………………………………………………… Participant’s signature: …………………………………… Date: ……………………………, 2016 Please read the following questions or statement and circle the one answer, unless otherwise instructed (A, B, C, D) that applies to your perspective Section One Teaching experience:……………………………………………………… Gender: …………………………………………………………………………… Qualification: …………………………………………………………………… Competence of English: ………………………………………………………… Section Two Teachers’ understanding about formative and summative assessment Formative assessment is an ongoing process which takes place during teaching and learning A Strongly agree B Agree C Neutral D Strongly disagree E Agree Formative assessment also refers to a series of short written exams given under controlled conditions throughout the course A Strongly agree B Agree C Neutral II D Strongly disagree E Agree Circular 30 consists of formative assessment and summative assessment A Strongly agree B Agree C Neutral D Strongly disagree E Agree Primary schools should not use summative assessment A Strongly agree B Agree C Neutral D Strongly disagree E Agree A combination of formative and summative should be used in English classroom A Strongly agree B Agree C Neutral D Strongly disagree E Agree Teachers’ perceptions on benefits of formative assessment Formative assessment provides effective feedbacks to students, promoting their learning A Strongly agree B Agree C Neutral D Strongly disagree E Agree Different types of formative assessment actively involve students in their learning A Strongly agree B Agree C Neutral D Strongly disagree E Agree When teachers know how students are progressing and where they are having difficulties, they can use this information to make necessary instructional adjustment A Strongly agree B Agree C Neutral D Strongly disagree E Agree Formative assessment will influence students’ motivation A Strongly agree B Agree C Neutral D Strongly disagree E Agree Formative assessment helps students to assess themselves and understand how to improve their student’s learning A Strongly agree B Agree C Neutral D Strongly disagree E Agree Teachers’ perception on the advantages of each method of formative assessment they applied in English primary classroom Feedback provides information about the existing gap between the actual and desired levels of performance A Strongly agree D Strongly disagree B Agree E Agree III C Neutral Teacher’s explaining the learning goals or assessment criteria clearly help students understand what to and how to effectively A Strongly agree B Agree C Neutral D Strongly disagree E Agree Giving time for students to discuss with their peers would not only help them understand the questions better but also to form their answers with the help of their peers A Strongly agree B Agree C Neutral D Strongly disagree E Agree Self-assessment helps students develop valued learning skills such as self reflection, critical thinking, independent learning A Strongly agree B Agree C Neutral D Strongly disagree E Agree Peer- assessment increase student-student, student-teacher interactions and students’ understanding about other students’ ideas during the learning experience A Strongly agree B Agree C Neutral D Strongly disagree E Agree Project work in the language classroom is the opportunity for learners to develop their language skills A Strongly agree B Agree C Neutral D Strongly disagree E Agree Portfolios gather purposeful examples of students’ work that demonstrate their effort, progress and level of understanding over a period to time A Strongly agree B Agree C Neutral D Strongly disagree E Agree Teachers’ confidence in applying formative assessment How you feel when applying formative assessment in teaching? A Very confidents B Confident C Normal D Struggling E Confused Frequency of strategies/Methods of formative assessment teachers applied in their teaching process Do you often: Ask questions to check students’ understanding? A Often B Sometimes IV C Rarely D Never Give feedback on student work? A Often B Sometimes C Rarely D Never Conduct “Think-Pair-Share” to build upon students’ knowledge and understanding? A Often B Sometimes C Rarely D Never Involve students in “self- assessment? A Often B Sometimes C Rarely D Never Adopt “peer- assessment” among students? A Often B Sometimes C Rarely D Never Ask students to give “Oral presentation” in the classroom? A Often B Sometimes C Rarely D Never Give “assignments” to your students as homework? A Often B Sometimes C Rarely D Never Give “project work” in your English classroom?1 How long have you been working a English primary teacher? A Often B Sometimes C Rarely D Never Ask students to make their “portfolio” of learning the whole semester/year? A Often B Sometimes C Rarely D Never 10 Share the assessment criteria with your student? A Often B Sometimes C Rarely D Never V APPENDIX C SEMI-STRUCTURED INTERVIEW QUESTIONS Do you know what formative assessment is? Is short written exam a type of formative assessment? Give an example of assessment activity used in your class could be formative assessment Do you think formative assessment is suitable for primary students? What type of assessment doe Circular 30 include? Do you think primary students benefit a lot from formative assessment? Can your students self-assessment and peer-assessment well? Do you often apply strategies/methods/activities of formative assessment? If yes, what is it and why you like applying it? What types of formative assessment you like to apply most? Why? What types of formative assessment you use least? Why? What difficulties you meet when applying formative assessment and Circular 30? VI APPENDIX D ASSESSMENT SHEET FOR CLASSROOM OBSERVATION Teacher’s name: …………………………………………………………………… Primary school: ……………………………………………………………………… Class: ………………………………………………………………………………… Lesson: ……………………………………………………………………………… Content Yes(v)/No(x) T uses quick questions to check students’ understanding? T observes the whole class to find out a student/group not to keep pace with others? T uses both oral and written feedback T gives tasks to students with clear instructions and criteria for assessment? T involves students in assessing students’ products? T supplies the criteria for assessment before students their projects? T guides students clearly how to project work? T uses the checklist or rubrics to assess students’ products/ performance? T gives students chance to present their product? T keeps their students’ writing or products in their portfolio? VII Comment APPENDIX E SOME EXAMPLES OF PROJECT WORK IN TEXTBOOK ENGLISH Unit 11: What time is it? Project work: Complete your daily routine Then tell the class about it Activity Time  …………………… In the morning ……………………………  …………………… In the afternoon  …………………… ……………………………  …………………… In the evening  …………………… ……………………………  …………………… Unit 15: When’s Children’s Day? Project work: Make a greeting card for Tet Then write wishes to your friends To: Wishes: _ _ From: Happy New Year! VIII APPENDIX F STUDENTS’ PRODUCTS IN PROJECT WORKLEARNING IX X APPENDIX G:SOME EVIDENCE OF FORMATIVE ASSESSMENT FROM TEACHERS’ NOTEBOOKS XI XII XIII XIV APPENDIX H: PLAN FOR PROFESSIONAL DEVELOPMENT UBND TỈNH QUẢNG BÌNH SỞ GIÁO DỤC VÀ ĐÀO TẠO Cộng hoà xã hội chủ nghĩa Việt Nam Độc lập- Tự do- hạnh phúc o0o - KẾ HOẠCH TẬP HUẤN GIÁO VIÊN NĂM HỌC 2016-2017  Thời gian tập huấn: Dự kiến 03 ngày, từ ngày 27- 29/9/2016  Địa điểm: Trung tâm GDTX tỉnh Quảng Bình  Thành phần: gồm 50 người - Phòng GD&ĐT: Chuyên viên phụ trách tiếng Anh - Giáo viên tiếng Anh tiểu học: 05 giáo viên/huyện, thị xã, thành phố  Nội dung: Bồi dưỡng lực cho giáo viên đánh giá học sinh tiểu học theo thơng tư 30  Chương trình cụ thể: Buổi Giờ 7h30 8h00-8h30 8h30-9h30 Sáng 9h30-9h45 9h45-11h30 11h30-13h30 13h45-14h 14h-15h30 Chiều 15h30-15h45 15h45-17h Nội dung Ngày (15/9) Khai mạc Nội dung 1: Khái quát thông tư 30 Nội dung 2: Mối liên hệ formative asessment (đánh giá thường xun/đánh giá q trình) Thơng tư 30 Nghỉ giải lao Nội dung 3: Các hoạt động dạy học phương pháp đánh giá thường xuyên lớp học ngoại ngữ; thuận lợi sử dụng phương pháp đánh giá thường xuyên (Tổng quan) Nghỉ trưa Khởi động Nội dung 4: Đánh giá thường xuyên thông qua Questions, Discussion, Oral presentation Nghỉ giải lao Nội dung 5: Cách huy động học sinh tham gia vào đánh giá thông qua Self-asessment, Peer- XV 8h-9h 9h-9h45 16/9 Sáng 9h45-10h 10h-1030 10h30-11h30 Chiều 11h30-13h30 13h45-14h 14h-15h30 15h30-15h45 15h45-17h 8h-8h15 8h15-10h Sáng 10h-10h15 10h15-11h30 11h30-13h30 13h45-14h 14h-15h30 Chiều 15h30-15h45 15h45-16h 16h-17h 17h-17h30 asessment, Sharing criteria; sử dụng checklist rubric đánh giá Ngày (16/9) Các nhóm thực hành thiết kế checklists, rubrics Nội dung 6: Hướng dẫn tạo Portfolio cho học sinh; Cách ghi nhận xét vào viết học sinh cho phù hợp hiệu Nghỉ giải lao Nội dung 7: Cách thức tổ chức dạy Project work cách hiệu Project work: Các nhóm thiết kế hoạt động dạy học theo dự án Nghỉ trưa Khởi động 03 nhóm thực Demo teaching Nghỉ giải lao Ngày (17/9) Khởi động Nội dung 8: Đánh giá định kỳ (giữa kì cuối kỳ) Giới thiệu Định dạng đề thi đánh giá lực ngoại ngữ bậc cho học sinh tiểu học (dành cho Việt Nam) Nghỉ giải lao Nội dung 9: Hướng dẫn thiết kế đề thi theo định dạng đề thi đánh giá lực ngoại ngữ bậc Nghỉ trưa Khởi động Các nhóm thực hành thiết kế đề thi theo định dạng đề thi đánh giá lực ngoại ngữ bậc (trên máy tính xáh tay) Nghỉ giải lao Các nhóm tự đánh giá sản phẩm theo checklists Trình bày đề thi nhóm Tổng kết XVI ...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY *** - NGUYEN THI AI LIEN AN INVESTIGATION INTO PRIMARY TEACHERS? ?? PRACTICE OF FORMATIVE ASESSMENT IN ENGLISH CLASSROOM IN QUANG BINH. .. central and essential component for any further development in learning and teaching As an advisory primary specialist of Quang Binh Department of Education and Training, the researcher was interested... from the educational managers in professional development in order to help Quang Binh primary teachers obtain a profound understanding of the formative assessment theory and practice principles