INTRODUCTION
Aims of the study
This study aims to explore primary English teachers' perceptions of formative assessment and its benefits as a classroom strategy in Quang Binh province It focuses on their understanding and practice of formative assessment, as well as the challenges and difficulties they encounter in implementing this approach to evaluate instruction and assess student learning effectively.
The researcher would recommend some suggestions to help them overcome these challenges.
The significance of the study
The assessment landscape in Vietnam is evolving with the introduction of a new National Curriculum aimed at aligning assessment, instruction, and curriculum A significant focus is on promoting formative assessment in English classrooms, which may pose challenges for Quang Binh teachers accustomed to traditional summative assessment methods This study provides valuable insights into English primary teachers' perceptions of the purposes, benefits, and impact of formative assessment on effective teaching and learning By enhancing understanding among classroom teachers, educational leaders, and parents about the advantages and application of formative assessment, the study aims to identify learning barriers and improve teaching practices Ultimately, this will help teachers refine their assessment strategies and foster a more positive attitude towards formative assessment.
This research aims to enhance educational assessment in Quang Binh, an area that requires significant attention The scarcity of studies on contemporary assessment methods, particularly formative assessment, highlights the need for further exploration By focusing on assessment for learning, this study seeks to provide valuable insights that can inform policymakers and educators, ultimately supporting their professional development in the field of educational assessment.
The scope of the study
This study represents an initial exploration of English primary teachers' perceptions and practices regarding formative assessment, involving thirty educators from fifteen primary schools in Quang Binh province.
Research questions
This research aims to explore teachers' perceptions of formative assessment and feedback in primary English classrooms It is expected that participants will have varied opinions and that there may be discrepancies in the types of assessments used and their implementation The following research questions will narrow the focus of the data to meet the study's objectives.
1 What are teachers’ perceptions towards formative assessment?
2 How do teachers implement formative assessment in their teaching?
This study investigates primary English teachers' perceptions of formative assessment, prompted by the implementation of Circulate No.30/2014/TT-BGDĐT after two years Data collection involved a questionnaire complemented by semi-structured interviews, leading to a thorough analysis of the results The findings are discussed, and key conclusions are presented The thesis is organized into several chapters.
THEORETICAL BACKGROUND
Assessment
To understand formative assessment, it's essential to first grasp the broader concept of assessment, which has evolved significantly throughout the 20th century Defined by Lamber and Lines (2004) as the process of gathering and interpreting information about a child's progress in knowledge, skills, and attitudes, assessment serves as a critical tool for measuring student learning Linn and Miller (2005) describe it as a systematic approach to collecting data on student progress toward learning goals, utilizing various methods such as traditional tests, essays, authentic tasks, teacher observations, and self-reports Pelligrino et al (2001) emphasize that assessment plays a vital role in providing valuable information that aids students, educators, administrators, and policymakers in making informed decisions.
Assessment involves a variety of practices ranging from formative to summative assessment techniques which includes consideration of Assessment for
Assessment for Learning is a continuous process that takes place throughout the learning journey, where educators utilize evidence to enhance both teaching and learning This approach, as highlighted by Black et al (2003), emphasizes the importance of ongoing assessment to inform instructional strategies and support student development.
Learning is often separate from the teaching and learning process and falls within a measurement paradigm which focuses on more formal external examinations
Assessment plays a vital role in learning English, as highlighted by the National Research Council (NRC, 1996), which emphasizes that assessment and learning are interconnected English teachers should view assessment not just as a form of judgment, but as a valuable tool to motivate and engage students in their learning journey By helping students recognize and understand their past mistakes, educators can guide them to improve and avoid similar errors in the future.
It is instructive to recognize the purposes of assessments before addressing assessment types Kellough (1999) has characterized six purposes of assessment:
To identify students’ strengths and weaknesses
To assess the effectiveness of a particular instructional strategy
To assess and improve the effectiveness of curriculum programs
To assess and improve teaching effectiveness
To provide data that assist in decision making
Assessment is a broad topic that includes statewide accountability tests, district benchmark tests, and daily classroom evaluations To address concerns about excessive testing, educators should understand that testing is a form of assessment, which provides valuable information The more data we gather about students, the better we can identify their achievements and any existing gaps in their learning.
Defining formative assessment and summative assessment
The terms "formative" and "summative" assessments are often misunderstood, particularly the concept of formative assessment In a balanced assessment system, both types play crucial roles in gathering information about student achievement Relying too heavily on one over the other can obscure the true understanding of student performance, especially in English classrooms.
According to William (2001), the primary distinction between formative and summative assessments is based on their purpose rather than when they occur An assessment can serve both formative and summative roles simultaneously, depending on its function Typically, a writing assessment conducted at the end of a school term or year is referred to as summative assessment.
Summative assessment, typically conducted at the conclusion of a course, is defined by Torrance and Pryor (2002) as a method to evaluate and communicate student performance and accountability Its main focus is to assess the learning that has taken place Pelligrino et al (2001) emphasize that summative assessment serves as a tool to observe student behavior and generate data that informs educators about students' knowledge This process ultimately provides valuable feedback to teachers, enhancing the effectiveness of teaching and learning strategies.
Summative assessment has faced significant criticism for its ineffectiveness in enhancing students' learning processes Research by Black and William (1998) indicates that this form of assessment, typically involving one or two exams per term, can lead students to procrastinate, ultimately harming their academic performance Additionally, Falchikov (2005) points out that the focus on examinations fosters surface learning rather than deep understanding, increasing student stress levels This pressure is exacerbated by the high stakes of a single exam, which leaves students with little opportunity to recover from failure Furthermore, subjects like English for Specific Purposes (ESP) necessitate comprehensive assessments that evaluate all language skills, including speaking and listening, which cannot be adequately measured through written exams alone.
Contemporary learning theories, such as constructivism, cognitive theory, and cultural theory, emphasize key principles, notably that knowledge is constructed through language and interaction, and that learning and development are deeply rooted in cultural contexts and social support (Shepard, 2005).
In the context of social constructivism, formative assessment is a dynamic process where teachers and peers support learners in advancing from their current knowledge to new skills, leveraging their zone of proximal development (Shepard, 2005) This zone represents the potential learning capacity of each individual, which is influenced by the social environment surrounding the learning experience When guided by a more knowledgeable person, learners can achieve abilities that exceed their current capabilities.
Scaffolding and formative assessment are essential teaching strategies that facilitate learning within the zone of proximal development Scaffolding involves providing learners with support during problem-solving, including reminders, hints, and encouragement, to help them successfully complete tasks (Gibbons, 2002).
In today's rapidly changing and globalized world, Vygotsky's social constructivist approach to learning offers valuable insights into knowledge construction in diverse classrooms While it may not encompass the entirety of the learning process, it highlights key pedagogical strategies such as scaffolding, mutual teaching, and cooperative learning, which effectively connect Vygotsky's theories to practical teaching methods and formative assessment.
Teaching can face challenges in implementing formative assessment, which is crucial for individual growth and effective learner guidance Regardless of the circumstances, educators must create an optimal learning environment that supports student development According to socio-cultural learning theory, it is essential for teachers to effectively utilize formative assessment to address the diverse learning needs of their students.
Formative assessment differs from summative assessment by focusing on providing feedback rather than solely emphasizing grades According to Irons (2008), it encompasses tasks that inform students about their learning progress Heritage (2010) highlights that formative assessment involves teachers actively engaging with students throughout the learning process This ongoing approach allows both educators and learners to collect information that guides future instructional steps.
Formative assessment offers instructors enhanced opportunities to consistently observe and evaluate students' skills and abilities, allowing for lesson adaptation to meet individual needs As noted by Harlen (2006), this assessment approach operates as a continuous cycle that identifies each learner's current status and their educational goals.
Decisions about how Collection of evidence to take next steps relating to goals
Interpretation of Decision about evidence next steps
Figure 2.4: Formative assessment cycle (Adapted from Harlen, 2006)
Judgement of achievement (Criterion referenced)
Chappuis and Stiggins (2004) highlight the shift from traditional assessment, where students are seen as passive participants, to formative assessment, which encourages them to take an active role in their learning This new approach empowers students to take ownership of their educational journey by assessing their own work, providing feedback to peers, and collaborating with instructors to establish criteria and standards for their performance.
Formative assessment can be approached in two ways: formal and informal Formal assessment involves short written exams administered under controlled conditions during the course, while informal assessment consists of ongoing observations, questioning, dialogue, and note-taking (Ainsworth, 2006).
Formative assessment differs significantly from summative assessment in its purpose and approach While summative assessment focuses on judgment, providing students with a final grade based on numerical feedback, formative assessment emphasizes improvement by offering constructive feedback that helps students understand their current learning levels According to Crook (2003), the key distinction lies in the intent: summative assessment evaluates performance, whereas formative assessment aims to enhance learning outcomes By guiding students on what they have accomplished and what areas require further mastery, formative assessment fosters continuous growth and development in their educational journey.
Formative assessment fosters a learner-centered culture that addresses individual student needs through diverse assessment methods By incorporating various procedures, every student can showcase their abilities, enabling teachers to gather comprehensive information for a well-rounded assessment of each learner.
Benefits of formative assessment
Basing on the academic research mentioned above, the researcher focuses on the main benefits of formative assessment as following:
Providing effective feedback to students
Feedback is essential in the teaching and learning process, significantly impacting student achievement, as highlighted by Black and William (1998) and Crook (2001) Research indicates that effective feedback helps students identify the gaps between their current knowledge and learning goals through specific and focused guidance When students understand the learning intentions of a task, their motivation and focus increase Conversely, low achievement often stems from a lack of clarity regarding teacher expectations (Black & William, 1998b).
To construct a way forward for the learner, Crook (2001) suggested that feedback must:
- Be accessible to and understood by learner; have a catalytic and coaching value which will inspire confidence and hope in the learner;
- Enable the learner to identify gaps between current and desired performance, and to take some action to close that gap
Black and William (1998) advocate for fostering a culture of success in education, where each student is encouraged to achieve based on their individual progress rather than comparisons with peers This approach emphasizes the importance of providing students with constructive feedback on their strengths and weaknesses, guiding them on their next steps while identifying challenges and potential solutions.
Actively involving students in their learning
Research in constructivist learning theory indicates that meaningful learning occurs when students actively engage in constructing knowledge and applying it to solve problems Windschitl (2002) emphasizes that this type of learning is characterized by being active, constructive, cooperative, authentic, and intentional In this dynamic, teachers and students collaborate as partners towards a shared goal (Black et al., 2004) Additionally, Chappuis and Stiggins (2002) highlight that involving students in assessment enables them to utilize assessment information effectively, helping them understand their learning process, identify their current standing in relation to learning targets, and plan their next steps for improvement.
According to Black and William (1998b), students achieve greater success when they are actively engaged in their learning process They emphasized that understanding the purpose and content of their education enables students to assess their own comprehension, identify knowledge gaps, and recognize areas for improvement Furthermore, involving students in classroom assessments not only enhances learning outcomes but also fosters the development of self-regulated learners.
Adjusting teaching to take account of the results of assessment
According to Black and William (1998b), formative assessment is crucial for teachers to gauge student progress and evaluate the effectiveness of their instructional methods and curriculum They recommend using various formative assessment techniques, including teacher observations, classroom discussions, homework assignments, project work, and test analysis, to help educators understand students' knowledge and identify areas where they may struggle.
When teachers understand student progress and identify areas of difficulty, they can adjust their instruction accordingly, whether through re-teaching, exploring alternative methods, or providing additional practice opportunities This highlights the importance of formative assessment in the teaching and learning process, positioning teachers in a more dynamic and interactive role, as they must respond effectively to students' needs and engage in meaningful dialogue throughout the learning journey.
Formative assessment’s influence on the students’ motivation
A classroom consists of students with varied needs, backgrounds, and skills, making the choice of assessment strategies by teachers crucial The assessment methods utilized can significantly influence students' intrinsic motivation and their overall attitude toward learning Research by Black et al (2004) indicates that students are driven to learn when they experience success and competence, and they are more inclined to dedicate time and effort when they feel a sense of ownership and have options in their educational journey.
Motivation and self-esteem are crucial factors in the learning process and assessment outcomes High-stakes assessments can adversely impact students' motivation and negatively affect the self-esteem of those with lower achievements, potentially resulting in "learner helplessness" (Dweck, 1986) Consequently, this type of feedback may reinforce the belief among struggling students that they are incapable of succeeding.
“ability, causing them to come to believe that they cannot learn He also shows that when students receive a grade and a comment, they ignore the comment
The type of feedback provided to students significantly impacts their motivation and learning outcomes When learning is perceived as a competition, students become aware of winners and losers, which can discourage those with a history of underperformance from trying Research by Black and Wiliam (1998) indicates that a classroom culture centered on rewards, such as grades and rankings, leads students to prioritize achieving high marks over genuine learning Consequently, they often focus on finding the right answers rather than engaging deeply with the material.
Indeed, students are more likely to become enthusiastic and lifelong learners if they are provided with an engaging curriculum, a safe and caring environment
Students’ ability to be able to assess themselves and understand how to improve student’s learning
A number of studies (Black et al 2004; Black & William, 1998) have expressed the importance of involving students in their own learning through peer and self-assessment as principles of formative assessment
Peer and self-assessment play a vital role in formative assessment, as highlighted by Black and William (1998a), who assert that student engagement in their learning process significantly enhances achievement Furthermore, Black et al (2004) emphasize that for peer and self-assessment to be effective, particularly for low-achieving students, it must be implemented in a way that supports their development of essential assessment knowledge and skills.
Teacher’s role in formative assessment
Heritage (2010) has stated that teachers, who want to practice formative assessment, must reconstruct their teaching contract to counteract students’ habits
This implies the notion that power in the classroom is not only refined to the teachers Instead it is distributed between teachers and students
Circular No 30 emphasizes the essential role of teachers in formative assessment by observing, monitoring, and providing constructive feedback on students' learning processes Teachers are tasked with advising, instructing, and encouraging students while offering qualitative comments on their development They must tailor their approach based on the specific characteristics and objectives of each lesson, ensuring that they effectively support the formation and enhancement of key capabilities and qualities in primary students.
- Observe, monitor, exchange and examine the process and performance of each student or student group according to the process of teaching;
Provide constructive oral or verbal feedback in students' notebooks regarding their achievements and areas for improvement, assessing their knowledge level, ability to apply what they've learned, and proficiency in the essential skills required for lessons and activities.
Fostering individual student progress is essential; implementing targeted strategies to promptly assist students in overcoming challenges is crucial Recognizing the varying capacities among students, it's important to accept differences in their performance levels and timelines.
For effective formative assessment to occur, teachers must establish classroom conditions that foster high-quality interactions Creating a safe environment where students feel comfortable seeking help, viewing mistakes as learning opportunities, and acknowledging their challenges is essential Additionally, teachers should possess the skills, knowledge, and attitudes necessary to cultivate a classroom culture that supports the successful implementation of formative assessment.
Challenges in applying formative assessment
Formative assessment is widely recognized as a valuable tool for enhancing student learning and achievement; however, many teachers struggle to implement effective strategies due to the pressures of summative examinations Research indicates that educators often feel uncertain about formative assessment methods and may resist support for their development Additionally, some teachers perceive formative assessment as "time consuming" and impractical, particularly in large classroom settings, which further complicates its adoption.
Black and William (1998b) identified several factors that hinder effective formative assessment, noting that teachers often focus more on the quantity of work and presentation than on the quality of learning They observed that excessive attention to marking and grading can negatively impact students' self-esteem instead of offering constructive feedback for improvement Additionally, the emphasis on comparing students can demoralize those who struggle, while teachers' feedback frequently serves managerial and social purposes rather than facilitating genuine learning.
Application of formative assessment in Asian countries and Vietnam with
In response to the global trend of educational reform through formative assessment, several Asian countries have revamped their educational policies Notably, in 2001, the Republic of China's Ministry of Education released guidelines for reforming the Basic Education Curriculum, highlighting formative assessment's role in enhancing the learning process (Yin & Buck, 2015) That same year, Hong Kong adopted the School-Based Assessment method to create an alternative assessment system aimed at balancing formative and summative assessments, thereby supporting student learning rather than merely reporting achievements Subsequently, Singapore introduced "Holistic Assessment" in 2009, initiated by the Primary Education Review and Implementation Committee, as a means to further enhance primary education.
Singaporean system particularly focused on students’ skill development and constructive feedback to effectively reduce the pressure from examinations
In response to global and regional changes, the Vietnamese Communist Party emphasized the urgent need for radical innovation in education, training, and human resource development A key focus of the Ministry of Education and Training's renovation project is the transformation of testing and evaluation methods to enhance the quality and capacity of learners This initiative is deemed crucial for achieving comprehensive educational reform Consequently, Circular No.30/2014/TT-BGDĐT, which establishes new regulations for assessing primary students, was enacted on October 15, 2014, replacing the previous Circular No.32/2009/TT-BGDDT.
The purposes of assessment are pointed out in the Circular (Article 3, Circular 30/2014):
To enhance primary education, it is essential for teachers to adapt and innovate their teaching methods by incorporating real-life experiences throughout the educational process This involves timely recognition of students' efforts and achievements to provide motivation, as well as identifying challenges that exceed their capabilities to offer appropriate guidance and support By accurately assessing students' strengths and weaknesses, educators can implement targeted solutions to improve the quality and effectiveness of learning and practice, ultimately contributing to the overall goals of primary education.
Empowering students to engage in self-assessment and participate in peer evaluations fosters their ability to adapt their learning styles effectively This process enhances their communication and collaboration skills while igniting a passion for learning and practical application that drives personal advancement.
- Help students’ parents or guardians participate in the assessment of school performance, practice, formation and development of students’ capabilities and qualities; cooperate actively with schools in educational activities
- Help educational management officers of different levels direct educational activities punctually, renew methodology of teaching and assessment in order to achieve educational efficiency
Also, the Circular focuses on three subject matters including (MOET, 2014):
- Assess school performance and advancement of students in terms of standardized knowledge, skills in each subject and other educational activities according to primary education programs
- Assess the formation and development of some capabilities of students: + Self-service, self-management;
+ Self-learning and problem solving;
- Assess the formation and development of some qualities of students:
+ Studiousness, diligence; enthusiasm about taking part in educational activities;
+ Self-confidence, self-esteem and personal responsibility;
+ Love for families, friends and others; schools, classrooms, hometown and native country
In the 6 th Article of the Circular, the manner of formative assessment is pointed out:
Formative assessment refers to evaluations conducted throughout the learning process, focusing on students' understanding and application of subject content This type of assessment encompasses educational activities that allow students to demonstrate their knowledge and skills both in school and in real-world contexts, including at home and within the community.
Teachers should document key observations in logbooks regarding formative assessments, including achievements and areas needing improvement They must outline targeted strategies to assist students in overcoming performance challenges and track the growth of students' skills and qualities Additionally, it is crucial to focus on aspects that enhance the monitoring and educational support of student groups during their learning and practice.
The results of implementation of Circular No 30/2014 / TT-BGDĐT in Vietnam
During a workshop focused on radical innovations in education and training, the leader of the Ministry of Education and Training emphasized the positive impact of implementing comment-based assessments instead of traditional scoring in primary schools While Circular 32 had its benefits, it also exposed several limitations, particularly the heavy burden of ongoing and summative assessments on primary students The reliance on scores has created pressure for students, parents, and teachers, contributing to rampant tutoring and frustration within families and society.
Circular No 30/2014/TT-BGDĐT, issued by the Minister of Education and Training on August 28, 2014, and effective from October 15, 2014, outlines the regulations for assessing primary students, detailing the assessment content, methods, and the utilization of assessment results.
Article 2 outlines the evaluation process for primary school students, which includes observation, monitoring, and inspection of their learning journey It emphasizes the importance of advising, guiding, and motivating students, as well as providing both qualitative and quantitative assessments of their learning outcomes and overall development.
Elementary school students are at a crucial stage in personality development, making it vital to provide them with a strong foundation of common knowledge This support not only helps shape their identities but also encourages physical enhancement Additionally, teaching life skills to primary students is essential for their overall growth and preparedness for future challenges.
To address the growing demand for improved education assessment, MOET has introduced Circular 30, which shifts the focus from traditional scoring methods to a more holistic review process for primary students This progressive and humane policy has proven effective in countries like Finland and Australia, demonstrating its viability for enhancing student evaluation in Vietnam.
Since its implementation nearly two years ago, Circular 30 has revealed both advantages and disadvantages during its organization and execution, highlighting several key issues.
- The verbal assessment without giving scores or assigning homework had some positive impacts such as reducing the pressure, creating psychological comfort for students in academic and educational activities
To effectively evaluate student progress, teachers must adopt a more responsible and innovative approach to their teaching methods and classroom organization This shift enables educators to recognize students' efforts and achievements while also identifying their limitations By doing so, teachers can provide tailored guidance, support, and motivation, fostering a more personalized learning experience that meets the unique needs of each student.
Implementing Circular 30 fosters stronger collaboration between schools and students' families, shifting parents' focus from merely achieving high scores to supporting their children's holistic development This engagement encourages parents to actively participate in the educational process alongside teachers, enhancing the overall learning experience.
Circular 30 highlights the need to address certain challenges, particularly the significant pressure it places on teachers In many countries, assessment methods that rely on comments are only effective in smaller classes of fewer than 25 students However, class sizes often range from 40 to 60, with teachers of subjects like physical education and music managing up to 15 classes Consequently, educators find themselves overwhelmed with the task of providing detailed remarks instead of being able to assign scores promptly.
Therefore, the implementation of Circular 30 in many places has still been superficial and ineffective
This chapter explores the concept of formative assessment and its role in enhancing learning The literature highlights that assessment for learning is a significant tool for boosting student achievement, closely aligned with the constructivist approach to teaching.
This chapter examined the concepts of summative and formative assessment to establish a foundation for the research focused on the practices of formative assessment by primary teachers in English classrooms in Quang Binh.
This chapter outlines the research methodology, detailing the research design, data collection methods, and data analysis strategies employed in the study It also addresses the strengths and limitations associated with the research.
RESEARCH METHODOLOGY
Context of the study
Quang Binh is a province in the Middle of Vietnam, 500 kilometers to the South of Ha Noi, 1.200 kilometers to the North of Ho Chi Minh City The West has
201 kilometers of border with People Republic of Laos, the East borders on 116 kilometers of Eastern Sea
Quang Binh province comprises a city and seven districts, featuring 156 communes and wards, with a total population of 872,925 The population distribution is largely rural, with 80.42% residing in rural areas and 19.58% in urban settings The province boasts a significant labor force, constituting approximately 49.28% of its population As of 2013, Quang Binh had over 25,000 individuals holding undergraduate degrees, more than 600 with master's degrees, and nearly 50 with doctoral qualifications or associate professorships Additionally, around 105,000 workers have received training, representing 25% of the overall workforce.
The primary educational system comprises 229 schools, including three centers for disabled students, serving over seventy thousand primary students Since 2012, the VNEN model has been piloted in 14 primary schools, introducing innovative formative assessments This approach shifts the traditional classroom dynamic, allowing students to collaborate in groups of 4-6 while teachers facilitate discussions among them The VNEN method fosters essential life skills such as initiative, creativity, self-esteem, responsibility, and effective communication Additionally, VNEN schools enhance learning environments by showcasing student achievements and encouraging community involvement through classroom corners and student councils with rotating leadership roles, promoting active participation among all students.
Figure 3.1 Map of the main districts of Quang Binh
The new primary school model has successfully expanded to over 120 schools, emphasizing regular assessments and diverse evaluation methods These include evaluating classroom activities, student presentations of project work, and various learning products such as articles and videos The assessment approach integrates the teaching process with final summative evaluations, combining teacher assessments with self-evaluations and peer evaluations among students, as well as input from parents and the community.
Since 2015, 100% primary schools in Quang Binh have implemented regulations on assessment of primary students according the Circular No.30/2014/TT-BGDĐT.
Participants
The study utilized purposive sampling, involving thirty female English teachers from fifteen primary schools across eight districts in Quang Binh, which include urban, rural, and mountainous regions Participants were selected based on their qualifications, teacher training, teaching experience, and gender, with all holding bachelor's degrees and demonstrating strong English proficiency Their teaching experience ranges from one year to over twenty years To maintain confidentiality, pseudonyms are employed in the data discussion.
Teaching experience Number Gender Qualifications
Under two years 3 Female Bachelor of English 1 2
From 5 to 9 years 15 Female Bachelor of English 15 From 10 to under 20 years 10 Female Bachelor of English 5 10 More than 20 years 2 Female Bachelor of English 2
Table 3.1 General information of the participants
Table 3.1 presents the geographical distribution of study participants, based on data collected from individual interviews Among the participants, ten teachers are based in Dong Hoi city, while others are located in various regions: Bo Trach (six), Quang Trach (two), Le Thuy (five), Quang Ninh (three), Minh Hoa (two), and Tuyen Hoa (two).
Figure 3.2 Rate of teachers participating in research distributed in 8 regions in Quang Binh
Rate of teachers participating in research distributed in 8 regions in Quang Binh
Le Thuy Quang Ninh Dong Hoi
Bo Trach Quang Trach Tuyen Hoa Minh Hoa
All thirty teachers participated in both summative and formative assessments Purposive sampling was employed as the researcher aimed to select individuals likely to provide valuable insights Each participant was invited to complete a questionnaire, with eight selected for interviews Further details regarding the survey and interview selection process will be discussed in the next chapter.
Data collection methods
This study investigates teachers' perceptions of formative assessment, the primary assessment methods utilized in Quang Binh primary schools, and the degree to which formative assessment is implemented To achieve this, a combination of quantitative and qualitative data collection methods was employed.
A total of thirty teachers participated in a questionnaire to gather insights on their opinions Following this, the researcher conducted nine interviews, comprising eight individual sessions and one focus group, to gain a deeper understanding of the teachers' perspectives Additionally, eight hours of classroom observations were performed on eight teachers who had previously completed the survey All interviews took place in primary schools, with ten teachers from Dong Hoi interviewed at a local primary school and three participants from Le Thuy interviewed at another primary school.
A questionnaire was administered to thirty teachers across fifteen primary schools in eight districts of Quang Binh This quantitative study aimed to assess the implementation of formative assessment practices in English classrooms.
The questionnaire comprised twenty-two perception statements and questions aimed at exploring teachers' views on formative assessment It was divided into three sections: personal information, general perceptions of formative assessment, and teachers' practices The first section gathered personal details, while the second utilized a five-point Likert scale to assess teachers' agreement on the benefits of formative assessment The final section focused on the practical application of formative assessment in the classroom This structured approach facilitated sensitivity and differentiation in responses, allowing for easier categorization and analysis, ultimately providing a clear overview of formative assessment practices among primary school teachers in Quang Binh.
The teaching checklist serves as a valuable tool for class observation, allowing the investigator to assess eight classes, each lasting 40 minutes In addition to observing these sessions, the researcher examined the note-taking notebooks of the eight participating teachers To gain deeper insights into the actual practices of primary teachers regarding formative assessment, interviews were also conducted with each of the eight teachers.
This study employed interviews as a key method for gathering information from participants, as literature highlights their essential role in contemporary educational qualitative research The focus is on understanding interrelations, the social construction of reality, and the significance of knowledge, language, conversation, and context.
Interviews offer valuable insights into an individual's thoughts, enabling the assessment of their knowledge, values, preferences, attitudes, and beliefs (Cohen et al 2000).
Bishop (1997) defines interviews as a process of collaborative storytelling that involves sequential, semi-structured, in-depth conversations These dialogues are conducted reflectively, promoting continuous collaborative analysis and the construction of meaning based on the lived experiences of research participants.
This study utilized a semi-structured and focus group approach to enhance the insights gained from questionnaire responses By encouraging participants to discuss their interpretations of their environment and express their perspectives on various situations, the research aimed to deepen the understanding of their lived experiences.
Eight participants, selected based on their teaching experience and diverse ages, were invited for thirty-minute face-to-face interviews, which lasted between twenty and forty minutes and were audio recorded throughout.
Prior to the interview, participants were requested to submit a sample of a formative assessment task they had implemented, serving as a stimulus to facilitate a more in-depth discussion about their feedback practices.
The semi-structured interview format allowed for spontaneous questions to arise from the immediate context, fostering flexibility and enabling immediate clarification and elaboration on responses While this approach led to varied answers from participants, the use of predetermined questions ensured comparability and completeness of the data collected from each individual.
The study included around ten questions organized into three sections, mirroring the structure of the Questionnaire This approach enhanced the data's comprehensiveness and ensured a systematic experience for each respondent To improve clarity and relevance, the interview questions were pilot tested with three teachers and subsequently refined.
The investigator conducted a study involving participants from fifteen primary schools, selecting teachers with varying levels of English teaching experience ranging from one to over twenty years To facilitate the research, the investigator visited eight primary schools across different districts, where all participating teachers convened at a central location The researcher presented her topic to both individual teachers and groups, conducting eight individual interviews and one focus group with five members.
The researcher individually reached out to participants to explain the study's purpose, and upon receiving their consent, intentionally selected specific classes for observation based on the teachers' agreement to take part.
Design and Procedure
The research data was gathered over a three-month period, from March 1 to May 30, 2016, incorporating both quantitative and qualitative elements March was dedicated to designing the survey questionnaire, which was then distributed to participants via EMS service, with completed responses collected by the end of April.
In May, the investigator conducted unstructured observations across eight primary schools in eight different districts, focusing on two districts each week This involved observing teachers, students, and the classroom environment, as well as reviewing teachers' note-taking practices Additionally, informal conversations and interviews with teachers were held to gather insights The research procedure is detailed in the time-line presented in Appendix H.
Data analysis
The analysis mainly focuses on primary teachers’ perspective and their practice of formative assessment The sequences used to analyze the data are outlined as below:
The data collected from the questionnaire, along with descriptive statistics, will be utilized to assess teachers' perspectives on various variables The results will be interpreted, categorized, and organized into tables on computer sheets, with statistical values calculated accordingly.
The respondents' general background and practices will be analyzed and presented in percentage format, highlighting the final results of teachers' responses The data will be interpreted, categorized, and organized into tables for clarity.
The researcher systematically analyzed responses from teachers regarding their understanding and practices by utilizing a five-point Likert scale Each category's responses were counted and compiled into a comprehensive table, aggregating data from participants across various schools The total counts for each question were calculated, and percentages for each category were derived, summarized in a separate table This analysis revealed significant trends and comparisons, with select data illustrated in figures for clearer visualization, while other information was organized in tables and charts for straightforward comparison.
The interview was recorded and transcribed, with key statements highlighted to represent various themes identified in both the interview and questionnaire data Each theme was assigned a specific color, using a highlighter to mark relevant words, some of which corresponded to multiple themes The researcher organized the findings into a table categorized by teachers' perceptions and practices regarding formative assessment, based on research questions and data notes This color-coded organization of participants' responses facilitated the data analysis and contributed significantly to the thesis writing process.
This chapter details the study's methodology, including the research questions and the methodological framework It discusses the data collection and analysis methods employed, which consisted of questionnaires distributed in fifteen primary schools, semi-structured interviews with eight teachers, and class observations The findings of this research will be presented in the following chapter.