Vietnamese university EFL teachers’ and students’ beliefs and teachers’ practices regarding classroom assessment

Language Testing in Asia

Research

Hung Phu Bui¹ 

[1] University of Economics Ho Chi Minh City (UEH), Ho Chi Minh City, Vietnam;

关键词: Beliefs;    Classroom assessment;    Contextual factors;    Practices;    Teacher cognition;   

DOI  :  10.1186/s40468-023-00220-w

 received in 2023-01-03, accepted in 2023-01-22,  发布年份 2023

来源: Springer

【 摘 要 】

This study investigates Vietnamese university EFL teachers’ and students’ beliefs and teachers’ practices regarding classroom assessment. Data were collected from a questionnaire administered to 455 participants (104 teachers and 351 students), interviews with nine teachers and twelve students, and 18 observations of 90-min lessons in five universities in Vietnam. In general, the teachers were aware of all assessment types in the current literature. They dominantly used interactive scaffolding and performance assessment. They also denoted some contextual factors as barriers to their assessment practices, leading to their seeming negligence of other classroom assessment types in their practices. The students preferred formative assessment and some assessment tasks (e.g., group work), while the teachers believed that summative assessment could engage students in learning and associated performance assessment with a summative assessment. Implications for L2 classroom assessment practices are discussed.

【 授权许可】

CC BY   
© The Author(s) 2023