Formative assessment in EFL in Vietnam has previously been marginalized; however, there is now recognition of its important role for generating fair and reliable characterizations of students’ performances which cannot be solely made by summative assessments. The presenter will therefore draw attendees’ attention to distinctive features of formative assessment

Anh Vu, Ngoc

The University of Kansas: Journals@KU

 37                                                                                                                                                                                       ILI@AEC   2016 Issues in Language Instruction at the Applied English Center, Summer 2016, The VNTP Issue  Formative Assessment in Teaching and Learning EFL Ngoc Anh Vu Huynh Man Dat Gifted High School, Kien Gang Province  Abstract Formative assessment in EFL in Vietnam has previously been marginalized; however, there is now recognition of its important role for generating fair and reliable characterizations of students’ performances which cannot be solely made by summative assessments. The presenter will therefore draw attendees’ attention to distinctive features of formative assessment.  Session Description It is widely assumed that formative assessment is important for measuring students’ progress and helping them develop the capacity to track the value of their own work throughout the actual learning process. The application of formative assessment creates notable and often useful learning benefits (Black & William, 1998). In classrooms, formative assessment deals with regular, responsive assessments of student advancement and comprehension. It helps determine learning needs and adapts teaching properly. Formative assessment approaches and techniques also help teachers better prepare for meeting a variety of students’ requirements through adapting teaching to improve levels of student performance and to achieve a more significant objectivity of student outcomes. This, obviously, brings the teaching and learning process closer to absolute perfection. Throughout instruction, it is suggested that teachers use various formative assessment methods including reporting on books, producing projects, doing homework or other assignments, presenting orally, and asking and answering questions to measure student learning. With the aim of fostering students to attain their goals of learning EFL, this presentation will discuss the nature and function of formative assessment in the EFL classroom. Formative assessment is appropriate to diverse instructional systems in which student outcomes are evaluated qualitatively using multiple criteria. The presenter will show how formative assessment can be used to evaluate and improve the quality of students’ work.   38                                                                                                                                                                                       ILI@AEC   2016 Issues in Language Instruction at the Applied English Center, Summer 2016, The VNTP Issue  References Black, P., & William, D. (1998). Raising standard through classroom assessment. Inside the black box, 80, 140. George, J. and Cowan, J. (1999). A handbook of techniques for formative evaluation: Mapping the students’ learning experience. London: Kogan. Normand-Marconnet, N. (2012). Is self-assessment a pedagogical challenge in an Islamic context? A case study of Iranian students learning French. International Journal of Pedagogies and Learning, 7(3), 200-210. doi:10.5172/ijpl.2012.7.3.200.  Shaaban, K. (2000). Assessment of young learners' achievement in ESL classes in the Lebanon. Language, Culture and Curriculum, 13(3), 306-317. doi:10.1080/07908310008666606.   Back to Table of Contents   

Formative Assessment in Teaching and Learning EFL

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Formative Assessment in Teaching and Learning EFL

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