CHALLENGES FOR COLLEGE ENGLISH TEACHERS AS ASSESSORS
Main Article Content
Abstract
The present case study aims to explore the challenges that the teachers in a Vietnamese university have faced with in the role of language assessors in their outcome-based English courses. In order to fulfil this aim, the study employs Activity Theory (Engeström, 1987, 2015) as the theoretical framework and narratives as a data collection tool. It is revealed from the three selected teachers’ narratives about their personal and professional background, the experienced reality in their assessment work that their challenges are related to inadequate assessment literacy, lack of shared knowledge and unclear assessment identity, inadequate professional training and discussions. In light of the theoretical framework (i.e., Activity Theory), these challenges result from the tensions between the subject and the rules, between the mediating artifacts and the rules, and within the division of labor. With such findings, the study is expected to raise the teachers’ and the educational managers’ awareness of the contextual conditions for better teacher assessment competence and the assessment quality in the current education reform context. Accordingly, the study proposes a framework of college English teacher professional development.
Article Details
Keywords
teachers as assessors, challenges, teacher professional development
References
Adie, L., Stobart, G., & Cumming, J. (2019). The construction of the teacher as expert assessor. Asia-Pacific Journal of Teacher Education, 48(4), 1-18.
Bachman, L., & Palmer, A. (2010). Language assessment in practice (1st ed.). Oxford University Press.
Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. Routledge.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128.
Bui, T. S., Nguyen, T. P. T., & Nguyen, T. N. Q. (2021, May 19-20). Paper-based versus computer-based VSTEP listening: Test takers’ performance, attitudes & preference [Paper presentation]. Second international conference on L2 listening: Challenges and opportunities of working with technology-enhanced listening, Valparaíso, Chile.
Carr, N. T., Nguyen, T. N. Q., Nguyen, T. M. H., Nguyen, T. Q. Y., Thai, H. L. T., & Nguyen, T. P. T. (2016). Systematic support for communicative standardized proficiency test in Vietnam [Paper presentation]. New Directions 2016, Hanoi, Vietnam.
Dang, T. K. A. (2013). Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers. Teaching and Teacher Education, 30, 47-59.
Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601-616.
Duff, P. A. (2008). Case study research in applied linguistics. Taylor & Francis Group.
Dunlea, J., Spiby, R., Nguyen, T. N. Q., Nguyen, T. Q. Y., Nguyen, T. M. H., Nguyen, T. P. T., Thai, H. L. T., & Bui, T. S. (2018). APTIS-VSTEP comparability study: Investigating the usage of two ELF tests in the context of higher education in Vietnam. In V. Berry (Ed.), British Council validation series (pp. 1-54). British Council.
Duong, T. M., Nguyen, T. C., & Pham, T. T. H. (2017a). The construction of a language assessment competence framework for pre-service English language teachers at ULIS-VNU: A focus on validity. VNU Journal of Foreign Studies, 33(1), 74-88. https://doi.org/10.25073/2525-2445/vnufs.4128
Duong, T. M., Nguyen, T. C., & Pham, T. T. H. (2017b). Thiết kế khóa học đánh giá ngoại ngữ theo định hướng năng lực dành cho sinh viên ngành sư phạm tiếng Anh. Tạp chí Khoa học Ngôn ngữ, 50, 79-92.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.
Engeström, Y. (2015). Learning by expanding: An activity-theoretical approach to development research (2nd ed.). Cambridge University Press.
Hashim, M. H., & Hoover, M. L. (2017). A theoretical framework for analyzing multicultural group learning. Literacy Information and Computer Education Journal, 8(4), 2707-2716.
Hashim, N., & Jones, M. (2007, September 3-5). Activity theory: A framework for qualitative analysis [Conference presentation]. Fourth international qualitative research convention, PJ Hilton, Malaysia.
Hoang, H. T., Nguyen, T. C., & Duong, T. M. (2016). Specifications framework for tests in an outcome-based language program. VNU Journal of Science: Foreign Studies, 32(4), 64-73. https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/4049
Looney, A., Cumming, J., Van Der Kleij, F., & Harris, K. (2017). Reconceptualising the role of teachers as assessors: Teacher assessment identity. Assessment in Education: Principles, Policy & Practice, 25(5), 1-26.
McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards-based instruction (6th ed.). Pearson Education, Inc.
Mogashoa, T. (2013). Teachers as assessors: A case study of the Gauteng Province (Republic of South Africa). Mediterranean Journal of Social Sciences, 4(4), 371-376.
Namgung, W., Moate, J., & Ruohotie-Lyhty, M. (2021). Repositioning teachers as assessors: Compromised aspirations and contested agency. Apples – Journal of Applied Language Studies, 15(2), 49-69.
Ngo, C. T. (2019, October 16-18). The use of portfolio as an effective assessment to improve public speaking skill [Conference presentation]. Sixth annual international conference of the Asian Association for Language Assessment, Hanoi, Vietnam.
Nguyen, T. C (2020). Teacher assessment identity: A critical attribute for college teacher-assessors. In Faculty of Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi (Eds.), Proceedings of 2020 International Graduate Research Symposium & 10th East Asia Chinese Teaching Forum (Vol. 2, pp. 515-524). Vietnam National University Press.
Nguyen, T. C. (2021). Understanding the concept of language assessment literacy. In VNU University of Languages and International Studies. (Eds.), Kỷ yếu hội thảo khoa học quốc gia 2021 (UNC2021): Nghiên cứu và giảng dạy ngoại ngữ, ngôn ngữ và quốc tế học tại Việt Nam (Vol. 2, pp. 163-172). Vietnam National University Press.
Nguyen, T. M. T. (2019). The impact of problem-based hots-required formative assessment tasks on students’ learning of linguistics [Conference presentation]. Sixth annual international conference of the Asian Association for Language Assessment, Hanoi, Vietnam.
Nguyen, T. N. Q., Nguyen, T. Q. Y., Tran, T. T. H., Nguyen, T. P. T., Bui, T. S., Nguyen, T. C., & Nguyen, Q. H. (2020). The effectiveness of VSTEP.3-5 speaking rater training. VNU Journal of Foreign Studies, 36(4), 99-112. https://doi.org/10.25073/2525-2445/vnufs.4577
Nguyen, T. N. Q., Tran, T. T. H., Nguyen, T. Q. Y., Nguyen, T. C., Nguyen, Q. H., Nguyen, T. P. T., & Bui, T. S. (2019, October 19-20). Tensions occurring in oral rater training: Can they be resolved? [Conference presentation]. Twenty-first academic forum on English language testing in Asia, Hanoi, Vietnam.
Nguyen, T. P. T. (2020, October 16). Writing test specifications to facilitate school teachers [Conference presentation]. VietTESOL international conference 2020: Innovation and globalization, Danang, Vietnam.
Ölmezer-Öztürk, E., & Aydin, B. (2019). Voices of EFL teachers as assessors: Their opinions and needs regarding language assessment. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Researching Education, 7(1), 373-390.
Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three-dimensional model. Teaching and Teacher Education, 84, 128-138.
Pryor, J., & Crossouard, B. (2010). Challenging formative assessment: Disciplinary spaces and identities. Assessment & Evaluation in Higher Education, 35(3), 37-41.
Shawer, S. (2010a). Classroom-level teacher professional development and satisfaction: Teachers learn in the context of classroom-level curriculum development. Professional Development in Education, 36(4), 597-620.
Shawer, S. F. (2010b). Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmitters. Teaching and Teacher Education, 26(2), 173-184.
Shawer, S. F. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63, 296-313.
Shawer, S., Gilmore, D., & Banks-Joseph, S. (2009). Learner-driven EFL curriculum development at the classroom level. International Journal of Teaching and Learning in Higher Education, 20(2), 125-143.
Stake, R. E. (1995). The art of case study research. SAGE Publications.
Stanford, P., & Reeves, S. (2005). Assessment that drives instruction. Teaching Exceptional Children, 37(4), 18-22.
Stiggins, R. J. (1999). Evaluating classroom assessment training in teacher education programs. Educational Measurement: Issues and Practice, 18(1), 23-27.
Thai, H. L. T. (2019). Voices from teacher-raters in scoring speaking performances in high-stakes localized test of English proficiency [Conference presentation]. Sixth annual international conference of the Asian Association for Language Assessment, Hanoi, Vietnam.
Tsui, A., & Law, D. (2007). Learning as boundary-crossing in school-university partnership. Teaching and Teacher Education, 27, 1289-1301.
Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149-162.
Yamagata-Lynch, L., & Haudenschild, M. (2009). Using activity systems analysis to identify inner contradictions in teacher professional development. Teaching and Teacher Education, 25, 507-517.
Zeegers, Y. (2012). Curriculum development for teacher education in the Southern Philippines: A simultaneous process of professional learning and syllabus enhancement. International Journal of Educational Development, 32(2), 207-213.
Zhang, Z., & Burry-Stock, J. A. (2003). Classroom assessment practices and teachers’ self-perceived assessment skills. Applied Measurement in Education, 16(4), 323-342.
Bachman, L., & Palmer, A. (2010). Language assessment in practice (1st ed.). Oxford University Press.
Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. Routledge.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128.
Bui, T. S., Nguyen, T. P. T., & Nguyen, T. N. Q. (2021, May 19-20). Paper-based versus computer-based VSTEP listening: Test takers’ performance, attitudes & preference [Paper presentation]. Second international conference on L2 listening: Challenges and opportunities of working with technology-enhanced listening, Valparaíso, Chile.
Carr, N. T., Nguyen, T. N. Q., Nguyen, T. M. H., Nguyen, T. Q. Y., Thai, H. L. T., & Nguyen, T. P. T. (2016). Systematic support for communicative standardized proficiency test in Vietnam [Paper presentation]. New Directions 2016, Hanoi, Vietnam.
Dang, T. K. A. (2013). Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers. Teaching and Teacher Education, 30, 47-59.
Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601-616.
Duff, P. A. (2008). Case study research in applied linguistics. Taylor & Francis Group.
Dunlea, J., Spiby, R., Nguyen, T. N. Q., Nguyen, T. Q. Y., Nguyen, T. M. H., Nguyen, T. P. T., Thai, H. L. T., & Bui, T. S. (2018). APTIS-VSTEP comparability study: Investigating the usage of two ELF tests in the context of higher education in Vietnam. In V. Berry (Ed.), British Council validation series (pp. 1-54). British Council.
Duong, T. M., Nguyen, T. C., & Pham, T. T. H. (2017a). The construction of a language assessment competence framework for pre-service English language teachers at ULIS-VNU: A focus on validity. VNU Journal of Foreign Studies, 33(1), 74-88. https://doi.org/10.25073/2525-2445/vnufs.4128
Duong, T. M., Nguyen, T. C., & Pham, T. T. H. (2017b). Thiết kế khóa học đánh giá ngoại ngữ theo định hướng năng lực dành cho sinh viên ngành sư phạm tiếng Anh. Tạp chí Khoa học Ngôn ngữ, 50, 79-92.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.
Engeström, Y. (2015). Learning by expanding: An activity-theoretical approach to development research (2nd ed.). Cambridge University Press.
Hashim, M. H., & Hoover, M. L. (2017). A theoretical framework for analyzing multicultural group learning. Literacy Information and Computer Education Journal, 8(4), 2707-2716.
Hashim, N., & Jones, M. (2007, September 3-5). Activity theory: A framework for qualitative analysis [Conference presentation]. Fourth international qualitative research convention, PJ Hilton, Malaysia.
Hoang, H. T., Nguyen, T. C., & Duong, T. M. (2016). Specifications framework for tests in an outcome-based language program. VNU Journal of Science: Foreign Studies, 32(4), 64-73. https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/4049
Looney, A., Cumming, J., Van Der Kleij, F., & Harris, K. (2017). Reconceptualising the role of teachers as assessors: Teacher assessment identity. Assessment in Education: Principles, Policy & Practice, 25(5), 1-26.
McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards-based instruction (6th ed.). Pearson Education, Inc.
Mogashoa, T. (2013). Teachers as assessors: A case study of the Gauteng Province (Republic of South Africa). Mediterranean Journal of Social Sciences, 4(4), 371-376.
Namgung, W., Moate, J., & Ruohotie-Lyhty, M. (2021). Repositioning teachers as assessors: Compromised aspirations and contested agency. Apples – Journal of Applied Language Studies, 15(2), 49-69.
Ngo, C. T. (2019, October 16-18). The use of portfolio as an effective assessment to improve public speaking skill [Conference presentation]. Sixth annual international conference of the Asian Association for Language Assessment, Hanoi, Vietnam.
Nguyen, T. C (2020). Teacher assessment identity: A critical attribute for college teacher-assessors. In Faculty of Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi (Eds.), Proceedings of 2020 International Graduate Research Symposium & 10th East Asia Chinese Teaching Forum (Vol. 2, pp. 515-524). Vietnam National University Press.
Nguyen, T. C. (2021). Understanding the concept of language assessment literacy. In VNU University of Languages and International Studies. (Eds.), Kỷ yếu hội thảo khoa học quốc gia 2021 (UNC2021): Nghiên cứu và giảng dạy ngoại ngữ, ngôn ngữ và quốc tế học tại Việt Nam (Vol. 2, pp. 163-172). Vietnam National University Press.
Nguyen, T. M. T. (2019). The impact of problem-based hots-required formative assessment tasks on students’ learning of linguistics [Conference presentation]. Sixth annual international conference of the Asian Association for Language Assessment, Hanoi, Vietnam.
Nguyen, T. N. Q., Nguyen, T. Q. Y., Tran, T. T. H., Nguyen, T. P. T., Bui, T. S., Nguyen, T. C., & Nguyen, Q. H. (2020). The effectiveness of VSTEP.3-5 speaking rater training. VNU Journal of Foreign Studies, 36(4), 99-112. https://doi.org/10.25073/2525-2445/vnufs.4577
Nguyen, T. N. Q., Tran, T. T. H., Nguyen, T. Q. Y., Nguyen, T. C., Nguyen, Q. H., Nguyen, T. P. T., & Bui, T. S. (2019, October 19-20). Tensions occurring in oral rater training: Can they be resolved? [Conference presentation]. Twenty-first academic forum on English language testing in Asia, Hanoi, Vietnam.
Nguyen, T. P. T. (2020, October 16). Writing test specifications to facilitate school teachers [Conference presentation]. VietTESOL international conference 2020: Innovation and globalization, Danang, Vietnam.
Ölmezer-Öztürk, E., & Aydin, B. (2019). Voices of EFL teachers as assessors: Their opinions and needs regarding language assessment. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Researching Education, 7(1), 373-390.
Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three-dimensional model. Teaching and Teacher Education, 84, 128-138.
Pryor, J., & Crossouard, B. (2010). Challenging formative assessment: Disciplinary spaces and identities. Assessment & Evaluation in Higher Education, 35(3), 37-41.
Shawer, S. (2010a). Classroom-level teacher professional development and satisfaction: Teachers learn in the context of classroom-level curriculum development. Professional Development in Education, 36(4), 597-620.
Shawer, S. F. (2010b). Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmitters. Teaching and Teacher Education, 26(2), 173-184.
Shawer, S. F. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63, 296-313.
Shawer, S., Gilmore, D., & Banks-Joseph, S. (2009). Learner-driven EFL curriculum development at the classroom level. International Journal of Teaching and Learning in Higher Education, 20(2), 125-143.
Stake, R. E. (1995). The art of case study research. SAGE Publications.
Stanford, P., & Reeves, S. (2005). Assessment that drives instruction. Teaching Exceptional Children, 37(4), 18-22.
Stiggins, R. J. (1999). Evaluating classroom assessment training in teacher education programs. Educational Measurement: Issues and Practice, 18(1), 23-27.
Thai, H. L. T. (2019). Voices from teacher-raters in scoring speaking performances in high-stakes localized test of English proficiency [Conference presentation]. Sixth annual international conference of the Asian Association for Language Assessment, Hanoi, Vietnam.
Tsui, A., & Law, D. (2007). Learning as boundary-crossing in school-university partnership. Teaching and Teacher Education, 27, 1289-1301.
Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149-162.
Yamagata-Lynch, L., & Haudenschild, M. (2009). Using activity systems analysis to identify inner contradictions in teacher professional development. Teaching and Teacher Education, 25, 507-517.
Zeegers, Y. (2012). Curriculum development for teacher education in the Southern Philippines: A simultaneous process of professional learning and syllabus enhancement. International Journal of Educational Development, 32(2), 207-213.
Zhang, Z., & Burry-Stock, J. A. (2003). Classroom assessment practices and teachers’ self-perceived assessment skills. Applied Measurement in Education, 16(4), 323-342.