THÁCH THỨC ĐỐI VỚI GIÁO VIÊN TIẾNG ANH BẬC ĐẠI HỌC VỚI VAI TRÒ LÀ NGƯỜI ĐÁNH GIÁ
Nội dung chính của bài viết
Tóm tắt
Điển cứu này nhằm tìm hiểu những thách thức hay vướng mắc của giáo viên tiếng Anh đang công tác tại một trường đại học ở Việt Nam với vai trò là người đánh giá trong khóa học tiếng Anh hướng theo chuẩn năng lực đầu ra. Để thực hiện mục đích này, nghiên cứu sử dụng thuyết hoạt động (Activity Theory, Engeström, 1987, 2015) làm khung lý thuyết và câu chuyện của giáo viên làm dữ liệu nghiên cứu. Dữ liệu từ câu chuyện của ba giáo viên được lựa chọn về cuộc sống cá nhân và công việc cũng như những trải nghiệm thực tế của họ trong công tác đánh giá cho thấy những thách thức mà các giáo viên này gặp phải liên quan đến việc thiếu kiến thức kỹ năng trong lĩnh vực kiểm tra đánh giá, thiếu kiến thức chung khi thực hiện các nhiệm vụ kiểm tra đánh giá, và thiếu cơ hội học tập, thảo luận về vấn đề này. Dựa theo khung lý thuyết được lựa chọn cho nghiên cứu này, giáo viên gặp phải các thách thức trên là do sự tương tác giữa chủ thể của hoạt động với các quy tắc, giữa các công cụ hỗ trợ chủ thể hoạt động với các quy tắc, và sự tương tác nội tại trong sự phân công lao động. Hi vọng rằng những kết quả nghiên cứu này sẽ giúp bản thân giáo viên cũng như các nhà quản lý ý thức được các điều kiện đảm bảo năng lực đánh giá của giáo viên và chất lượng đánh giá trong bối cảnh cải cách giáo dục hiện nay. Theo đó, nghiên cứu đề xuất một mô hình về phát triển chuyên môn cho giáo viên tiếng Anh bậc đại học.
Chi tiết bài viết
Từ khóa
giáo viên với vai trò là người đánh giá, thách thức, phát triển chuyên môn giáo viên
Tài liệu tham khảo
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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.