ĐÁNH GIÁ QUÁ TRÌNH TRONG VIỆC PHÁT TRIỂN NĂNG LỰC TỰ ĐIỀU CHỈNH HỌC TẬP TRONG GIÁO DỤC TIẾNG ANH: GÓC NHÌN CỦA SINH VIÊN
Nội dung chính của bài viết
Tóm tắt
Đánh giá quá trình được xem là một phương thức quan trọng trong việc thúc đẩy năng lực tự điều chỉnh học tập. Tuy nhiên, góc nhìn của sinh viên trong các lớp học tiếng Anh chịu ảnh hưởng mạnh của mục tiêu thi cử vẫn còn ít được nghiên cứu. Bài báo này tìm hiểu cách thức thực hành đánh giá quá trình của giảng viên, để xem liệu rằng các cách này hỗ trợ hoặc cản trở các cơ chế tự điều chỉnh học tập của sinh viên như thế nào trong hai bối cảnh đại học tại Việt Nam. Dữ liệu được thu thập từ 48 bài phản tư và 12 phỏng vấn bán cấu trúc, và được phân tích theo phương pháp phân tích nội dung dựa trên chu trình đánh giá quá trình của Gu (2021). Kết quả cho thấy các thực hành như: làm rõ mục tiêu học tập, thu thập minh chứng có ý nghĩa và cung cấp phản hồi mang tính hành động góp phần nâng cao nhận thức siêu nhận thức, điều chỉnh chiến lược và tăng tính tự chủ của người học. Tuy nhiên, sự thiếu nhất quán trong phản hồi đồng đẳng, tự phản hồi, hoạt động góp ý và theo dõi tiến bộ, đặc biệt trong bối cảnh bị chi phối bởi áp lực thi cử, đã hạn chế khả năng diễn giải phản hồi và duy trì sự cải thiện của sinh viên. Nghiên cứu nhấn mạnh rằng hiệu quả của đánh giá quá trình phụ thuộc vào mức độ giảng viên triển khai đầy đủ chu trình đánh giá, cũng như năng lực đánh giá ngôn ngữ của giảng viên, yếu tố cần thiết để xây dựng thực hành phản hồi mang tính đối thoại và lấy người học làm trung tâm. Những hàm ý được đề xuất cho đào tạo giảng viên và cải cách chương trình trong bối cảnh dạy học tiếng Anh thiên về định hướng thi cử.
Từ khóa
đánh giá quá trình, tự điều chỉnh học tập, đào tạo giảng viên, lớp học tiếng Anh tại Việt Nam, giáo dục đại học
Chi tiết bài viết
Tài liệu tham khảo
Andrade, H., & Brookhart, S. M. (2016). The Role of Classroom Assessment in Supporting Self-Regulated Learning. In D. Laveault & L. Allal (Eds.), Assessment for Learning: Meeting the Challenge of Implementation (Vol. 4, pp. 293–309). Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-319-39211-0_17
Andrade, H. L., Bennett, R. E., & Cizek, G. J. (Eds.). (2019). Handbook of Formative Assessment in the Disciplines (1st ed.). Routledge. https://doi.org/10.4324/9781315166933
Andrade, H. L., & Heritage, M. (2017). Using formative assessment to enhance learning, achievement, and academic self-regulation. Routledge. https://doi.org/10.4324/9781315623856
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678
Berry, R. (2011). Assessment trends in Hong Kong: Seeking to establish formative assessment in an examination culture. Assessment Reform in Education: Policy and Practice, 18(2), 199–211. https://doi.org/10.1080/0969594X.2010.527701
Black, P., & Wiliam, D. (2005). Lessons from around the world: How policies, politics and cultures constrain and afford assessment practices. The Curriculum Journal, 16(2), 249–261. https://doi.org/10.1080/09585170500136218
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Brooks, C., Burton, R., van der Kleij, F., Ablaza, C., Carroll, A., Hattie, J., & Neill, S. (2021). Teachers activating learners: The effects of a student-centred feedback approach on writing achievement. Teaching and Teacher Education, 105, 103387. https://doi.org/10.1016/j.tate.2021.103387
Cao, T. H. P., & Pham, X. T. (August 2024). Formative assessment and self-regulated English language learning: A case study from two Vietnamese Teacher Training Universities. Paper pressented at VietTESOL International Conference 2024, Ho Chi Minh City, Vietnam.
Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in confucian-heritage settings. Routledge.https://doi.org/10.4324/9780203128213
Cheong, Y.-Y. (2018). Assessment in Singapore: Perspectives for classroom practice. Assessment in Education: Principles, Policy & Practice, 25(6), 678–682. https://doi.org/10.1080/0969594X.2017.1309354
Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205–249. https://doi.org/10.1007/s10648-011-9191-6
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (Fifth edition). SAGE. (Paperback), ISBN 978-1506386706
Gan, L., & Lam, R. (2022). A Review on Language Assessment Literacy: Trends, Foci and Contributions. Language Assessment Quarterly, 19(5), 503–525. https://doi.org/10.1080/15434303.2022.2128802
Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68, 100955. https://doi.org/10.1016/j.stueduc.2020.100955
Gu, P. Y. (2021). Classroom-based formative assessment. Foreign Language Teaching and Research Press. (Paperback), ISBN 978-7-5213-2450-1
Gu, P. Y., & Lam, R. (2023). Developing Assessment Literacy for Classroom-Based Formative Assessment. Chinese Journal of Applied Linguistics, 46(2), 155–161. https://doi.org/10.1515/CJAL-2023-0201
Hattie, J., & Clarke, S. (2019). Visible learning: Feedback (first published). Routledge. https://www.routledge.com/Visible-Learning-Feedback/Hattie-Clarke/p/book/9781138599895
Hill, K., & McNamara, T. (2012). Developing a comprehensive, empirically based research framework for classroom-based assessment. Language Testing, 29(3), 395–420. https://doi.org/10.1177/0265532211428317
Hill, K. (2012). Classroom-based assessment in the school foreign language classroom. Peter Lang. https://www.peterlang.com/document/1047246
Kaur, K. (2021). Formative assessment in English language teaching: Exploring the enactment practices of teachers within three primary schools in Singapore. Asia Pacific Journal of Education, 41(4), 695–710. https://doi.org/10.1080/02188791.2021.1997707
Lam, R. (2014). Promoting self-regulated learning through portfolio assessment: Testimony and recommendations. Assessment & Evaluation in Higher Education, 39(6), 699–714. https://doi.org/10.1080/02602938.2013.862211
Le, V. C. (2024). English in Vietnam. In A. J. Moody (Ed.), The Oxford Handbook of Southeast Asian Englishes (1st ed., pp. 339–358). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780192855282.013.18
Leung, C. (2004). Developing formative teacher assessment: Knowledge, practice, and change. Language Assessment Quarterly, 1(1), 19–41. https://doi.org/10.1207/s15434311laq0101_3
Leung, C. (2013). Classroom-based assessment issues for language teacher education. In A. J. Kunnan (Ed.), The companion to language assessment (pp. 1510–1519). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118411360.wbcla064
Li, J., & Gu, P. Y. (2024). Formative assessment for self-regulated learning: Evidence from a teacher continuing professional development programme. System, 125, 103414. https://doi.org/10.1016/j.system.2024.103414
Mak, P., & Wong, K. M. (2018). Self-regulation through portfolio assessment in writing classrooms. ELT Journal, 72(1), 49–61. https://doi.org/10.1093/elt/ccx012
MOET. (2003). Decision 50 issued by MOET of Vietnam on language assessment. Ministry of Education of Vietnam. https://thuvienphapluat.vn/van-ban/Giao-duc/Quyet-dinh-50-2003-QD-BGDDT-Chuong-trinh-mon-Tieng-Anh-Tin-hoc-bac-tieu-hoc-23435.aspx
MOET. (2016, July). Dispatch 4235: Instruction of assessing for communicative competence: Số: 4235/BGDĐT-GDTrH V/v Hướng dẫn thực hiện nhiệm vụ giáo dục trung học năm học 2016-2017. Ministry of Education of Vietnam. https://thuvienphapluat.vn/cong-van/Giao-duc/Cong-van-4235-BGDDT-GDTrH-huong-dan-nhiem-vu-giao-duc-trung-hoc-2016-2017-327249.aspx
MOET. (2018). English language curriculum (issued with the circular no. 32/2018/TT-BGDDT dated 26 December 2018 of the Minister of Education and Training). Ministry of Education of Vietnam. https://thuvienphapluat.vn/van-ban/Giao-duc/Circular-32-2018-TT-BGDDT-promulgating-general-education-program-519827.aspx
Ngo, M. T., & Tran, L. T. (2024). Current English Education in Vietnam: Policy, Practices, and Challenges. In T. L. H. Nghia, L. T. Tran, & M. T. Ngo (Eds.), English Language Education for Graduate Employability in Vietnam (pp. 49–69). Springer Nature. https://doi.org/10.1007/978-981-99-4338-8_3
Ngo, X. M. (2024). English assessment in Vietnam: Status quo, major tensions, and underlying ideological conflicts. Asian Englishes, 26(1), 280-292. https://doi.org/10.1080/13488678.2022.2132128
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., Brown, G., & Courtney, M. (2014). Teachers’ reasons for using self-assessment: A survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice, 21(4), 365–383. https://doi.org/10.1080/0969594X.2014.919247
Rea-Dickins, P. (2007). Classroom-based assessment: Possibilities and pitfalls. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 505–520). Springer US. https://doi.org/10.1007/978-0-387-46301-8_36
Shabani, K., & Hui, S. K. F. (2016). Implications of Vygotsky’s sociocultural theory for second language (L2) assessment. Cogent Education, 3(1), 1242459. https://doi.org/10.1080/2331186X.2016.1242459
Teng, L. S., & Zhang, L. J. (2022). Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Future Directions. Applied Linguistics, 43(3), 587–595. https://doi.org/10.1093/applin/amab032
Tian, W., Le, H. D., & Nguyen, T. N. (2023). Vietnamese university EFL teachers’ practices and literacy in classroom assessment: A sociocultural perspective. System, 116, 103066. https://doi.org/10.1016/j.system.2023.103066
Wiliam, D. (2018). Assessment for learning: Meeting the challenge of implementation. Assessment in Education: Principles, Policy & Practice, 25(6), 682–685. https://doi.org/10.1080/0969594X.2017.1401526
Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39–49. https://doi.org/10.1016/j.system.2019.01.004
Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228–260. https://doi.org/10.1080/0969594X.2021.1884042
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Andrade, H. L., Bennett, R. E., & Cizek, G. J. (Eds.). (2019). Handbook of Formative Assessment in the Disciplines (1st ed.). Routledge. https://doi.org/10.4324/9781315166933
Andrade, H. L., & Heritage, M. (2017). Using formative assessment to enhance learning, achievement, and academic self-regulation. Routledge. https://doi.org/10.4324/9781315623856
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678
Berry, R. (2011). Assessment trends in Hong Kong: Seeking to establish formative assessment in an examination culture. Assessment Reform in Education: Policy and Practice, 18(2), 199–211. https://doi.org/10.1080/0969594X.2010.527701
Black, P., & Wiliam, D. (2005). Lessons from around the world: How policies, politics and cultures constrain and afford assessment practices. The Curriculum Journal, 16(2), 249–261. https://doi.org/10.1080/09585170500136218
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Brooks, C., Burton, R., van der Kleij, F., Ablaza, C., Carroll, A., Hattie, J., & Neill, S. (2021). Teachers activating learners: The effects of a student-centred feedback approach on writing achievement. Teaching and Teacher Education, 105, 103387. https://doi.org/10.1016/j.tate.2021.103387
Cao, T. H. P., & Pham, X. T. (August 2024). Formative assessment and self-regulated English language learning: A case study from two Vietnamese Teacher Training Universities. Paper pressented at VietTESOL International Conference 2024, Ho Chi Minh City, Vietnam.
Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in confucian-heritage settings. Routledge.https://doi.org/10.4324/9780203128213
Cheong, Y.-Y. (2018). Assessment in Singapore: Perspectives for classroom practice. Assessment in Education: Principles, Policy & Practice, 25(6), 678–682. https://doi.org/10.1080/0969594X.2017.1309354
Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205–249. https://doi.org/10.1007/s10648-011-9191-6
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (Fifth edition). SAGE. (Paperback), ISBN 978-1506386706
Gan, L., & Lam, R. (2022). A Review on Language Assessment Literacy: Trends, Foci and Contributions. Language Assessment Quarterly, 19(5), 503–525. https://doi.org/10.1080/15434303.2022.2128802
Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68, 100955. https://doi.org/10.1016/j.stueduc.2020.100955
Gu, P. Y. (2021). Classroom-based formative assessment. Foreign Language Teaching and Research Press. (Paperback), ISBN 978-7-5213-2450-1
Gu, P. Y., & Lam, R. (2023). Developing Assessment Literacy for Classroom-Based Formative Assessment. Chinese Journal of Applied Linguistics, 46(2), 155–161. https://doi.org/10.1515/CJAL-2023-0201
Hattie, J., & Clarke, S. (2019). Visible learning: Feedback (first published). Routledge. https://www.routledge.com/Visible-Learning-Feedback/Hattie-Clarke/p/book/9781138599895
Hill, K., & McNamara, T. (2012). Developing a comprehensive, empirically based research framework for classroom-based assessment. Language Testing, 29(3), 395–420. https://doi.org/10.1177/0265532211428317
Hill, K. (2012). Classroom-based assessment in the school foreign language classroom. Peter Lang. https://www.peterlang.com/document/1047246
Kaur, K. (2021). Formative assessment in English language teaching: Exploring the enactment practices of teachers within three primary schools in Singapore. Asia Pacific Journal of Education, 41(4), 695–710. https://doi.org/10.1080/02188791.2021.1997707
Lam, R. (2014). Promoting self-regulated learning through portfolio assessment: Testimony and recommendations. Assessment & Evaluation in Higher Education, 39(6), 699–714. https://doi.org/10.1080/02602938.2013.862211
Le, V. C. (2024). English in Vietnam. In A. J. Moody (Ed.), The Oxford Handbook of Southeast Asian Englishes (1st ed., pp. 339–358). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780192855282.013.18
Leung, C. (2004). Developing formative teacher assessment: Knowledge, practice, and change. Language Assessment Quarterly, 1(1), 19–41. https://doi.org/10.1207/s15434311laq0101_3
Leung, C. (2013). Classroom-based assessment issues for language teacher education. In A. J. Kunnan (Ed.), The companion to language assessment (pp. 1510–1519). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118411360.wbcla064
Li, J., & Gu, P. Y. (2024). Formative assessment for self-regulated learning: Evidence from a teacher continuing professional development programme. System, 125, 103414. https://doi.org/10.1016/j.system.2024.103414
Mak, P., & Wong, K. M. (2018). Self-regulation through portfolio assessment in writing classrooms. ELT Journal, 72(1), 49–61. https://doi.org/10.1093/elt/ccx012
MOET. (2003). Decision 50 issued by MOET of Vietnam on language assessment. Ministry of Education of Vietnam. https://thuvienphapluat.vn/van-ban/Giao-duc/Quyet-dinh-50-2003-QD-BGDDT-Chuong-trinh-mon-Tieng-Anh-Tin-hoc-bac-tieu-hoc-23435.aspx
MOET. (2016, July). Dispatch 4235: Instruction of assessing for communicative competence: Số: 4235/BGDĐT-GDTrH V/v Hướng dẫn thực hiện nhiệm vụ giáo dục trung học năm học 2016-2017. Ministry of Education of Vietnam. https://thuvienphapluat.vn/cong-van/Giao-duc/Cong-van-4235-BGDDT-GDTrH-huong-dan-nhiem-vu-giao-duc-trung-hoc-2016-2017-327249.aspx
MOET. (2018). English language curriculum (issued with the circular no. 32/2018/TT-BGDDT dated 26 December 2018 of the Minister of Education and Training). Ministry of Education of Vietnam. https://thuvienphapluat.vn/van-ban/Giao-duc/Circular-32-2018-TT-BGDDT-promulgating-general-education-program-519827.aspx
Ngo, M. T., & Tran, L. T. (2024). Current English Education in Vietnam: Policy, Practices, and Challenges. In T. L. H. Nghia, L. T. Tran, & M. T. Ngo (Eds.), English Language Education for Graduate Employability in Vietnam (pp. 49–69). Springer Nature. https://doi.org/10.1007/978-981-99-4338-8_3
Ngo, X. M. (2024). English assessment in Vietnam: Status quo, major tensions, and underlying ideological conflicts. Asian Englishes, 26(1), 280-292. https://doi.org/10.1080/13488678.2022.2132128
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., Brown, G., & Courtney, M. (2014). Teachers’ reasons for using self-assessment: A survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice, 21(4), 365–383. https://doi.org/10.1080/0969594X.2014.919247
Rea-Dickins, P. (2007). Classroom-based assessment: Possibilities and pitfalls. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 505–520). Springer US. https://doi.org/10.1007/978-0-387-46301-8_36
Shabani, K., & Hui, S. K. F. (2016). Implications of Vygotsky’s sociocultural theory for second language (L2) assessment. Cogent Education, 3(1), 1242459. https://doi.org/10.1080/2331186X.2016.1242459
Teng, L. S., & Zhang, L. J. (2022). Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Future Directions. Applied Linguistics, 43(3), 587–595. https://doi.org/10.1093/applin/amab032
Tian, W., Le, H. D., & Nguyen, T. N. (2023). Vietnamese university EFL teachers’ practices and literacy in classroom assessment: A sociocultural perspective. System, 116, 103066. https://doi.org/10.1016/j.system.2023.103066
Wiliam, D. (2018). Assessment for learning: Meeting the challenge of implementation. Assessment in Education: Principles, Policy & Practice, 25(6), 682–685. https://doi.org/10.1080/0969594X.2017.1401526
Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39–49. https://doi.org/10.1016/j.system.2019.01.004
Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228–260. https://doi.org/10.1080/0969594X.2021.1884042
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2