TRA VINH UNIVERSITY TEACHING AND LEARNING CENTER

1. TRA VINH UNIVERSITYTEACHING AND LEARNING CENTER What are the main values, attitudes and assumptions of Vietnamese teachers on student assessment in higher education and what are the main influences upon their teaching? A study at a medium-sized university in the south of VietnaM Nguyen ThiHaiTra, med Teaching and Learning Center

2. CONTENTS • Purposes of the study • Purposes of student assessment in higher education • Types of assessment • Issues of formative assessment implementation • Student assessment in Vietnam • Methods of the study • Findings and discussion • Conclusion and suggestions Teaching and Learning Center

3. PURPOSES OF THE STUDY • To focus on developing insights into the values, attitudes, and assumptions about student assessment that are held by teachers and academic administrators at the site university, • To explore how these values, attitudes, and assumptions impact on teaching practice. Teaching and Learning Center

4. PURPOSES OF ASSESSMENT IN HIGHER EDUCATION • To support the learning process, • To maintain disciplinary or professional standards, • To judge student achievement of essential knowledge and skills. Teaching and Learning Center

5. FORMATIVE vs. SUMMARTIVE ASSESSMENT Teaching and Learning Center

6. ISSUES OF FORMATIVE ASSESSMENT IMPLEMENTATION • The size of large classes, • The extensive and excessive curriculum requirements in educational systems, • Teachers’ expertise, professional knowledge and skills, • Having a cultural context. Teaching and Learning Center

7. STUDENT ASSESSMETN OF LEARNING IN VIETNAM • MOET’s Regulation 25 and Regulation 43, • Require greater memorization in the final exams, • Do not emphasize formative assessment, • Students ‘cram’ for the exams, Teaching and Learning Center

8. METHODS • Procedure: getting all permission  data collection data analysis  writing report • Instrument: semi-structured interview Teaching and Learning Center

9. FINDINGS AND DICUSSION • Traditional student assessment: • Summative assessment • Teachers did not have the responsibility for implementing the whole process of student assessment • Students adopt their learning style to 'surface approach to learning’ => did not help to improve students' learning Teaching and Learning Center

10. FINDINGS AND DICUSSION • Recent student assessment: Regulation 975 • Advantages of recent student assessment practice: • Formative and summative assessment: • At least 2 formative assessment + 1 summative assessment • Final grade = (averaged grades of FA + grade of SA)/2 Teaching and Learning Center

11. FINDINGS AND DICUSSION • Recent student assessment: Regulation 975 • Advantages of recent student assessment practice: • Teachers had authority over the whole process of student assessment: Design, develop, implement, then grade assessment tasks (formative and summative assessment) • Have explicit responsibility for success and failures of students Teaching and Learning Center

12. FINDINGS AND DICUSSION • Recent student assessment: Regulation 975 • Advantages of recent student assessment practice: • Informing teachers about their students' learning process: • Have a better picture of students’ learning during a semester Teaching and Learning Center

13. FINDINGS AND DICUSSION • Recent student assessment: • Advantages of recent student assessment practice: • Informing teachers about their teaching: • Enable teachers to identify their weakness in teaching => Modify their teaching for a current semester and a subsequent semester Teaching and Learning Center

14. FINDINGS AND DICUSSION • Recent student assessment: • Advantages of recent student assessment practice: • Implementing formative assessment: Teaching and Learning Center

15. FINDINGS AND DICUSSION • Recent student assessment: • Advantages of recent student assessment practice: • Giving students feedback on their learning: • Provide students with constructive oral and written feedback • Provide students with chances to respond to teachers’ feedback Teaching and Learning Center

16. FINDINGS AND DICUSSION • Recent student assessment: • Drawbacks of student assessment practice • Increasing teachers’ workload: • Teachers have to do all work in the process of student assessment • Teachers earn very low incomes and most need to earn extra incomes from other sources • They “fulfil their tasks, but lack accountability in the assessment tasks” (Teacher 2) Teaching and Learning Center

17. FINDINGS AND DICUSSION • Recent student assessment: • Drawbacks of student assessment practice: 2. Fairness and appropriateness of assessment tasks: ‘Short – cuts’ Reduce the amount of formative feedback Use grade of 1st formative assessment for 2nd one Assign grades for formative assessment based on class attendance Use norm reference Teaching and Learning Center

18. CONCLUSION AND SUGGESTION • Have been changed for the better, • A powerful tool in directly or indirectly supporting student learning, • The teachers recognized the important responsibility, • The broader conception of student assessment helped them monitor their student learning progress, Teaching and Learning Center

19. CONCLUSION AND SUGGESTION • Teachers’ workloads increased • Fairness in assessment became an issue. => Explore students’ experiences and perceptions of fairness in assessment, Teaching and Learning Center

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21. REFERRENCES • OECD. (2005). Formative assessment: Improving learning in secondary classroom. Paris: OECD. • Osborn, M., McNess, E., Broadfoot, P., Pollard, A., & Triggs, P. (2000). What teachers do: changing policy and practice in primary education. (London, Continuum). • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks: SAGE Publications. • Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London & New York: Routledge. • Rowntree, D. (1987). Assessing students: How shall we know them? London: Kogan Page. • Rushton, A. (2005). Formative assessment: a key to deep learning? Medical Teacher, 27(6), 509-513. • Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(1), 1-25. • Sadler, D. R. (1998a). Formative assessment: revisiting the territory. Assessment in Education, 5(1), 77-84. • Sadler, D. R. (1998b). Letting students into the secret: Further steps in making criteria and standards work to improve learning. Paper presented at the Queensland Studies Authority Annual Conference for State Review panels and District panel chairs, Brisbane, Australia. • Spradley, J. P. (1979). The ethnographic interview. New York: Holt, Rinehart and Winston. • Stefani, L. A. J. (1994). Peer, self and tutor assessment: relative reliabilities. Studies in higher education, 19(1), 69-75. • Taras, M. (2002). Using assessment for learning and learning from assessment. Assessment and Evaluation in Higher Education, 27(6), 501-510. • Timperley, H. (2008). Teacher Professional Learning and Development: Educational Practices Series - 18. Belgium & Switzerland: the International Academy of Education (IAE) & the International Bureau of Education (IBE). http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_18.pdf. • Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutor's written responses. Assessment & Evaluation in Higher Education, 31(3), 379-394. • Welch, A. B. (2000). Responding to student concerns about fairness. Teaching Exceptional Children, 33(22), 36-40. Teaching and Learning Center

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