Abstract
This study explores the attitudes of eight EFL learners in Vietnam towards their teachers' summative and formative assessment techniques. Encompassing students from various academic years, the research utilizes in-depth interviews and thematic analysis to delve into the intricate layers of experiences with both assessment methods. The qualitative approach allows a thorough exploration of individual narratives, considering cultural, linguistic, and developmental factors shaping attitudes toward assessments. Specifically, the study examines learners' interpretations of traditional summative assessments, evaluating their impact on stress, motivation, and perceived fairness. Simultaneously, it explores encounters with formative assessments, emphasizing how continuous feedback aids learning and caters to individual needs. The study aims to provide context-specific insights, bridging the gap between theoretical and practical aspects of assessment in the Vietnamese EFL setting for educators.
TopLiterature Review
Role of Assessment in Language Learning
Research has long emphasized the critical role of assessment in educational contexts. Goss (2022) and Sadler (2016) highlighted the impact of assessments on teaching and learning, suggesting that effective assessment practices can significantly enhance student learning outcomes. In language education, assessments are not just measures of proficiency but are integral to the learning process itself (Alderson, 2005; Shepard et al., 2018). The literature in this field explores how different types of assessments influence language learning, shaping student motivation, and engagement (Brown & Hudson, 1998; Purpura, 2016).
Key Terms in this Chapter
Formative Assessments: These are ongoing assessments used to provide feedback to students and teachers about learning progress during the instructional process. Formative assessments help in identifying areas that need improvement and in adjusting teaching methods to better meet students’ needs. Examples include quizzes, drafts, homework assignments, and informal observations.
Summative Assessments: These are evaluations used to measure learners’ competence after an instructional phase has ended. Summative assessments aim to evaluate the extent to which the learning objectives have been met, often for the purpose of assigning grades or marks. Examples include final exams, end-of-unit tests, and standardized tests.
Constructivism: This is a theory of learning that posits learners construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. It emphasizes the importance of active engagement, prior knowledge, and the social context in learning, suggesting that learners construct new knowledge by building upon their existing knowledge.
The Interpretivist Paradigm: This paradigm is based on the belief that reality is socially constructed through human interactions and interpretations. In research, it focuses on understanding the subjective meanings and experiences of participants. The interpretivist paradigm values qualitative methods to explore the complexity of social phenomena, emphasizing context and the importance of the researchers’ and participants’ perspectives in shaping findings.