Literaturnachweis - Detailanzeige
| Autor/in | Bui, Hung Phu |
|---|---|
| Titel | Vietnamese University EFL Teachers' and Students' Beliefs and Teachers' Practices Regarding Classroom Assessment |
| Quelle | In: Language Testing in Asia, 13 (2023), Artikel 10 (16 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Bui, Hung Phu) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| DOI | 10.1186/s40468-023-00220-w |
| Schlagwörter | Foreign Countries; English (Second Language); Language Teachers; College Faculty; College Students; Teacher Attitudes; Student Attitudes; Scaffolding (Teaching Technique); Performance Based Assessment; Barriers; Evaluation Methods; Formative Evaluation; Student Evaluation; Second Language Learning; Vietnam |
| Abstract | This study investigates Vietnamese university EFL teachers' and students' beliefs and teachers' practices regarding classroom assessment. Data were collected from a questionnaire administered to 455 participants (104 teachers and 351 students), interviews with nine teachers and twelve students, and 18 observations of 90-min lessons in five universities in Vietnam. In general, the teachers were aware of all assessment types in the current literature. They dominantly used interactive scaffolding and performance assessment. They also denoted some contextual factors as barriers to their assessment practices, leading to their seeming negligence of other classroom assessment types in their practices. The students preferred formative assessment and some assessment tasks (e.g., group work), while the teachers believed that summative assessment could engage students in learning and associated performance assessment with a summative assessment. Implications for L2 classroom assessment practices are discussed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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