Formative Assessment in the Teacher Education in Vietnam
Abstract
The central aim of this study is to investigate the effectiveness of the implementation of formative assessment practices in the leading teacher education institutions in Vietnam. This helps understand its impact in engaging and motivating students in their process of acquiring knowledge. Students need to rely on the assessment information in order to evaluate and improve their learning performance. Social interaction and group communication are essential channels for students to self-assess and peer-assess in a bid to define own strengths and weaknesses. The study employed questionnaire, in-depth interviews and observations as the research methods. The results of this study showed that students are engaged and involved in learning by formative assessment practices which help them shift the process of acquiring knowledge forward. Other factors impacting the implementation of formative assessment including class-size, portfolios, and curriculum etc. are also discussed in this study.
Keywords: formative assessment, self-assessment, peer-assessment, involvement, engagement
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