An investigation into the language assessment competence of pre service English teachers at a foreign language teacher training institution in VietNam
Assessment is vital in the language teaching and learning process. Therefore, it is necessary for teachers to acquire language assessment competences (LAC), which can be considered the knowledge and skills of collecting data about students’ achievement and utilizing the assessment process to develop...
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| Format: | Final Year Project |
| Language: | English |
| Published: |
2020
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| Online Access: | http://repository.vnu.edu.vn/handle/VNU_123/95620 |
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| Institution: | Vietnam National University, Hanoi |
| Language: | English |
| Summary: | Assessment is vital in the language teaching and learning process. Therefore, it is necessary for teachers to acquire language assessment competences (LAC), which can be considered the knowledge and skills of collecting data about students’ achievement and utilizing the assessment process to develop not only teacher’s instruction but also students’ learning. Although there exists a decent
number of studies about assessment competences internationally, there has been little to no research investigating that of Vietnamese teachers, especially the preservice ones. As a result, this research aims at scrutinizing the perception of preservice teachers’ assessment literacy at a foreign language teacher training institution in Vietnam called “University of Languages and International Studies
– Vietnam National University Hanoi”. The paper employs mixed methods design with questionnaires, educational text analysis and semi-structured interviews. The findings revealed that the majority of participants felt more satisfied and confident with assessment sub-competences relating to assessment process. However, this perception did not reflect the real practice. Between assessing language components and assessing language skills, it was true that
teacher trainees in ULIS believed that their practice of the former competency is more satisfactory. Besides, they still faced numerous weaknesses as well as challenges during their practice of LAC both during and after the course “Assessment Literacy”. Several implications have been made to teacher trainers and educators in ULIS and other university in Vietnam. |
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