An investigation into EFL teachers perceptions and practice of formative assessment at some colleges in Thua Thien Hue province

Tóm tắt

Abstract: This descriptive study aims to investigate intensively teachers’ understanding of formative assessment, how they implement formative assessment in their classroom as well as the challenges they have to confront when conducting this kind of assessment in their own classroom.  The current study was conducted with the participation of 40 teachers from some colleges in Thua Thien Hue province. Quantitative and qualitative data were collected via questionnaire and semi-structured interviews. Main findings revealed that almost all teachers were highly aware of formative assessment in relation to its importance and necessity. Besides, most of the teachers applied formative assessment in the right sequence. Also, size of class was one major difficulty that teachers had to deal with when they used formative assessment. The paper ended with some implications for a better use of formative assessment in the future.