Essay On Formative Assessment

Formative assessment was first used by Scriven (1967), but the research focused on formative assessment in ESL and EFL classes just started in 2000. “Before 2000, a number of studies were done about classroom assessment in regular school programs (Rogers, 1991; Wilson, 2000), but very few studies were conducted about formative assessment in EFL/ ESL context”. (Chen, Rogers, & Hu, 2004). Similarly, Rea-Dickins and Gardner (2000) concluded that “in compare to other topics in language testing, formative assessment had received less attention”. Black and William (1998) reviewed more than 250 articles and books to investigate the effect of formative assessment on students’ performance. They found that applying different methods to assess the students

The success of formative assessment implementation really depends on many factors including the teachers’ beliefs and the teachers’ comprehensive understanding on the fundamental principles of formative assessment and its implemental purposes. For formative assessment practices, according to Black and William (1998a), they set out “4 main headings for formative assessment practices: sharing learning goals, questioning, self/ peer assessment and feedback”. From the different point of view, the Assessment Reform Group (2002) has set out “10 principles for formative assessment”. Meanwhile, Sato and colleagues (2007) developed “six dimensions of formative assessment- based on research associated with the National Board Teaching Standards”. It can be seen that there is a variety of definitions of formative assessment practices. The reason behind this difference is that formative assessment practices were conducted in particular settings, and they served particular purposes. Therefore, it is necessary to investigate formative assessment practices in various contexts in order to examine the effectiveness of formative assessment in the

This study will help examine the implementation and effectiveness of formative assessment and show its significance.

Additionally, this study helps shed light on teachers’ understandings, beliefs, knowledge, attitudes and practices relevant to formative assessment. Teachers will get insight on how to assess their students’ performance. They have better conceptualization of formative assessment. They may apply the practice of formative assessment in their English classroom. This research also carried important implications for EFL teachers’ professional development in Viet Nam.

Moreover, school administrations will also benefit from the results of the study. It provides useful information to administrators about the implementation and effectiveness of formative assessment. It helps prepare a platform for schools to incorporate formative assessment in their curriculum.

1.4. Organization of the