ĐÁNH GIÁ QUÁ TRÌNH TRONG VIỆC PHÁT TRIỂN NĂNG LỰC TỰ ĐIỀU CHỈNH HỌC TẬP TRONG GIÁO DỤC TIẾNG ANH: GÓC NHÌN CỦA SINH VIÊN
Tóm tắt
Từ khóa
#formative assessment #self-regulated learning #teacher education #Vietnamese English Language classroom #assessment reformTài liệu tham khảo
Andrade, H., & Brookhart, S. M. (2016). The Role of Classroom Assessment in Supporting Self-Regulated Learning. In D. Laveault & L. Allal (Eds.), Assessment for Learning: Meeting the Challenge of Implementation (Vol. 4, pp. 293–309). Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-319-39211-0_17
Andrade, H. L., Bennett, R. E., & Cizek, G. J. (Eds.). (2019). Handbook of Formative Assessment in the Disciplines (1st ed.). Routledge. https://doi.org/10.4324/9781315166933
Andrade, H. L., & Heritage, M. (2017). Using formative assessment to enhance learning, achievement, and academic self-regulation. Routledge. https://doi.org/10.4324/9781315623856
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678
Berry, R. (2011). Assessment trends in Hong Kong: Seeking to establish formative assessment in an examination culture. Assessment Reform in Education: Policy and Practice, 18(2), 199–211. https://doi.org/10.1080/0969594X.2010.527701
Black, P., & Wiliam, D. (2005). Lessons from around the world: How policies, politics and cultures constrain and afford assessment practices. The Curriculum Journal, 16(2), 249–261. https://doi.org/10.1080/09585170500136218
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Brooks, C., Burton, R., van der Kleij, F., Ablaza, C., Carroll, A., Hattie, J., & Neill, S. (2021). Teachers activating learners: The effects of a student-centred feedback approach on writing achievement. Teaching and Teacher Education, 105, 103387. https://doi.org/10.1016/j.tate.2021.103387
Cao, T. H. P., & Pham, X. T. (August 2024). Formative assessment and self-regulated English language learning: A case study from two Vietnamese Teacher Training Universities. Paper pressented at VietTESOL International Conference 2024, Ho Chi Minh City, Vietnam.
Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in confucian-heritage settings. Routledge.https://doi.org/10.4324/9780203128213
Cheong, Y.-Y. (2018). Assessment in Singapore: Perspectives for classroom practice. Assessment in Education: Principles, Policy & Practice, 25(6), 678–682. https://doi.org/10.1080/0969594X.2017.1309354
Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205–249. https://doi.org/10.1007/s10648-011-9191-6
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (Fifth edition). SAGE. (Paperback), ISBN 978-1506386706
Gan, L., & Lam, R. (2022). A Review on Language Assessment Literacy: Trends, Foci and Contributions. Language Assessment Quarterly, 19(5), 503–525. https://doi.org/10.1080/15434303.2022.2128802
Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68, 100955. https://doi.org/10.1016/j.stueduc.2020.100955
Gu, P. Y. (2021). Classroom-based formative assessment. Foreign Language Teaching and Research Press. (Paperback), ISBN 978-7-5213-2450-1
Gu, P. Y., & Lam, R. (2023). Developing Assessment Literacy for Classroom-Based Formative Assessment. Chinese Journal of Applied Linguistics, 46(2), 155–161. https://doi.org/10.1515/CJAL-2023-0201
Hattie, J., & Clarke, S. (2019). Visible learning: Feedback (first published). Routledge. https://www.routledge.com/Visible-Learning-Feedback/Hattie-Clarke/p/book/9781138599895
Hill, K., & McNamara, T. (2012). Developing a comprehensive, empirically based research framework for classroom-based assessment. Language Testing, 29(3), 395–420. https://doi.org/10.1177/0265532211428317
Hill, K. (2012). Classroom-based assessment in the school foreign language classroom. Peter Lang. https://www.peterlang.com/document/1047246
Kaur, K. (2021). Formative assessment in English language teaching: Exploring the enactment practices of teachers within three primary schools in Singapore. Asia Pacific Journal of Education, 41(4), 695–710. https://doi.org/10.1080/02188791.2021.1997707
Lam, R. (2014). Promoting self-regulated learning through portfolio assessment: Testimony and recommendations. Assessment & Evaluation in Higher Education, 39(6), 699–714. https://doi.org/10.1080/02602938.2013.862211
Le, V. C. (2024). English in Vietnam. In A. J. Moody (Ed.), The Oxford Handbook of Southeast Asian Englishes (1st ed., pp. 339–358). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780192855282.013.18
Leung, C. (2004). Developing formative teacher assessment: Knowledge, practice, and change. Language Assessment Quarterly, 1(1), 19–41. https://doi.org/10.1207/s15434311laq0101_3
Leung, C. (2013). Classroom-based assessment issues for language teacher education. In A. J. Kunnan (Ed.), The companion to language assessment (pp. 1510–1519). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118411360.wbcla064
Li, J., & Gu, P. Y. (2024). Formative assessment for self-regulated learning: Evidence from a teacher continuing professional development programme. System, 125, 103414. https://doi.org/10.1016/j.system.2024.103414
Mak, P., & Wong, K. M. (2018). Self-regulation through portfolio assessment in writing classrooms. ELT Journal, 72(1), 49–61. https://doi.org/10.1093/elt/ccx012
MOET. (2003). Decision 50 issued by MOET of Vietnam on language assessment. Ministry of Education of Vietnam. https://thuvienphapluat.vn/van-ban/Giao-duc/Quyet-dinh-50-2003-QD-BGDDT-Chuong-trinh-mon-Tieng-Anh-Tin-hoc-bac-tieu-hoc-23435.aspx
MOET. (2016, July). Dispatch 4235: Instruction of assessing for communicative competence: Số: 4235/BGDĐT-GDTrH V/v Hướng dẫn thực hiện nhiệm vụ giáo dục trung học năm học 2016-2017. Ministry of Education of Vietnam. https://thuvienphapluat.vn/cong-van/Giao-duc/Cong-van-4235-BGDDT-GDTrH-huong-dan-nhiem-vu-giao-duc-trung-hoc-2016-2017-327249.aspx
MOET. (2018). English language curriculum (issued with the circular no. 32/2018/TT-BGDDT dated 26 December 2018 of the Minister of Education and Training). Ministry of Education of Vietnam. https://thuvienphapluat.vn/van-ban/Giao-duc/Circular-32-2018-TT-BGDDT-promulgating-general-education-program-519827.aspx
Ngo, M. T., & Tran, L. T. (2024). Current English Education in Vietnam: Policy, Practices, and Challenges. In T. L. H. Nghia, L. T. Tran, & M. T. Ngo (Eds.), English Language Education for Graduate Employability in Vietnam (pp. 49–69). Springer Nature. https://doi.org/10.1007/978-981-99-4338-8_3
Ngo, X. M. (2024). English assessment in Vietnam: Status quo, major tensions, and underlying ideological conflicts. Asian Englishes, 26(1), 280-292. https://doi.org/10.1080/13488678.2022.2132128
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., Brown, G., & Courtney, M. (2014). Teachers’ reasons for using self-assessment: A survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice, 21(4), 365–383. https://doi.org/10.1080/0969594X.2014.919247
Rea-Dickins, P. (2007). Classroom-based assessment: Possibilities and pitfalls. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 505–520). Springer US. https://doi.org/10.1007/978-0-387-46301-8_36
Shabani, K., & Hui, S. K. F. (2016). Implications of Vygotsky’s sociocultural theory for second language (L2) assessment. Cogent Education, 3(1), 1242459. https://doi.org/10.1080/2331186X.2016.1242459
Teng, L. S., & Zhang, L. J. (2022). Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Future Directions. Applied Linguistics, 43(3), 587–595. https://doi.org/10.1093/applin/amab032
Tian, W., Le, H. D., & Nguyen, T. N. (2023). Vietnamese university EFL teachers’ practices and literacy in classroom assessment: A sociocultural perspective. System, 116, 103066. https://doi.org/10.1016/j.system.2023.103066
Wiliam, D. (2018). Assessment for learning: Meeting the challenge of implementation. Assessment in Education: Principles, Policy & Practice, 25(6), 682–685. https://doi.org/10.1080/0969594X.2017.1401526
Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39–49. https://doi.org/10.1016/j.system.2019.01.004
Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228–260. https://doi.org/10.1080/0969594X.2021.1884042
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
