Formative Teaching Style Does Not Contribute to Student Academic Achievement - A Cameo Study
Journal Title: International Journal of Social Sciences and Education - Year 2016, Vol 6, Issue 2
Abstract
There is a growing body of literatures that emphasize on the importance of formative assessment to improve the students’ performances in both summative assessment and learning motivation. In this practitioner study, the aim is to examine the effect of formative assessment on academic achievement in the context of the Vietnamese college classroom. A quasi-experimental research design is applied, whereby the researcher taught both an experimental and a control class within the same semester. The investigation on the influence of formative assessment intervention is examined by four types of tests, namely pre-test, post-test, mid-term test and semester-end test. The results revealed that the experimental class achieved higher scores in both mid-term test and post-test compared to the control class and there are no differences in the semester-end test (summative assessment) between the two classes. The partially successful investigation within this study revealed the complexity of the current formative assessment practice. The practitioner’s attempt to conduct formative assessment for an active learning environment is not effective, because the problems arising from local traditional beliefs and practices of teaching, learning and assessment hindered the long-term growth of the method. Therefore, further support from the educational policy and professional development are required to help the Vietnamese teachers to obtain a profound understanding of the formative assessment theory and practice principles. As a result, these new approaches will lead to a complete success of the formative assessment practice in Vietnamese classroom.
Authors and Affiliations
Nguyen Thi Do Quyen, Ahmad Zamri Khairani
Keywords
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Department of Human Kinetics and Health Education, University of Lagos, Akoka, NIGERIA.
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