VietTESOL International Convention, VietTESOL International Convention 2018

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Classroom-Based Assessment of Writing: A Case Study of Vietnamese IELTS Teachers' Writing Assessment & Instruction Practices
Hai Duy Nguyen-Le, Hoan Thi Khai Pham

Building: A12
Room: Room 305
Date: 2018-10-12 04:30 PM – 05:00 PM
Last modified: 2018-09-15

Abstract


It is widely accepted that instruction and assessment that subsumes marking practices have a close connection with each other. This interaction lays a practical foundation for classroom-based assessment which is viewed as a quintessential factor for effective language teaching and learning. This qualitative research aims to explore the relationship between scoring practices and classroom instruction of Vietnamese teachers of IELTS in order to obtain detailed insights into their classroom-based writing assessment. In the current research, retrospective interviews and think-aloud protocol were employed to collect information regarding teaching and assessment practices of 3 Vietnamese teachers of IELTS based in Ho Chi Minh City through teaching IELTS writing lessons and marking a set of 7 Academic IELTS writing task 2 essays ranging from band 5.0 to 6.5. Those data are subsequently analysed with Hill and McNamara’s (2011) research framework for classroom-based assessment. Existing data confirm that there exists interplay between those teachers’ teaching and assessment practices. Specifically, assessment foci of the Vietnamese teachers of IELTS are reflected in their instruction which includes classroom-based assessment. The findings presented in this study call for further research and tentatively suggest a paramount need for fundamental training on writing assessment to effectively improve classroom-based assessment practices of Vietnamese teachers, which consequently heightens the quality of English teaching in Vietnam.