Learning strategies to improve formative assessment practices in teacher education: A comparative study of Australia and Vietnam

Abstract

The study utilises a constructivist paradigm to understand the impact of formative assessment in engaging and motivating student learning. Students can rely on assessment information to build on how they are currently performing (Albert, 2012; Tollefson, 2000). Regarding the framework, the research uses theories of motivation and socio-cultural of learning in identifying the zone of proximal development (ZPD) of students in enhancing students’ achievements. Social interactions and communication are essential channels for students to self-assess and peer-assess to define their strengths and weaknesses. Hence students should have constructive feedback on how to build on their knowledge and skills and gain higher competencies. This ethnographic study adopted a mixed method approach of triangulation design to understand the practice of teaching, learning, and assessment within the teacher education context. The research participants included lecturers and students in one teacher education program in Australia and one in Vietnam in the school year 2017-2018. In this study, 295 students responded to a questionnaire, four Australian students participated in individual interviews and 10 Vietnamese students participated in two focus groups; 16 lecturers took part in in-depth interviews. In addition, observations of four classes (20-30 students/ class) were conducted to triangulate the current practices of lecturers and students. As a comparative study, the research examines the differences and similarities in the implementation of formative assessment in both countries. Cultural context is a significant factor in the practice of assessment (Broadfoot, 1999), as both countries have different historical precedents in the field of assessment. The research results showed that there are elements in common in the practice of questioning and giving feedback between the two case studies involved in this study. However, there are also differences in the practices of sharing learning expectation, peer assessment and self-assessment. The lesson from this research data is how to develop students’ learning autonomy by empowering, involving and engaging them in their own learning experience. Furthermore, lecturers play a significant role in giving instruction, moderation and modelling good practices in teaching. In conclusion, formative assessment coupled with pedagogical strategies help to enable graduates’ competencies to perform better in their teaching careers.