Measures to innovate assessment of English in grade 10 of Thanh Hoa Ethnic boarding high school

TABLE OF CONTENTS
Pages
PART I: INTRODUCTION
1
1. Rationale for topic choice
2
2. Aims of study
3
3. Methodology 
4
4. Scope of the study
4
PART B: SOLVING THE PROBLEM
3
1. Rationale 
3
1.1. The concept of testing and asessment
3
1.2. Classification
4
1.3. Criteria for assessment
4
1.4. The aim, meaning and role of assessment
5
1.5. Assessment procedure
6
2. Reality
6
3. Solutions for implimentation
7
4. Demonstration
12
5. Findings
15
PART C: CONCLUSION AND RECOMMENDATION
19
I. Conclusion
19
II. Recommendation
19
1. To teachers
19
2.To educational managers
20
PART I:  INTRODUCTION
1. Rationale for topic choice
Assessment plays an essential role in teaching activities. However, the effectiveness of assessment varies significantly with its methods.
Assessment is a step quantifying the result of any specific activity, including a teaching session, results of a semester, a school year, a education level, a module or students' overall performance. Assessment is meaningful for not only learners but also teachers, educators and related parties. It enables teachers to recognize the strength and weakness of their teaching.It also help learners to evaluate the knowledge gained through grading, which is a high-stake form of assessment because it may influence their further education, graduation or even life choice.Therefore, assessment is an indispensable part of teaching and improving teaching quality. Assessment necessarily and nearly compulsorily involves three criteria: impartiality, objectivity and... in order to turn it into an precise and effective evaluation tool for teaching, improving social equality and motivating learners. Otherwise, imprecise assessment might create inequality and demotivate learners. Moreover, the basis of assessment, despite various available elaboration, ultimately takes root in 4 main aims of learning: learning to know, learning to do, learning to actualize oneself, learning to integrate socially. Thus, precise assessment is only feasible to some extent because its target is intangible thoughts and knowledge, which can only be communicated and qualified via verbal or written language.
Innovation in formal education is the process of innovating aims, contents, methods, facilities, assessment as well as concepts, methodology and management in course design, among which assessment innovation is a significant tool to determine the capability of learners, adjust the process of teaching and learning. motivate changes in pedagogy and contribute to progress in human education.
Assessment in high school education has been underestimated due to many reasons. Teachers mainly focus on evaluating within the scope of knowledge and skill attainment, ignoring the requirements to perform tasks similar to real life situation in order to evaluate the level of skills.Educators usually recommend that the importance of education in high school is teaching study skills. Thus, the broadening of assessment scope should be considered when content and format of assessment are chosen. The principle 'teacher assessment should motivate students' self-assessment and measure the precision, objectivity of learning results and the extent to which teaching aims are achieved' should also be ensured.[
Assessment in high school strongly requires innovative changes in Vietnam education system and Thanh Hoa ethnic boarding high school is not an exception. From the objective and subjective reasons mentioned above, the subject of my study is "Measures to innovate assessment of English in grade 10 of Thanh Hoa Ethnic boarding high school".
2. Aims of study
The study aims to find a practical, precise and impartial method od assessment which helps improve students' confidence, motivation and creativity; helps teachers adjust pedagogy and education management.
3. Methodology
3.1. Theoretical methods
Theories about assessment of English language teaching
3.2. Empirical methods
Pedagogical practice, comparison methods
4. Scope of the study
4.1. Subject of the study
The process of assessing learners in grade 10 D of Thanh Hoa ethnic boarding high school in academic year 2016-2017
4.2. Object of the study
Techniques to assess English language teaching for grade 10.
PART B. SOLVING THE PROBLEM
1. Rationale  
1.1. The concept of testing and assessment .
1.1.1 Testing 
According to Vietnamese dictionary by Hoang Phe, , the test term is defined as "Inspection is a review of the actual situation for evaluation and comment"[3]. Testing is investigation, consideration and review of a task or reality for commenting, appreciation and review . Overall, scientists and educators unanimously agree that testing means collecting data, evidence to investigate reality in order to evaluate and comment. In education, there are various types of assessment, namely formative assessment (daily assessment), periodic assessment (at the end of chapters, sections) and summative assessment (end of term assessment).
1.1.2. Assessment
Assessment is the process of forming appraisal and judgement of the results of a task based on the analysis of data in comparison with a set of aims and standard in order to make suitable decision in improving reality, advancing quality and effectiveness of that task.
The concept of assessment used in the field of education is understood in different ways. According to C.E. Beeby (1997) "Evaluation is the systematic collection and interpretation of evidence that leads to judgment of value from the point of view of action,"[1] which emphasizes value. Owen & Rogers (1999)[6] "Evaluating is a systematic gathering of information and making judgments based on information obtained." Thus, the concept of assessment is considered in accordance with the purpose and specific object to be assessed. It is understandable that the evaluation is a systematic collection of information about the state of the object being assessed, thereby providing accurate statements based on the information obtained as the basis for the subject matter. Introduce measures to improve the quality of education.
To sum up, assessment is the activity of concluding the judgement and evaluation of students' level. It initially involves the examination of students' work, then the measurement to collect necessary data and finally a conclusion. Thus, testing and assessment are two closely related processes. Testing is to provide information for assessment and assessment is based on the result of testing. They can be combined into a unified process called testing-assessment.
- The concept of testing in part 1.1.1 , author is based on reference [3]
- The concept of assessment in part 1.1.2, author is based on reference [1] and [6].
1.2. Classification of assessment
Having decided on the test format, teachers can choose suitable exercises to test students' skills and  linguistic knowledge. The type of exercise used in testing include:
1.2.1. Placement tests
This concept does not involve the content or format of the test but only focuses on the aim of testing. Therefore, various formats and processes can be chosen depending on the course aims. Tests for a linguistic course usually consist of interviews and paper tests. A paper tests can combine both multiple choice and essays or separate these two types.
1.2.2 Diagnostic tests
They are testing at the implementation of a course in order to predictably supplement  insufficient or weak knowledge and to determine the real current level of students, aiming to adjust a course design in accordance with the original aims.
1.2.3. Progress tests
They are testing after the beginning  of a course, in other words, periodic tests in the middle of a course or on the request of the managers or students. The content of the test is also in the lesson. Progess tests are different from achievement tests in the limitation of aims and content. This type of testing is usually designed by teachers and can only evaluate the teacher's achievement in teaching and recognize the strength and weakness of learners.
1.2.4. Achievement tests
This type of testing is usually used at the end of a course, and may be to award a certificate. They are relatively similar to progress tests because the only difference is in time. The basic aim of this type of testing is to evaluate the results students have achieved after a course or a program.
1.2.5. Proficiency tests
They measure the level of proficiency independently from learning or teaching program. Proficiency tests assess based on specific aims, such as to meet a required language proficiency level to further education.   
1.3. Criteria for assessment
- Criteria for assessment in part 1.3, author based on reference [2].
Assessment should ensure comprehensiveness (knowledge, skills, ability, attitudes and behaviors of students), reliability (precision and objectivity), feasibility (content, format and facilities) and classification requirement [2]. It involves 3 levels, namely recognition, understanding and application (low and high level). Specifically, the range of classification should be as broad as possible and should be highly effective (it could evaluate all necessary aspects and have positive influence on the teaching process).
1.4. The aim, meaning and role of assessment
1.4.1. The aim of assessment
To publicize the evaluation of an individual student and a class's capability and result in order to create opportunities for them to develop self-assessment skill, recognize personal progress and motivate learning.
To aid teachers in recognizing their own strength and weakness, improving pedagogy, striving for teaching quality and effectiveness advancement. 
1.4.2. Meaning of assessment
Assessment is significantly important to students, teachers and especially educational management. 
- To students: Systematic and continuous assessment provide 'backward information', which enables students to adjust learning activities. It shows students the extent to which they have absorbed knowledge and their limitation. It also develops cognitive skills through mental activities such as memorizing, recalling, precision, generalizing, systematizing knowledge. These activities give students opportunities to develop creativity and flexibility to apply knowledge into real life situations.Besides, they give students a sense of responsibilities and discipline, a will for better achievements and belief in their potential. Moreover, assessment partly remedy students' ignorance and arrogance. [5]
- To teachers: To provide 'outside backward information', which may contribute to pedagogical adjustment.
- To educational management: To provide information on teaching and learning reality in an educational education so that timely policy can be used to ensure conformity, encourage creative ideas and to guarantee that educational aims are met.
1.4.3. The role of assessment in education
- The meaning of assessment to students in part 1.4.2, author based on reference [5].
The content and approach of teaching are equally important in current educational system. Innovation in educational method is an urgent need to improve teaching quality. Innovation in teaching requires simultaneous changes from teaching, learning materials, teaching methods to assessment. Assessment plays noticeable role in advancing educational quality. The results of assessment is the basis for adjustment in teaching, learning as well as management. In contrast, if assessment is misleading, it will possibly results in inaccurate perception of educational quality and  considerable negative impact on human resource use. Therefore, innovation in assessment is urgently necessary in education as well as society. Reasonable, impartial and precise assessment will help improve learners' self-confidence, enthusiasm and creativity in study. 
1.5. Assessment procedure
Assessment in education is a complicated and challenging issue because it is holistic and multi-faceted. Thus, in order to assess a student, a class, a cohort accurately, the first step is to build a procedure, choose a method and to collect necessary data. This procedure may involve 4 stages: measure, quantify, evaluate and decide.
Measure: Record test result in nummerical marks, which are symbols indirectly reflecting students' level  qualitatively though not necessarily quantitatively. 
Quantify: Use data to make quantitative calculation on knowledge and skills of students. This is a transitional step between measurement and evaluation. Quantification can be based on standards or criteria.
Evaluate: This step requires teachers to make jugement on the reality of a student's level in the tested topic sp as to come up with measures to remedy weakness or to promote effectiveness
Decide: This is the final step in assessment, teachers will inform students of specific measures for students' improvement.
2. Reality.
According to Professor. Dr. Nguyen Cong Khanh [4], the weakest of the assessment of our secondary eduacation is based on unsuitable purposes, which makes the educational process lacks developments. The implementation of current assessment procedure in Vietnam only focus on summative purpose, which concludes on students' capabilities, but neglects formative purpose. In other words, it is test-oriented (towards high school graduation and university entrance exam). Nearly all activities of teachers and students revolve around improving test results by, for instance, learning sample essays by heart, practice solutions to typical exercises in exams. All effort of the school management only serves as a preparation for a summative conclusion and students do not receive any support to get better . When it is highly unlikely that they are going to make any achievement, some student may choose cheating.
In addition, assessment is inadequate in methods, which makes education impractical.The popular methods of assessment in current high school education system, especially in senior high school, are only limited to paper tests. They consist of two familiar parts: written tasks and multiple choice, both of which are only suitable to prove the attainment of theoretical knowledge. 
- The reality in part 2, author is based on reference [4]
Another weak point of assessment is rigid thus does not encourage initiative and creativity of students in learning. The current assessment regime does not allow students to have personal choice in proving their potential and it may limit students' initiative and creativity. The methods of assessment only emphasizing recollection of academic knowledge do not enable students to show the knowledge and capability they have gained outside the classroom. Moreover, those knowledge and skills may worsen their performance if they are different from the specified answers in mechanical tests. On the other hand, numerical test results will be useless if high-scoring students do not have opportunities to share the experience and strategies for success with others to learn from. As a consequence, students lose their initiative, creativity and problem solving skills. In contrast, the innovative assessment methods utilize assessment as opportunities for students and interaction and students' peer-interaction. Those problems are faced by teachers and students at Thanh Hoa ethnic boarding high school. How to innovate assessment of English there? Here are some solutions to solve these problems.
3. Solutions for implementation
As teachers are chiefly responsible for student assessment, they should pay attention to the following changes in order to enhance the precision of assessment.
Solution 1: Innovation in timing for assessment
Assessment should not be made by the end of a semester or academic year but during the whole learning process instead. Assessment should be carried out immediately after each teaching session and the next assessment should be more demanding but with a different format from the previous one
Solution 2: Innovation in using assessment results
Most school management only use test results to classify students' academic level and to nominate awards. Nonetheless, these results can provide important and precise information about students' learning as well as teachers' teaching progress in English language subject for the school management, and regulatory authorities. These information is the basis for timely and effective decision, which may improve the teaching and learning of English language subject. 
Solution 3: Innovation in aims of assessment
Teacher heavily rely on the end-of-academic year results, which means that final tests is extremely important to both teachers and students. However, while teachers stressed summative aim of 'final exams', its formative purpose of 'encouraging learning' may play second fiddle despite the fact that the second purpose is an essential part of assessment. It directly influence and encourage students to improve their knowledge and learning process. In addition, although induction tests are always arranged, teachers occasionally pay attention to these tests, which may help teachers classify students to choose suitable teaching methods. In conclusion, teachers should focus on formative assessment so as to evaluate students' capabilities holistically.   
Solution 4: Innovation in assessment content
Teachers should not emphasize mechanical recollection of theoretical knowledge and should pay more attention to understanding and application into practice instead. Tests should cover all learning content, knowledge, skills as well as level, which help classify students. Tests should be compatible with standard schedule, knowledge and skill. They should also be suitable for students' level.
Teachers must pay equal attention to all four skills (listening, speaking, reading, writing) for three following reasons: first, to precisely evaluate students (recognize the right level, students think results are fair, evaluate students from low to high level, evaluate impartially, tests are sparsely spaced in order not to discourage weak students but to create learning habit which avoids being arrogant, negligent, prepare lessons before class.
Teachers must test knowledge and skills in combination such as reading-writing, grammar-vocabulary, listening-speaking in different kind of tests.
Solution 5: Forms of assessment
In addition to using different teaching methods ( teachers pay equal attention to students, design varying types of exercises for students of different levels so that teachers can classify and aid weak students while encourage good students), teachers should use self-assessment method which help students evaluate themselves and further their strengths or improve their weaknesses. In English language subject in high school, the forms of assessment consists of oral tests, 15-minute tests and 45-minute tests.
Oral tests. 
Teachers should omit oral tests at the beginning of a session but testing previous knowledge while teaching new lessons. As the results, teachers will have more time to teach new lessons thoroughly and  can still test students. Moreover, teachers can tests speaking skill of many pairs of students.  
* Tests at the beginning of a session: teachers deliver an exercise, call a student to do in on the board and the rest of the class do it on their notebooks. Then, teachers can collect some students' answer to mark. Finally, the whole class can make comments on the exercise written on the board. Alternatively, teachers can call 4 students at once to do the same exercise. Any of them can answer if ready, the others make contribution or answer additional questions. 
Example: Checking vocabulary of Lesson: Reading of Unit 12. Teacher's request: 'Write a word in English that means : “trang nghiêm ” Student 1: write the word, Student 2: determine its part of speech, Student 3: write synonym, Student 4: Write antonym  
This method