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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Pham Thi Minh Xuyen
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DOI:10.17265/2161-6248/2023.06.002
A&A Creative English Center, Hanoi, Vietnam
Modern education has been moving from a knowledge- to competency-based approach whose axis spins around the well-round development of whole persons as regards intellectual, emotional, social, and physical capacities. In the field of language, proficiency refers to “the purposeful and appropriate application of one’s communicative competence”, and this is a challenging process to use English—the international language of academic, travel, and business in situated contexts, not merely repeating a bunch of vocabulary in fixed grammatical structures perfectly. To evaluate language learners, formative assessment (FA) has been increasingly exploited to encourage autonomous learning that reaches out of their own sector, making for both lifelong and life-wide learning. However, FA serves as an internal dialogue between teachers and students rather than as an official channel of communication with outside stakeholders. In other words, summative assessment (SA) still has its own place in this 21st century to determine students’ overall performance and examine the extent to which learning outcomes have been met. However, all-or-nothing high stakes tests, which are commonly done at the end of the course, can trigger a state of anxiety and a learning-for-the-test attitude whilst motivation should be timely and specific through teachers’ descriptive and constructive feedback. The matter is not about the choice of FA or SA but about the way to effectively incorporate both for more informed decisions. The answer lies in critical reflection that functions as a glue to stick feedback and feedforward, FA and SA, proficiency and continuous improvement.
efficiency, summative assessment, promote, continuous improvement, English, proficiency
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