ERIC Number: EJ1057664
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-2938
EISSN: N/A
Using Summative and Formative Assessments to Evaluate EFL Teachers' Teaching Performance
Wei, Wei
Assessment & Evaluation in Higher Education, v40 n4 p611-623 2015
Using classroom observations (formative) and student course experience survey results (summative) to evaluate English lecturers' teaching performances is not new in practice, but surprisingly only a few studies have investigated this issue in a higher education context. This study was conducted in an English department of a large university in Vietnam. The data include: (1) semi-structured interviews with all the full-time lecturers, (2) two department heads and (3) course experience surveys from English as a foreign language (EFL) students (N?=?2886). Three lessons can be learned: (1) formative assessments do not seem to have an effect on promoting better teaching practices when their feedback is not helpful in improving high-stakes summative assessment results, (2) without sharing a common definition of good teaching practices among assessors, summative assessments appear to make the feedback from formative assessments less meaningful and applicable, and (3) as a result, the combination of formative and summative assessments tends to make EFL lecturers' self-assessment practices less effective.
Descriptors: Foreign Countries, Summative Evaluation, Formative Evaluation, Language Teachers, Teacher Evaluation, Student Evaluation of Teacher Performance, Student Surveys, Classroom Observation Techniques, College Faculty, College Students, Educational Practices, Teaching Methods, College Instruction, Teacher Attitudes, Scores, Semi Structured Interviews, Feedback (Response), Self Evaluation (Individuals)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vietnam
Grant or Contract Numbers: N/A