Framework Of Teacher’s Competences For Formative Assessment Of English Majors According To The Outcome-Based Education At Higher Education Institutions

Abstract

Formative assessment has been admitted as a key assessment model for the improvement of education quality. The enhancement of assessment competence to teachers is essential to assure the implementation of a successful evaluation of student performance during the training process. To make a contribution to facilitating teacher’s insight and practice of formative assessment, we carried out research on the reality of formative assessment implementation according to the Outcome-Based Education (OBE) at higher education institutions which provide English language training in Vietnam and suggested a competence model of formative assessment for teacher assessors. To investigate this reality, we used a questionnaire including 10 items which focused on the formative assessment competences of teachers at university and interviews of a large scale of teacher assessors at Vinh University, University of Languages and International Studies (ULIS)– Vietnam National University, Hanoi, and Ho Chi Minh City University of Education. Participants include 121 teachers at three fore-mentioned universities. The results of the study were analysed by means of SPSS software and qualitative evaluation of interview responses. The findings show a disparity in teacher assessor’s competences at different universities and these competences have not been set as a common model for integral formative assessment management of English majors. As a result, the paper suggested an integral formative assessment competence model for teachers of English at university.