Theories 

of FA: 
 Where is the learner going? 
 Where is the learner now? 
 How to get there?

 
 Values/Principles of FA: 
 Student Focused 
“Formative assessment helps teachers:
- Consider each student’s learning needs and styles and adapt instruction accordingly
- Track individual student achievement
- Provide appropriately challenging and motivational instructional activities
- Design intentional and objective student self-assessments
- Offer all students opportunities for improvement ”
 Instructionally Informative 
- Provides a way to align standards, content, and assessment
- Allows for the purposeful selection of strategies
- Embeds assessment in instruction
- Guides instructional decisions
 Outcome Based 
- Emphasizes learning outcomes
- Makes goals and standards transparent to students
- Provides clear assessment criteria
- Closes the gap between what students know and desired outcomes
- Provides feedback that is comprehensible, actionable, and relevant
- Provides valuable diagnostic information by generating informative data
 Techniques: 
 Informal questioning 
 Semi-formal exercises and quizzes 
 Self-assessment 
 Peer assessment 
 Observation 
 Portfolio assessment 
 Feedback 
 Learning blogs/journals 
 Teacher conference 
Question 2: Key concepts of assessment and testing 
1. Techniques of formative assessment (7 types) 
Những cái có nêu trong sách Green (2014) 
Technique Definition
 Collections of Ss’ work that may showcase their best achievements or represent progress
Portfolio over a period of time.
During the course of teaching, teachers employ questioning activities informally. The
Informal questioning questions must be stated clearly, put in an appropriate sequence and match the lesson goals.
Teachers need to give appropriate responses to the students’ answers.
Learners act as assessors of each other’s performance. The objectives of peer assessment
Peer assessment usually include fostering improvement and giving learners insights into the qualities of
successful performance.
The practice of learners reflecting on and acting as assessors of their own performance;
Self-assessment usually carried out for self-improvement rather than for grading / certification.
Semi-formal questions Activities, tasks carried out in class that may be used in assessment in more and less formal
and exercises ways. Results may be recorded, but conditions are not as restricted or standardized as in tests.

Involve teachers watching and recording students’ performance in classroom activities.

Observations
The provision of descriptive information about the adequacy of assesses performance that is
Feedback
said to be useful in guiding improvement and fostering learning.
2. Techniques for testing (17 techniques) 
Multiple choice and other selection types: 
 Discrete point and text based multiple choice 
 True / false 
 Gap-filling (cloze) with multiple choice options 
 Gap-filling with selection from bank  
 Gap-filling at paragraph level 
 Matching 
 Extra word error detection 
Candidates-supplied response item types 
 Short answer item 
 Sentence completion 
 Open gap-filling (cloze) 
 Transformation 
 Word formation 
 Transformation cloze 
 Note expansion 
 Error correction (proof reading) 
 Information transfer 
Non-item-based task types 
 Writing tasks 
 Speaking tasks 
3. Techniques for TEACHING 
GTM DM ALM CLT
Translation of literary Reading aloud Dialogue memorization Authentic materials
passage
Reading comprehension Question and answer exercise Backward build-up Scrambled sentences
questions (expansion) drill
Synonyms / Antonyms Getting students to self- Repetition drill Language games
correct
Cognates Conversation practice Chain drill Picture strip story
Deductive application of rule Fill-in-the-blank exercise Single-slot substitution drill Role play

Fill-in-the-blanks Dictation Multiple-slot substitution Interview

drill
 Memorisation Map drawing Transformation drill
Use words in sentence Paragraph writing Question-and-answer drill

Composition Use of minimal pairs

Complete the dialog
Grammar game
 
Sample questions: 
Put the activities in the box below into the right categories of testing and assessment. Which are the odd ones
out and why? (2 points) 
15-minute test portfolio presentation peer assessment teacher conferencing

handout oral test feedback informal test group work

final exam learning log experiment survey project
discussion pair work scaffolding drill self-assessment
 
Characteristics of effective feedback 
Prospective 
 Looks forward to guide and encourage learners to reflect and take action to improve performance. 
 Directly related to learning goals 
 Makes use of checklists or scales based on curriculum goals. 
 Learner understands the criteria. 
Continuous and timely 
 Feedback is provided as an integral element of each unit. 
 There are opportunities to improve before the unit ends. 
Specific 
 ‘Successful use of linking words to connect sentences.’ 
Frequent and continuous 
Task referenced: descriptive of the performance, not judgemental of the person 
 ‘There are three grammatical errors in the second paragraph. Can you find them?’ 
Corrective: targeted and achievable 
 Requires action that is within scope of learner abilities. 
 Additional support (scaffolding) may be provided to simplify the task. 
 
6 phases/tendencies in assessment history 
1. Pre-scientific/Traditional: 17th – 19th century (why named pre-scientific? Becuz no rationale) 
Corresponding teaching method: GTM 
2. Psycholinguistic-socio-linguistic: at the turn of 20th century 
Corresponding teaching method: DM 
3. Psychometric-structuralist: 50s - 60s  
Corresponding teaching method: ALM, Focus on: Reliability 
4. Communicative: 70s-80s 
Corresponding teaching method: CLT, Focus on: Validity of content 
5. Assessment for learning: from 90s 
Corresponding teaching method: Task-based language teaching 1 (TBLT1), Focus on: Process of 
learning 
6. Formative testing: from 90s 
Corresponding teaching method: TBLT2, Focus on: Products of Learning, learners 
 
Đánh giá tổng kết Đánh giá thường xuyên Đánh giá định kì
1, 2, 3, 4 5 6
Focus on language Focus on process of learning Focus on products of learning
Teacher-centered Learning-centered Learner-centered
 Cho tiết 1,2,8 Cho đống còn lại
 
 
How to teach PBL period 8: 
Step 1: Project title: poses a real-life/driving problem 
Step 2: Project Objectives 
Where to find? Thầy kêu ở đầu mỗi Unit trong sách giáo viên, tui thấy ở ngay trang Project cũng có (phần Now you
can) 
Notes: 
 Không dùng by the end of/after: do focus vào process 
 Ghi về skills trước – knowledge sau 
Ex: Describe (spk skill) with clear pronunciation and intonation (linguistics knowledge) 
 Dùng những từ như use/apply, không dùng remember 
Step 3: Rubrics 
Good rubrics -> stick to the Objectives 
 Make expectations clear to Ss 
 Allow to assess skills separately 
 Fair, consistent, transparent in grading 
 Help improve students’ performance 
3 parts: categories, descriptors, levels of performance (số level phải là số lẻ) 
Basic 3lv rubrics: below/meets/exceeds expectations 
Step 4: Design and set up Projects 
 Break down the project into multiple steps – what will students need to do and when? Will it happen in
class or out of class? 
 Make sure the project includes all of your objectives 
 Create mini-deadlines 
 Consider assessing completion of partial deadines (peer or teaching feedback) 
 Give clear and specific expectations for final product (a 3-min roleplay; a 5-min group presentation; a
poster with X items) 
 

Process Writing (assessment using checklists) 

1. Planning 
a. Group brainstorming 
b. Clustering 
c. Rapid free writing 
d. Wh-question 
2. Drafting 
3. Responding (Teacher / peer assessment – (Where is the leaner right now) – based on the checklist
- formative assessment) 
4. Revising (Meaning, structure, semantics) (feedback given in the responding stage (How to get
there) - formative assessment) 
5. Editing (Mechanical errors) (forms of language) (a simple checklist - formative assessment) 
6. Evaluating 
7. Post-writing 
Page Break 
PROJECT EXAMPLE FOR ENGLISH 10, UNIT 1 
Project: How can we share homework with our family members? 
  
Project objectives: Students will be able to: 
- write a 100-150 report in English about their findings 
- use the present simple and the present continuous correctly in the report  
- explain the data with clear pronunciation and intonation in an oral presentation 
- apply words about household chores and duties in the family in the oral presentation and written report 
  
Step 1: Teacher poses a question. 
How should we share housework equally among family members? 
  
Step 2 and 3: Planning and Scheduling. 
STEP TIMING EVIDENCE
Form a group of 5 students. Design some questions to 10 minutes Your list of questions.
interview other friends about how their family share
housework. Make sure you use the present simple and the
present continuous correctly when writing the question. Use
the words related to household duties. You must have at least
6 questions.

With your group, interview at least 10 friends, using your 15 minutes Share your presentation in front of
questions in step 1. Collect your data and demonstrate them the class – give and receive
into chart. Prepare an oral presentation for that. Practice feedback.
pronunciation in your group to make sure them you
pronounce words and sentences correctly.

At home, produce a written report of your data. Write your March – 11th 2021 Bring your written report to the
report in 100-150 words. Check your use of vocabulary and class.
grammar. This will be marked using the
rubrics.
  

Step 4: Monitor students and project progress. 

- Ss will work in groups to conduct the project. Project rubrics and team rubrics are used as below: 
Criteria Excellent (9-10) Good (6-8) Needs improvement (0-5)

All the sentences with present Most of the sentences with Less than half the sentences
Use of present simple and simple and present present simple and present with present simple and
present continuous tenses continuous are spoken and continuous are spoken and present continuous are spoken
written correctly. written correctly. and written correctly.
 Clear with minor errors. Clear with several errors.
Many incomprehensible
Pronunciation There are no errors that There are some errors that
words and phrases.
interfere with understanding. interfere with understanding.

Use a sufficient about of Write and speak with

Produce oral and written
vocabulary items but with repetition in word choice.
work with flexibility.
Use words and phrases little flexibility. There are spelling, wordform
There are no spelling,
about household chores There are some spelling, and wordchoice mistakes that
wordform
wordform causes difficulty for
or wordchoice mistakes.
or wordchoice mistakes. comprehension.
  
Needs improvement
Criteria Excellent (9-10) Good (7-8)
(0-5)
Took initiative to improve
Assumed responsibility when
project work. Actively Did not show any
Cooperation tasked by the group or group
listened to and valued the responsibility
leader
opinions of others

Contributed high quality to Contributed adequate quality Did not contribute to the
Contribution the completion of the project to the completion of the completion of the project
work project work work

Consistently participated in Participated in most of the Did not participate in the

Participation
the group discussion group discussions group discussions

  
Step 5: Assess the outcome: 
- T uses the rubrics given to Ss in step 4 to evaluate them. 
  
Step 6: Reflection: 
- T asks the students some of the questions such as: 
 What are the three important things you discovered today? 
 What did you find difficult? 
 What do you wonder? 
 
This is my version of PBL based on the 4 steps Mr. Tung has recommended to the class. He said he advocated for the
4-step approach since it was easier to do. Feel free to give feedback on this work if you see any errors. 

Unit 7, English 10 

1. Project 
Students write a description in English about cultural aspects of Vietnam and present their findings in class. 
2. Project objectives  
Students will be able to: 
- produce a 140-word description on an aspect of Vietnamese culture and some Dos and Don'ts related to it.  
- use comparative and superlative adjectives as well as articles correctly in the description. 
- describe their findings using clear pronunciation and correct intonation in an oral presentation. 
- apply words and phrases related to cultural characteristics and lifestyles appropriately in an oral presentation. 
3. Rubrics 
Category Excellent (9-10) Good (6-8) Needs improvement (0-5)
Use of All sentences containing the Most sentences containing the Half or fewer sentences
comparative and comparative/superlative forms comparative/superlative forms containing the
superlative and articles are used correctly and articles are used correctly comparative/superlative forms
adjectives, and and articles are used correctly
articles
Pronunciation Clear with minor errors. No Clear with several errors. Some Many incomprehensible words
errors interfere with meanings. errors interfere with meaning. and sentences.

Vocabulary Vocabulary related to cultural Most vocabulary cultural Many mistakes in vocabulary
related to cultural characteristics and lifestyles is characteristics and lifestyles is related to cultural characteristics
characteristics and accurate accurate and lifestyles
lifestyles

  
4. A step-by-step plan 
Step Due Date Evidence
Form a group with 03 other people. Choose Time to work in class – April 5
an aspect of Vietnamese culture that you find
interesting and write a description of it using
comparatives, superlatives and articles First draft – April 6 Bring draft to class
correctly. Make sure you are also accurately
using vocabulary related to cultural Final draft – April 8 Bring draft to class – this will be
characteristics and lifestyles. The description graded according to rubric
must be at least 140 words long and must also
include at least 03 do’s and 03 don’ts when
getting involved in that particular
cultural aspect.

With your group, prepare a 5-minute Time to work in class – April 10

presentation about an interesting aspect of
Vietnamese culture, along with some do’s and First practice in class – April 13 Be prepared to share your
don’ts related to it. All group members must presentation with another group –
speak. Review pronunciation of all the key give and receive feedback.
words to make sure you are pronouncing them Final presentation – April 16
correctly. This will be graded according to
the rubric.