Case study and participants

A multiple case design (Stake, 1995, 2006) was used to illuminate the practice of AfL in EU. The use of multiple cases aims to gain a deep exploration of the assessment practices of each lecturer in comparison with other lecturers. As Stake

(1995) contends, “we cannot understand this case without knowing about other cases; the evidence can be more compelling and this leads to better understanding of larger collection of cases” (p. 3). Adopting an interpretative approach, the assessment practices of the three lecturers were interpreted according to the sociocultural theories of learning which serve as the theoretical framework for this study.

When using a case study approach, it is important to determine the boundaries of each case “in terms of time, place, or some physical boundaries” (Creswell, 2008, p. 476). These factors locate the exploration and interpretation of information within a detailed context. In this study, the boundary of each case study entailed the assessment practices of each lecturer, which were investigated over a semester, within a single institution. As noted in Chapter One, data collection and an in-depth analysis of the practice of AfL focused on the following sub-research questions:

• What assessment for learning strategies do Vietnamese lecturers currently use?

• How do Vietnamese lecturers enact their assessment strategies for learning?

• What are Vietnamese students’ experiences of assessment for learning?

• What are the sociocultural factors that support or hinder the implementation of AfL in higher education in Vietnam?

Three lecturers in this study were chosen purposefully to observe how AfL was enacted in different disciplines. Patton (2002) believes that “the logic and power of purposeful sampling derive from the emphasis on in-depth understanding. This leads to selecting information-rich cases for study in-depth” (p. 46). Although the first priority in the selection of case study is to “maximise what we can learn” (Stake, 1995, p. 4), the information gathered needs to respond to the research questions and the case study needs to be conducted within the available time and resources (Punch, 1994; Stake, 1995).

Ly, Hoa and Tung have been working for three different faculties in EU and they were purposively selected because they reported that they use AfL strategies in their current classes. They were also identified based on their teaching experience as early, middle or late career; their training process; level of qualification; and the country where their qualification was obtained, as this may have influenced the lecturers’ pedagogic beliefs and assessment practices. From the lens of sociocultural theories, the development of identities and pedagogic practices of the participant lecturers may result from individual, social and cultural factors. The three lecturers were also chosen

based on their subject and class sizes. Examining the different subjects and sized classes enabled the researcher to explore diverse practices of AfL in EU and to recognise influential factors in a situated context. Two kinds of lectures, categorised by the number of students in the classroom, were investigated. Ly taught a Communication Skills subject in a large elective class with 120 students, while Hoa and Tung worked with smaller classes for general and specialised subjects, with 20 advanced students. It is assumed that different class sizes would bring certain advantages and disadvantages for the use of AfL strategies. Using the range of criteria, profiles of the three lecturers are described in the following table.

Table 3.1

Profiles of the Three Lecturers

Tran, Thi Ly (TTL, pseudonym)

Duong, Thi Hoa (DTH, pseudonym)

Nguyen, Van Tung (NVT, pseudonym) Faculties Psychology and

Education

Mathematics and Informatics

History

Gender Female Female Male

Teaching experience Late career Middle Early career Qualification PhD in Vietnam PhD in Vietnam Masters in an Asian

country Professional development Courses with Vietnamese and overseas experts Courses with Vietnamese and overseas experts Self-study

Teaching subject Communication Skills Research Methodology

History Class Elective large class

with 120 first year students from different faculties in EU

General class with 20 second year advanced students from the FMI

Specialised core class with 18 first year advanced students from the FoH

It should be noted that although Ly, Hoa, and Tung were at different stages of their careers, they all have opportunities to access contemporary Western teaching approaches through professional development or overseas training experiences. However, none of them had specific training in assessment.

Student participants

A total of 19 students studying in the classes of the three lecturers were invited to participate in this study. To obtain a diverse group of students, students were purposefully chosen based on their willingness to participate, a mix of gender, and a range of learning results. This selection allowed the researcher to see the different

experiences of a wide range of students who had been exposed to the same strategies of AfL in the classes. The following table profiles students who participated in the study.

Table 3.2

Student Participants

Three Cases Students in Focus Groups (Pseudonyms)

Gender Tran, Thi Ly

Communication Skills Class

Hoang, Van Thai Male Nguyen, Lan Anh Female Vo, Thị Lan Female Tran, Đuc Lam Male Bui, Hoang Phap Male Nguyen, Thị Ba Female Vu, Nhan My Female Dương, Thị Hoa

Research Methodology Class

Nguyen, Thi Thu Female Nguyen, Van Nam Male Hoang, Thanh Tram Female Tran, Thi Hang Female Nguyen, Van Thong Male Vu, Thị Giang Female Nguyen, Van Tung

History Class

Nguyen, Ngoc Lan Female Vu, Thu Hoai Female Nguyen, Thị Huyen Female Nguyen, Thi Lien Female Pham, Thi Hue Female Tran, Thu Hong Female