Role of assessment for learning and its effectiveness in practice

Assessment for learning is considered a promising approach to assessment to motivate effective learning (Stiggins, 2005, 2007), defined as the adoption of deep learning strategies which brings about high achievement, nurtures the inspiration for learning, and forms lifelong learning skills for students. Stiggins (2005) explained that assessment for learning can positively influence student learning as it provides students with continuous and detailed feedback, and encourages them to self-assess and adjust their own learning. Assessment for learning can therefore help students achieve their expected learning goals. Further, assessment for learning also has an emotional effect on learners (Assessment Reform Group, 1999; Stiggins, 2005). Using

feedback as scaffolding can help students understand their current level of knowledge and aim for new goals. Students can be motivated to have a positive belief in their ability, and make more of an effort to reach their expected level. As a result, involvement in these assessment practices can lead to success (Stiggins, 2005). The feeling of being successful in learning can be a driving force to move students forward. Assessment for learning can contribute to enhancement of students’ motivation to learn (Harlen, 2012).

Assessment for learning is also valuable for teachers to improve their pedagogic practices (Chappuis & Stiggins, 2002). Constantly collecting information about students’ learning helps teachers to identify how their students are progressing and to establish their learning needs. This information is crucial for teachers to revise instruction in a timely manner to enhance their teaching effectiveness.

Based on the findings of Black and Wiliam (1998a, 1998b), projects were mainly conducted in primary and secondary schools in Western societies. In the United Kingdom, two typical projects are the King’s Medway Oxfordshire Formative Assessment Projects (KMOFAP), led by Black and Wiliam, with 24 participant teachers in six schools (Wiliam et al., 2004) and the Learning How to Learn ( LHTL) project led by James with 1500 participant teachers in 40 schools (Black et al., 2006; Swaffield, 2011). In Scotland, the program Assessment is for Learning (AifL) was initiated in 2002 to improve the quality of assessment. This program included 10 projects, one related to formative assessment. Notably, since 2002 the Centre for Educational Research and Innovation (CERI) of the Organisation for Economic Co- operation and Development (OECD) also examined the practices of formative assessment in secondary schools in eight countries (Australia, Canada, Denmark, England, Finland, Italy, New Zealand, and Scotland).

Although those research projects were conducted with different numbers of participants in different contexts, there were similar findings in terms of positive influences of AfL practices on both learning and teaching. The most common finding was that AfL contributed significantly to an increase in students’ test scores (Hayward & Spencer, 2010; OECD, 2005; Wiliam et al., 2004). The projects’ findings also recognised the power of feedback for effective learning. Detailed and constructive feedback helps students to understand their own learning and to plan to move forward. Moreover, the implementation of AfL led to positive changes in teachers’ awareness

and pedagogic practices. It is reported that teachers focused more on assessing students’ existing understandings, and finding ways to develop the skills of independent learning for their students.

Significant research in Western higher education shows the positive impact of AfL on students’ academic achievement. For example, Weurlander and colleagues (2012) conducted a study in a cohort of 70 pathology students in Sweden and found that AfL motivates students to study and help them understand their own learning. Similarly, Carrillo-de-la-Pena et al.’s (2007) study with 548 health science students from four Spanish universities revealed that students who were involved in midterm formative assessment, gained higher marks and success rates in the final assessment, than students who did not take part. Balan (2012) conducted a quasi-experimental research approach for first year mathematics students in Sweden. The intervention group was engaged in AfL strategies, while there was no change for the control group. Findings indicated that the intervention group enjoyed AfL strategies, and results from pre and post-tests indicated an improvement in the problem-solving performance for this group.

Despite positive findings of the use of AfL, there are issues related to its effectiveness in different contexts. First, examining the effectiveness of AfL based only on test results, such as improving students’ test scores, may not reflect learners’ mastery of meta-cognitive skills (Torrance, 2012). Tests are designed based on curriculum objectives which do not generally encourage divergent responses. Therefore, this can limit the development of learner autonomy (Torrance, 2012). This creates a conflict between assessment practices and the aims of learning in higher education, which is concerned with the training of graduates who are capable of higher order thinking skills. Further, research showing positive changes in learning as an outcome of AfL has been slow to emerge and AfL is not always shown to be of value in every class and every context (Dunn & Mulvenon, 2009). Researchers suggest there are “no shortcuts to a real and meaningful change” (Hayward & Spencer, 2010, p. 174) in the practice of AfL. Successful implementation requires a strong commitment from policy makers and active participation of all actors such as parents, employers, teachers, researchers, and students. Importantly, suitable resources in the assessment process are also critical (Hayward & Spencer, 2010; Wiliam et al., 2004).

A critical review of literature reveals that there is a clear lack of research based around AfL conducted in higher education, specifically in non-Western settings (Carless & Lam, 2014). One question which emerges from the literature review is whether the theory of assessment for learning, developed and applied in Western countries, can be used effectively in the context of an Asian country such as Vietnam.