Classroom assessment has been given more attention in the context of Vietnam. In recent years, an increasing number of studies have been conducted to examine the current status of classroom assessment at primary and high schools. However, there has been little research scrutinizing how teachers actually assess students’ skills, particularly speaking skills in the classroom of secondary schools. With mixed methods design, the study aims at investigating secondary school teachers’ practices of classroom speaking assessment and exploring factors affecting their practices. The participants included 28 teachers from ten secondary schools in Phu Tho Town, Phu Tho Province. A questionnaire and semi-structured interview questions were used as data collection instruments in this study.
Readership Map
Content Distribution
Classroom assessment has been given more attention in the context of Vietnam. In recent years, an increasing number of studies have been conducted to examine the current status of classroom assessment at primary and high schools. However, there has been little research scrutinizing how teachers actually assess students’ skills, particularly speaking skills in the classroom of secondary schools. With mixed methods design, the study aims at investigating secondary school teachers’ practices of classroom speaking assessment and exploring factors affecting their practices. The participants included 28 teachers from ten secondary schools in Phu Tho Town, Phu Tho Province. A questionnaire and semi-structured interview questions were used as data collection instruments in this study.
