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Assessment in Thai ELT: What Do Teachers Do, Why, and How Can Practices Be Improved?

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Title: Assessment in Thai ELT: What Do Teachers Do, Why, and How Can Practices Be Improved?
Language: English
Authors: Todd, Richard Watson, Pansa, Duangjaichanok, Jaturapitakkul, Natjiree, Chanchula, Nawiya, Pojanapunya, Punjaporn, Tepsuriwong, Saowaluck, Towns, Stuart G., Trakulkasemsuk, Wannapa
Source: LEARN Journal: Language Education and Acquisition Research Network. Jul-Dec 2021 14(2):627-649.
Availability: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Peer Reviewed: Y
Page Count: 23
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Foreign Countries, Testing Problems, Language Teachers, Language Tests, Student Evaluation, Teacher Attitudes, Student Motivation, Teaching Methods, Evaluation Methods, Scores, Educational Benefits, Evaluation Criteria
Geographic Terms: Thailand
ISSN: 2630-0672
Abstract: English language education in Thailand is rated poorly internationally and needs improvement. Research identifying the reasons for the l highlights assessment as a key concern since assessment has washback effects on learning. However, little is known about the assessment practices teachers use. This paper has three goals: to identify the assessment practices used, to identify the reasons underlying teachers' decisions about assessment, and to promote assessment practices likely to have positive washback. A survey of 329 teachers found that two-thirds of students' scores came from tests, but that all teachers used some form of continuous assessment. From interviews with 29 teachers, teachers used tests to reduce their workload and to prepare students for the national ONET exams, while using continuous assessment to motivate students and to prepare them for real-world uses of English. Based on evidence that continuous assessment is more likely to promote positive washback, 303 assessment activities designed by teachers were analyzed for potential benefits. Rating the activities on five criteria, 39 assessment activities with potential positive washback were identified, designed into attractive formats, and disseminated to teachers. Using these activities with positive washback is likely to have beneficial effects on English language education in Thailand.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1310803
Database: ERIC
FullText Text:
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  Data: Assessment in Thai ELT: What Do Teachers Do, Why, and How Can Practices Be Improved?
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  Data: <searchLink fieldCode="SO" term="%22LEARN+Journal%3A+Language+Education+and+Acquisition+Research+Network%22"><i>LEARN Journal: Language Education and Acquisition Research Network</i></searchLink>. Jul-Dec 2021 14(2):627-649.
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  Data: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
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  Data: 2630-0672
– Name: Abstract
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  Data: English language education in Thailand is rated poorly internationally and needs improvement. Research identifying the reasons for the l highlights assessment as a key concern since assessment has washback effects on learning. However, little is known about the assessment practices teachers use. This paper has three goals: to identify the assessment practices used, to identify the reasons underlying teachers' decisions about assessment, and to promote assessment practices likely to have positive washback. A survey of 329 teachers found that two-thirds of students' scores came from tests, but that all teachers used some form of continuous assessment. From interviews with 29 teachers, teachers used tests to reduce their workload and to prepare students for the national ONET exams, while using continuous assessment to motivate students and to prepare them for real-world uses of English. Based on evidence that continuous assessment is more likely to promote positive washback, 303 assessment activities designed by teachers were analyzed for potential benefits. Rating the activities on five criteria, 39 assessment activities with potential positive washback were identified, designed into attractive formats, and disseminated to teachers. Using these activities with positive washback is likely to have beneficial effects on English language education in Thailand.
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  Data: EJ1310803
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      – Text: English
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        PageCount: 23
        StartPage: 627
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Testing Problems
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      – SubjectFull: Language Teachers
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      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Evaluation Methods
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      – SubjectFull: Evaluation Criteria
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      – SubjectFull: Thailand
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      – TitleFull: Assessment in Thai ELT: What Do Teachers Do, Why, and How Can Practices Be Improved?
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