Using summative and formative assessments to evaluate EFL teachers’ teaching performance
Bibliographic Data
| ID | 19378582 |
|---|---|
| Authors | Wei Wei (0000-0003-1852-2811, Macau University of Science and Technology, corresponding author) |
| Year | 2015 |
| Volume | 40 |
| Issue | 4 |
| Pages | 611-623 |
| Publication date | 2015-05-19 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2014.939609 |
| OpenAlex | W2090410863 |
| Language | EN |
| Citations received | 2 |
| References cited | 21 |
Using classroom observations (formative) and student course experience survey results (summative) to evaluate English lecturers’ teaching performances is not new in practice, but surprisingly only a few studies have investigated this issue in a higher education context. This study was conducted in an English department of a large university in Vietnam. The data include: (1) semi-structured interviews with all the full-time lecturers, (2) two department heads and (3) course experience surveys from English as a foreign language (EFL) students (N = 2886). Three lessons can be learned: (1) formative assessments do not seem to have an effect on promoting better teaching practices when their feedback is not helpful in improving high-stakes summative assessment results, (2) without sharing a common definition of good teaching practices among assessors, summative assessments appear to make the feedback from formative assessments less meaningful and applicable, and (3) as a result, the combination of formative and summative assessments tends to make EFL lecturers’ self-assessment practices less effective
Formative assessment · Knowledge survey · Mathematics education · Medical education · Pedagogy · Summative assessment · Evaluation of Teaching Practices · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Achievement goals in the classroom
Students' evaluations of University teaching
On the definition of feedback
Formative assessment and the design of instructional systems
Instruments for obtaining student feedback
Faculty Views of Student Evaluation of College Teaching
Teacher self-assessment
How may teacher evaluation have an impact on professional development? A multilevel analysis
Planning for educational change
Meanings and Consequences
Validity of psychological assessment
| Citations per year | 0.22 |
|---|---|
| Citation span | 2017 - 2024 (8) |
| Highly cited | No |