Abstract:
Formative assessment is shown to improve student understanding and achievements in the learning process (Heritage, 2018; McManus, 2008). The study presented here examines the implementation of formative assessment in teacher education in Australia and Vietnam by looking at lecturers and students’ interactions to see its similarities and differences in two cases. Observation and focus groups were employed in the research, involving four lecturers and approximately 100 students. The study found that formative assessment is being conducted efficiently and effectively among classes in teacher education. Formative assessment strategies were implemented in the lecture observation, consisting of but not limited to (1) sharing learning expectations and assessment criteria, (2) collecting learning evidence, (3) providing feedback, (4) self-assessing, (5) peer-assessing. The first three techniques were practiced equally in both countries. However, self-assessment and peer-assessment techniques were not used as much in Australia as in Vietnam, a finding that I attribute to differences in social culture. Observed lecturers have applied many pedagogical approaches to involve students in developing their learning autonomy and learning competence. They have kept saying “this is an idea” and tried to provoke more ideas by saying “any others?” As this paper argues, it is crucial in formative assessment to provide constructive feedback to students during their learning.