Sử dụng công cụ số trong đánh giá quá trình về kĩ năng đọc tiếng Anh của học sinh tiểu học: từ góc nhìn của giáo viên đến hàm ý sư phạm
Tóm tắt
In international primary schools in Ho Chi Minh City, digital technology has successfully supported formative assessment in reading instruction. The study explores English teachers’ perceptions at an international primary school in Ho Chi Minh City regarding the integration of digital tools for formative assessment in teaching reading skills to fifth-grade students. The study yields three key findings based on semi-structured interviews and thematic analysis: (1) the teachers agreed that online resources supported students with timely feedback and engaged them with authentic tasks; (2) the teachers identified practical challenges in the mainstream context of primary classrooms, including the challenge of managing student distractions and the pedagogical challenge of adapting tools to meet the needs of primary students; (3) the pedagogical component of the model was the overarching factor that demonstrates teachers' integrated technological, pedagogical, and content competencies, and thus is helpful in leveraging the potential of technology in the service of learning. The study confirms that the effective use of technology for formative assessment is determined more by teachers' pedagogical design and less by the availability of tools, which points to clear implications for teacher professional development and policy.
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