Tác động của hình thức đánh giá qua hồ sơ học tập đến thái độ và năng lực sử dụng tiếng Anh của sinh viên cao đẳng học nghề: Một nghiên cứu bán thực nghiệm

Tóm tắt

Although global education increasingly emphasizes formative assessment, many vocational colleges in Vietnam still maintain traditional examinations. Consequently, this often leads to rote learning and hinders the comprehensive development of students. In response to this issue, this study explores the impact of portfolio assessment on the academic performance and attitudes of vocational college students. The research employs a quasi-experimental mixed methods approach over eight weeks, involving 111 A2-level non-English-major students at Cao Thang Technical College, who were divided into an experimental group (N=57) and a control group (N=54). Regarding the quantitative results, Independent Samples T-tests revealed that the experimental group achieved higher final scores than the control group (6.53 compared to 5.84; p = .001). Likewise, Paired Samples T-tests showed a significant improvement within the experimental group, with scores increasing from 5.02 to 6.53 (p < .001). Furthermore, Pearson correlation analysis indicated a strong positive relationship between learning attitudes and academic outcomes (r = .932). In addition to these findings, qualitative data suggested that the implementation of portfolio assessment appeared to promote more optimistic learning attitudes as well as greater learner autonomy in English language learning. Overall, these findings indicate that portfolio assessment has a positive impact on both students’ academic performance and learning attitudes. Nevertheless, to ensure its effective implementation, educators still need to establish clear assessment criteria, provide specific guidelines, and integrate appropriate technology support.