A Study of Formative and Summative Uses of Language Teaching Data

The student research results (summative) used to assess teaching outputs by English lecturers is not new to practice, but relatively few studies studied this subject in the context of higher education. This is a topic that has been studied by student students. This study was conducted in a large university in Vietnam in an English department. In the context of that study, the EFL lecturers seemed to complain in the second phase (self-judgments) that they did not know how to relate their self-observed teaching practice with what they had planned to do because the two assessments differently described the expected teaching performance. In this way, at the third (self-reactions) stage the reactions of EFL teachers to their self-appreciation appeared less efficient, including superficially adjusting new teaching practices; developing some strategies for avoiding formative evaluations by manipulated survey results; Eventually, with the input from classroom observations of the gate, lecturers seemed to interrupt their self-assessments. Most of the previous studies were performed in the sense of teaching and learning in the classroom and only a few studies addressed this topic in the area of teacher preparation or evaluation. The first two studies examine the possible conflicts in the use of portfolios to build up teaching skills between summative and formative function. Professional development portfolios to illustrate differences in the sense of teacher education between summative and formative assessment roles.