Assessment in Thai ELT: What do Teachers Do, Why, and How can Practices Be Improved?
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Published:
Jul 26, 2021
Keywords:
assessment practices positive washback continuous assessment English language education Thailand
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Abstract
English language education in Thailand is rated poorly internationally and needs improvement. Research identifying the reasons for the l highlights assessment as a key concern since assessment has washback effects on learning. However, little is known about the assessment practices teachers use. This paper has three goals: to identify the assessment practices used, to identify the reasons underlying teachers’ decisions about assessment, and to promote assessment practices likely to have positive washback. A survey of 329 teachers found that two-thirds of students’ scores came from tests, but that all teachers used some form of continuous assessment. From interviews with 29 teachers, teachers used tests to reduce their workload and to prepare students for the national ONET exams, while using continuous assessment to motivate students and to prepare them for real-world uses of English. Based on evidence that continuous assessment is more likely to promote positive washback, 303 assessment activities designed by teachers were analyzed for potential benefits. Rating the activities on five criteria, 39 assessment activities with potential positive washback were identified, designed into attractive formats, and disseminated to teachers. Using these activities with positive washback is likely to have beneficial effects on English language education in Thailand.
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How to Cite
Todd, R. W. ., Pansa, D. ., Jaturapitakkul, N., Chanchula, N., Pojanapunya, P., Tepsuriwong, S., Towns, S. G. ., & Trakulkasemsuk, W. (2021). Assessment in Thai ELT: What do Teachers Do, Why, and How can Practices Be Improved?. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 627–649. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/253377
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Research Articles
References
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Burke, K. (1999). How to assess authentic learning. Skylight Professional Development.
Carless, D. R. (2003), Factors in the implementation of task-based teaching in primary schools. System, 31(4), 485-500. https://doi.org/10.1016/j.system.2003.03.002
Cheng, L. (2014). Consequences, impact, and washback. In A. J. Kunnan (Ed.), The companion to language assessment (pp. 1130– 46). John Wiley & Sons. https://doi.org/10.1002/9781118411360. wbcla071
English First. (2019). EF English proficiency index. Retrieved from https://www.ef.edu/__/~/media/centralefcom/epi/downloads/full-reports/v9/ef-epi-2019-english.pdf
ETS. (2020). TOEFL iBT test and score data summary 2019. Retrieved from https://www.ets.org/s/toefl/pdf/94227_unlweb.pdf
Everhard, C. J. (2015). The assessment-autonomy relationship. In C. J. Everhard & L. Murphy (Eds.), Assessment and autonomy in language learning (pp. 8-34). Palgrave Macmillan. https://doi.org/10.1057/9781137414380_2
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Louw, S., Watson Todd, R., & Jimarkon, P. (2011) Active listening in qualitative research interviews. Selected proceedings of the international conference: Doing research in applied linguistics (pp. 71-82). 21-22 April 2011, Bangkok: King Mongkut’s University of Technology Thonburi.
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McMillan, J. H., & Nash, S. (2000). Teacher classroom assessment and grading practices decision making. Retrieved from https://files.eric.ed.gov/fulltext/ED447195.pdf
Narathakoon, A., Sapsirin, S., & Subphadoongchone, P. (2020). Beliefs and classroom assessment practices of English teachers in primary schools in Thailand. International Journal of Instruction, 13(3), 137-156.
Nonthaisong, K. (2015). The impact of the English language policy in the Basic Education Core Curriculum B.E. 2551 (A.D. 2008) on English instruction of Thai secondary EFL teachers: A multiple case study in northeast Thailand. (Doctoral thesis, University of Alabama, Tuscaloosa, USA). Retrieved from https://ir.ua.edu/bitstream/handle/123456789/2417/file_1.pdf?sequence=1&isAllowed=y
Noom-ura, S. (2013). English-teaching problems in Thailand and Thai teachers' professional development needs. English Language Teaching, 6(11), 139-147. Retrieved from https://files.eric.ed.gov/fulltext/EJ1078705.pdf
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Piboonkanarax, K. (2007). A survey of secondary school evaluation procedures focusing on continuous assessment (Unpublished Master’s thesis). King Mongkut’s University of Technology Thonburi, Bangkok, Thailand.
Poonpon, K. (2012). Integrating English speaking tests in an EFL classroom: What teacher can learn from. Retrieved from https://www.iaea.info/documents/paper_4d32efbe.pdf
Prapphal, K. (2008). Issues and trends in language testing and assessment in Thailand. Language Testing, 25(1), 127-143. https://doi.org/10.1177/0265532207083748
Ross, S. J. (2005). The impact of assessment method on foreign language proficiency growth. Applied Linguistics, 26(3), 317-342. https://doi.org/10.1093/applin/ami011
Shavelson, R. J. (1973). What is the basic teaching skill? Journal of Teacher Education, 24(2), 144-151. https://doi.org/10.1177%2F002248717302400213
Smith, D. B. (1996). Teacher decision making in the adult ESL classroom. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 197-216). Cambridge University Press.
Spratt, M. (2005). Washback and the classroom: the implications for teaching and learning of studies of washback from exams. Language Teaching Research, 9(1), 5-29. https://doi.org/10.1191/1362168805lr152oa
Thongsri, M., Charumanee, N., & Chatupote, M. (2006). The implementation of 2001 English language curriculum in government secondary schools in Songkhla. ThaiTESOL Bulletin, 19(1), 60-94.
Tomlinson, B. (2005). Testing to learn: A personal view of language testing. ELT Journal, 59(1), 39-46. https://doi.org/10.1093/elt/cci005
Watson Todd, R. (2008) The impact of evaluation on Thai ELT. Selected proceedings of the 12th English in South–East Asia international conference: Trends and directions (pp. 118 – 127). Bangkok: King Mongkut’s University of Technology Thonburi.
Watson Todd, R. (2015) National-level educational innovations in Thailand. In Darasawang, P. & Reinders, H. (Eds.) Innovation in language teaching and learning: The case of Thailand (pp. 15-28). Palgrave Macmillan. https://doi.org/10.1057/9781137449757_2
Watson Todd, R., Tepsuriwong, S., Trakulkasemsuk, W., Jaturapitakkul, N., Pojanapunya, P., & Chanchula, N. (2020a) โครงการการสำรวจแนวปฏิบัติด้านการวัดและประเมินผลรายวิขาภาษาอังกฤษที่ใช้ในโรงเรียนไทยในปัจจุบันโดยเน้นแนวปฏิบัติที่ส่งผลกระทบเชิงบวก [A survey of current English language assessment practices at schools throughout Thailand focusing on practices with positive washback]. Report submitted to the National Research Council of Thailand.
Watson Todd, R., Tepsuriwong, S., Pojanapunya, P., Trakulkasemsuk, W., Jaturapitakkul, N., Pansa, D., Towns, S., Pongsart, P., Piboonkanarax, K., & Chanchula, N. (2020b) สุดยอดกิจกรรมการประเมินผลวิชาภาษาอังกฤษ (คู่มือครู) [The best activities for assessing English language]. Bangkok: School of Liberal Arts, King Mongkut’s University of Technology Thonburi.
Basic Education Commission. (2008). Basic education core curriculum BE 2551 (AD 2008). Ministry of Education.
Brown, A. (2013). Uses of language assessments. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 5979-5985). Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal1237
Brown, J. D. (2005). Testing in language programs. McGraw-Hill.
Brown, J. D. (2016). Assessment in ELT: Theoretical options and sound pedagogical choices. In W. A. Renandya & H. P. Widodo (Eds.), English language teaching today: Linking theory and practice (pp. 67-82). Springer. https://doi.org/10.1007/978-3-319-38834-2_6
Burke, K. (1999). How to assess authentic learning. Skylight Professional Development.
Carless, D. R. (2003), Factors in the implementation of task-based teaching in primary schools. System, 31(4), 485-500. https://doi.org/10.1016/j.system.2003.03.002
Cheng, L. (2014). Consequences, impact, and washback. In A. J. Kunnan (Ed.), The companion to language assessment (pp. 1130– 46). John Wiley & Sons. https://doi.org/10.1002/9781118411360. wbcla071
English First. (2019). EF English proficiency index. Retrieved from https://www.ef.edu/__/~/media/centralefcom/epi/downloads/full-reports/v9/ef-epi-2019-english.pdf
ETS. (2020). TOEFL iBT test and score data summary 2019. Retrieved from https://www.ets.org/s/toefl/pdf/94227_unlweb.pdf
Everhard, C. J. (2015). The assessment-autonomy relationship. In C. J. Everhard & L. Murphy (Eds.), Assessment and autonomy in language learning (pp. 8-34). Palgrave Macmillan. https://doi.org/10.1057/9781137414380_2
Fitzpatrick, D. (2011). Making sense of the English language policy in Thailand: An exploration of teachers’ practices and dispositions (Doctoral thesis, University of Exeter, Exeter, UK). Retrieved from https://ore.exeter.ac.uk/repository/handle/10036/3314
Foley, J. A. (2005). English in … Thailand. RELC Journal, 36(2), 223-234. https://doi.org/10.1177/0033688205055578
IMD. (2020). IMD world competitiveness yearbook 2020, digital 2020, talent 2019: Summaries: country profile: Thailand. Retrieved from https://www.imd.org/globalassets/wcc/docs/wco/pdfs/countries-landing-page/th.pdf
Jianrattanapong, A. (2011). Positive washback from Thai university entrance exams. Language Testing in Asia, 1(1), 50-61. https://doi.org/10.1186/2229-0443-1-1-50
Kirschner, P. A., Hendricks, M., Paas, F., Wopereis, I., & Cordewener, B. (2004). Determinants for failure and success of innovation projects: The road to sustainable educational innovation. Proceedings of the Association for Educational Communications and Technology convention, Chicago, IL, 19-24 October 2004 (pp. 359-368). Retrieved from https://files.eric.ed.gov/fulltext/ED485042.pdf
Louw, S., Watson Todd, R., & Jimarkon, P. (2011) Active listening in qualitative research interviews. Selected proceedings of the international conference: Doing research in applied linguistics (pp. 71-82). 21-22 April 2011, Bangkok: King Mongkut’s University of Technology Thonburi.
Mala, D. (2020, August 18). Major education overhaul in works. Bangkok Post. Retrieved from https://www.bangkokpost.com/thailand/general/1969855/major-education-overhaul-in-works
Markee, N. (1997). Managing curriculum innovation. Cambridge University Press.
McMillan, J. H., & Nash, S. (2000). Teacher classroom assessment and grading practices decision making. Retrieved from https://files.eric.ed.gov/fulltext/ED447195.pdf
Narathakoon, A., Sapsirin, S., & Subphadoongchone, P. (2020). Beliefs and classroom assessment practices of English teachers in primary schools in Thailand. International Journal of Instruction, 13(3), 137-156.
Nonthaisong, K. (2015). The impact of the English language policy in the Basic Education Core Curriculum B.E. 2551 (A.D. 2008) on English instruction of Thai secondary EFL teachers: A multiple case study in northeast Thailand. (Doctoral thesis, University of Alabama, Tuscaloosa, USA). Retrieved from https://ir.ua.edu/bitstream/handle/123456789/2417/file_1.pdf?sequence=1&isAllowed=y
Noom-ura, S. (2013). English-teaching problems in Thailand and Thai teachers' professional development needs. English Language Teaching, 6(11), 139-147. Retrieved from https://files.eric.ed.gov/fulltext/EJ1078705.pdf
OECD. (2016). Education in Thailand: An OECD-UNESCO perspective. Paris: OECD Publishing. Retrieved from https://www.oecd.org/publications/education-in-thailand-9789264259119-en.htm
Office of the National Education Commission. (1999). National Education Act of B.E.2542 (1999). Office of the National Education Commission.
Piboonkanarax, K. (2007). A survey of secondary school evaluation procedures focusing on continuous assessment (Unpublished Master’s thesis). King Mongkut’s University of Technology Thonburi, Bangkok, Thailand.
Poonpon, K. (2012). Integrating English speaking tests in an EFL classroom: What teacher can learn from. Retrieved from https://www.iaea.info/documents/paper_4d32efbe.pdf
Prapphal, K. (2008). Issues and trends in language testing and assessment in Thailand. Language Testing, 25(1), 127-143. https://doi.org/10.1177/0265532207083748
Ross, S. J. (2005). The impact of assessment method on foreign language proficiency growth. Applied Linguistics, 26(3), 317-342. https://doi.org/10.1093/applin/ami011
Shavelson, R. J. (1973). What is the basic teaching skill? Journal of Teacher Education, 24(2), 144-151. https://doi.org/10.1177%2F002248717302400213
Smith, D. B. (1996). Teacher decision making in the adult ESL classroom. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 197-216). Cambridge University Press.
Spratt, M. (2005). Washback and the classroom: the implications for teaching and learning of studies of washback from exams. Language Teaching Research, 9(1), 5-29. https://doi.org/10.1191/1362168805lr152oa
Thongsri, M., Charumanee, N., & Chatupote, M. (2006). The implementation of 2001 English language curriculum in government secondary schools in Songkhla. ThaiTESOL Bulletin, 19(1), 60-94.
Tomlinson, B. (2005). Testing to learn: A personal view of language testing. ELT Journal, 59(1), 39-46. https://doi.org/10.1093/elt/cci005
Watson Todd, R. (2008) The impact of evaluation on Thai ELT. Selected proceedings of the 12th English in South–East Asia international conference: Trends and directions (pp. 118 – 127). Bangkok: King Mongkut’s University of Technology Thonburi.
Watson Todd, R. (2015) National-level educational innovations in Thailand. In Darasawang, P. & Reinders, H. (Eds.) Innovation in language teaching and learning: The case of Thailand (pp. 15-28). Palgrave Macmillan. https://doi.org/10.1057/9781137449757_2
Watson Todd, R., Tepsuriwong, S., Trakulkasemsuk, W., Jaturapitakkul, N., Pojanapunya, P., & Chanchula, N. (2020a) โครงการการสำรวจแนวปฏิบัติด้านการวัดและประเมินผลรายวิขาภาษาอังกฤษที่ใช้ในโรงเรียนไทยในปัจจุบันโดยเน้นแนวปฏิบัติที่ส่งผลกระทบเชิงบวก [A survey of current English language assessment practices at schools throughout Thailand focusing on practices with positive washback]. Report submitted to the National Research Council of Thailand.
Watson Todd, R., Tepsuriwong, S., Pojanapunya, P., Trakulkasemsuk, W., Jaturapitakkul, N., Pansa, D., Towns, S., Pongsart, P., Piboonkanarax, K., & Chanchula, N. (2020b) สุดยอดกิจกรรมการประเมินผลวิชาภาษาอังกฤษ (คู่มือครู) [The best activities for assessing English language]. Bangkok: School of Liberal Arts, King Mongkut’s University of Technology Thonburi.