Factors Influencing Formative Assessment Practices Among Public College Lecturers In Vietnam
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Date
2018-09
Authors
Nguyen, Thi Do Quyen
Journal Title
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Publisher
Universiti Sains Malaysia
Abstract
This study investigated the relationships of different factors influencing formative assessment practices among public college lecturers in Vietnam. The two-dimension Theory of Planned Behavior (TPB) was selected to be the underpinning theory of the study. This theory comprises seven factors, such as affective attitude, instrumental attitude, subjective norm, controllability, self-efficacy, intention and behavior. Contextual factors at classroom level (micro-level) based on three-level Kozma’s framework of contextual factors (i.e. micro-, meso- and macro-level) were also integrated into the TPB. They were hypothesised to moderate the relationships between behavior – formative assessment practices and three TPB variables (i.e. intention, controllability and self-efficacy). To conduct the empirical study and test the hypothesised research model, online and paper questionnaires were randomly distributed to lecturers in all seven public colleges in Da Nang City, Vietnam. 244 usable questionnaires were analysed. Partial Least Squares Structural Equation Modelling (PLS-SEM) techniques, using SmartPLS (version 3.2.7) was carried out to test the hypothesised research model. The findings of this study showed that most of TPB antecedents are significantly related to intention to implement formative assessment practices except for subjective norm. Both of intention and self-efficacy are significant predictors of behavior – formative assessment practices. In addition, contextual factors only moderate the relationship between self-efficacy and behavior – formative assessment practices. Moreover, the results of Finite Mixture Part Least Squares (FIMIX-PLS) indicated that there was heterogeneity in the study sample divided into two groups by managerial responsibility. (i.e. Yes managerial responsibility group and No managerial responsibility group). Carrying out multi-group analysis for the two groups revealed that the moderating effect of contextual factors on the relationship between self-efficacy and behavior is the only significant different relationship between two groups. Overall, the present study illuminates that public college lecturers tend to practice formative assessment more when they have high self-efficacy and are able to control contextual factors’ constraints with regards to practising formative assessment. The most important implication of the current study is shedding light on professional development programme about formative assessment for the higher education system in Vietnam. This programme is a combination of cognitive traits, affective and belief systems, and socio-cultural and institutional influences
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Keywords
Education