1. Full name: Le Thi Hoang Ha   2. Sex: Female

3. Date of birth:  18/03/1977       4. Place of birth: Hai Phong

5. Admission decision number: 998/QĐ-CTHSSV Dated 26/07/2016

6. Changes in academic process:                      

- 1st revision of the thesis title: Impacts of formative assessment on self-regulated learning skills of undergraduate teacher training programs’ students, Decision No. 1232/QĐ-ĐHGD dated 30/7/2018 by the Rector of VNU University of Education.

- Change of thesis supervisor: Dr. Tran Hoai Phuong stopped her role as a thesis supervisor of student Le Thi Hoang Ha, Decision No. 2479/QĐ-ĐHGD dated 31/12/2018 by the Rector of VNU University of Education.

- 1st extension of training duration, Decision No. 1246/QĐ-ĐHGD dated 26/7/2019 by the Rector of VNU University of Education.

- 2nd extension of training duration, Decision No. 1084/ĐHGD-ĐT dated 5/8/2020 by the Rector of VNU University of Education.

- Being forced to drop out of the training program, Decision No. 1397/QĐ-ĐHGD dated 28/7/2021 by the Rector of VNU University of Education.

- Being accepted to be back to the training program for thesis defense, Decision No. 2649/QĐ-ĐHGD dated 30/12/2022 by the Rector of VNU University of Education.

- 2nd revision of the thesis title: Effects of formative assessment on self-regulated learning skills of undergraduate teacher training programs’ students, Decision No. 603/QĐ-ĐHGD dated 20/3/2023 by the Rector of VNU University of Education

7. Official thesis title:  Effects of formative assessment on self-regulated learning skills of undergraduate teacher training programs’ students

8. Major:  Measurement and Evaluation in Education        9. Code:   9.14.01.15

10. Supervisors: Le Duc Ngoc (Associate Professor, Doctor).

11. Summary of the new findings of the thesis:

Although formative assessment (FA) has been a popular term in educational and pedagogical research, and its relationship with students’ self-regulated learning skill has been proved in various publications, there are some new findings from this thesis, as follows:

The thesis proposes a FA model with four core strategies: (i) Clarifying, sharing and understanding learning targets and assessment criteria; (ii) collecting evidence about students’ learning performance and achievements; (iii) creating opportunities for students to participate as assessors; (iv) formative feedback for learning improvement. Positive interaction between instructors and students is an attribute that cover over the four strategies. Basing on this model, a questionnaire for surveying students on the implementation of formative assessment has been piloted for using.

Among FA strategies, formative feedback for learning has properly performed its value, which is also formative assessment’s value – improving the quality of teaching and learning. Feedback is an element which has the strongest effect on almost every component skills of self-regulated learning (SRL). Formative feedback includes instructors’ constructive and positive attitudes towards what students can do and can not do, helping students clarifying where they have been, where they need to go to, and how they can go there. The clarification of learning targets so that the students find them achievable is very important in creating motivation to learn. Direct interaction between an instructor and his students, in which the students are guided to recognised how far they have been on the way to approach the learning targets is also a good thing the instructor can do to create learning motivation for his students. The above continuous interation and feedback is particularly productive in group-based projects because it is really helpful in improving students’ interest and involvement in the projects.

In the proposed model of FA, it is necessary for university instructors to catergorize the strategy of clarifying, sharing and understanding learning targets and assessment criteria into two independent sub-strategies in their teaching process. The learning targets are often clarified and shared by instructors to their students in the course introduction section and at the beginning of every section. Meanwhiles, the sharing of criteria to students or involving students in the process of assessment criteria identification is still an uncommon in teaching. In theoritical studies, this FA strategy is argued to have a close relationship with planning skill of SRL. This thesis’s quantitative data analysis gives similar findings: instructors’ clarifying, sharing and understanding learning targets and assessment criteria have the highest effect on students’ learning planning skill.

Students’ learning motivation and self-efficacy play important roles in developing students’ SRL. Students need information relating to the course, including its contents and assessment requirements prior to their course start to be more motivated to study. It is possibly that this kind of information helps students specify their own learning targets – what they expect themselves to be able to achieve; once they can find the learning target achievable, they would have more self-efficacy in learning.

There exists a thorough relation between students’ self and peer assessment and their performance of SRL. This is found out in both quantitative and qualitative data analysis. Once students are required by their instructor to assess their peers’ learning products and performance, they would focus more in learning, along with following and understanding given assessment criteria more thoroughly. As a result, they would look back to their own performance and feel an ownership of learning.

12. Practical applicability, if any:

The proposed FA model and calibrated questionnaire can be used as a basis for developing any higher education institution’s internal policies on FA, training instructors with FA implementation in teaching.

13. Further research directions, if any:

For further research in this field, the thesis proposes some research directions such as: Finding the differencies of the effects of FA on SRL among education levels and among professional training fields; the converse effects of students’ SRL on instructors’ FA implementation; Further study in the mechanism of how emotional factors play a role in the relationship between FA and SRL, identifying those emotional ones which are potential in activating SRL skills and the mechanism of this activation; imperical/intervention research in blended and online learning environment.

14. Thesis-related publications:

Le Thai Hung, Le Thi Hoang Ha, Le Thanh Thu (2019). “Applying Formative Assessment Techniques to Promote Students’ Learning Outcomes and Interest”. Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018): Advances in Social Science, Education and Humanities Research (ASSEHR), số 258, trang 315-320, NXB Atlantis Press, ISBN: 10.2991/icream-18.2019.66, ISSN: 2352-5389.

Lê Thị Hoàng Hà, Lê Đức Ngọc (2019). Khai thác hiệu quả kiểm tra đánh giá phát triển trong dạy học đại học. Kỉ yếu hội thảo quốc tế: Các vấn đề mới trong khoa học giáo dục - Tiếp cận liên ngành và xuyên ngành, trang 378-393, ISBN: 978-604-968-566-8. NXB Đại học Quốc gia Hà Nội.  

Le Thi Hoang Ha, Nguyen Thi Phuong Vy, Thanh Anh Minh (2021). An Investigation Into The Influence Of Formative Assessment On Students’ Satisfaction Towards Online Courses. In Proceedings of 1st Hanoi Forum on Pedagogical and Educational Sciences (HaFPES) 2021, trang 414-424. NXB Đại học Quốc gia Hà Nội.

Lê Thị Hoàng Hà (2022). Assessing Self-regulated Learning Skills of Teacher Education Students at VNU University of Education. Tạp chí Khoa học ĐHQGHN: Nghiên cứu Giáo dục [S.l.], v. 38, n. 2, Tháng 2/2022. ISSN 2588-1159. doi: https://doi.org/10.25073/2588-1159/vnuer.4593.

Lê Thái Hưng, Lê Thị Hoàng Hà, Nguyễn Thị Phương Vy (2022). Assessment for Learning: Perspectives, Beliefs and Practice of School Teachers in Vietnam. Tạp chí Khoa học ĐHQGHN: Nghiên cứu Giáo dục [S.l.], v. 38, n. 2, Tháng 5/2022. ISSN 2588-1159. doi: https://doi.org/10.25073/2588-1159/vnuer.4638.

Nguyen Ba Tien, Hoai-Nam Nguyen, Hoang-Ha Le, Tran Thu Trang, Chau Van Dinh, Ha-Nam Nguyen, Gyoo Seok Choi (2023). Applying Machine Learning approaches to predict High-school Student Assessment scores based on high school transcript records. International Journal of Internet, Broadcasting and Communication, Vol.15 No.2 (2023.05), trang 261-267. pISSN (bản in): 2288-4920, eISSN (bản điện tử): 2288-4939.