Pedagogical Challenges of Formative E-Assessment in Vietnam’s Tertiary Education

Pedagogical Challenges of Formative E-Assessment in Vietnam’s Tertiary Education

Doan Kim Khoa khoa.dk@ou.edu.vn Centre for Educational Research and Innovation, Ho Chi Minh City Open University 97 Vo Van Tan, Xuan Hoa Ward, Ho Chi Minh City (Vietnam)
Bui Do Cong Thanh* thanh.bdc@ou.edu.vn Faculty of Foreign Languages Ho Chi Minh City Open University 35-37 Ho Hao Hon, Cau Ong Lanh Ward, Ho Chi Minh City (Vietnam)
Le Van Thinh lethinhpy@yahoo.com Department of Foundation Training, Banking Academy of Vietnam, Phu Yen Campus, (Vietnam) 441 Nguyen Hue, Tuy Hoa Ward (Vietnam)
Nguyen Thi Xuan Lan lan.ntx@ou.edu.vn Centre for Educational Research and Innovation, Ho Chi Minh City Open University 97 Vo Van Tan, Xuan Hoa Ward, Ho Chi Minh City, (Vietnam)
Tran Le Nghi Tran tran.tln@ou.edu.vn Centre for Educational Research and Innovation, Ho Chi Minh City Open University 97 Vo Van Tan, Xuan Hoa Ward, Ho Chi Minh City, (Vietnam)
Summary: 
Recently, the adoption of e-learning in tertiary education in Vietnam has been phenomenal, necessitating a critical investigation into e-assessment practices. Across the country, the prevalence and diversity of formative e-assessment (FE) have raised quality concerns among teachers. This study, therefore, identifies the pedagogical challenges and proposes some practical solutions to maintain the quality of FE following the principles of validity, reliability, authenticity, practicality, and washback. Qualitative data were gathered through in depth interviews with thirteen teachers and open-ended questionnaire responses from 103 lecturers across various institutions. Thematic analysis revealed major challenges including students’ lack of academic integrity, over-reliance on AI-enhanced tools, the nature of test task design, types of assignments, teachers’ lack of institutional guidance, teachers’ delayed feedback, time pressure for students, and varied levels of contributions in groupwork. In response to these pedagogical challenges, lecturers insisted on the need for professional development in FE design, proctoring, grading, and giving feedback. There were also calls for alternatives to conventional FE assignments, relevant and meaningful task design to meet the demands of the real world while informing students’ proper attitudes towards AI use.
Keywords: 
e-assessment
E-learning
formative e-assessment (FE)
FE design
tertiary education
assessment principles.
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