IMPACTS OF THE CEFR-ALIGNED LEARNING OUTCOMES IMPLEMENTATION ON ASSESSMENT PRACTICE

Abstract

Abstract This article reports the initial findings on the implementation of the Common European Framework of Reference for Languages (CEFR) at tertiary level in Vietnam. It explores the impacts of the CEFR-aligned learning outcomes implementation on assessment practice for non-English major students at Hue University. Semi-structure in-depth interviews were employed. Eight general English (GE) teachers who teach non-English major students at Hue University participated in this qualitative study. The findings showed that GE teachers modified the assessment activities in such a way that can aid their non-English major students achieve the required learning outcomes. The strong impact of the CEFR-aligned outcomes on the assessment practice could be seen in the appearance of CEFR aligned tests and the focus on students’ self and peer assessments. The long-term effect of the activities, which is students’ language proficiency improvement, was difficult to achieve. The issue of extra training on capacity building and professional development for GE teachers at Hue University was thus put forward.